Measuring professional identity formation early in medical school

Kalet, Adina; Buckvar-Keltz, Lynn; Harnik, Victoria; Monson, Verna; Hubbard, S.R.; Crowe, Ruth; Song, Hyuksoon S.; Yingling, Sandra

doi:10.1080/0142159x.2017.1270437

Cited by 65 publications

(82 citation statements)

References 32 publications

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“…Previously, we demonstrated 1) evidence for internal structure (inter-and intra-rater reliability of the staging of the PIE), 2) a positive and significant relationship to the Defining Issues Test 2, a validated measure of moral reasoning which is a theoretically related variable, and 3) evidence that students completing these essays and reflecting on the feedback from them understood the construct of PIF underlying this framework-suggesting response process validity evidence as described in the Messick validity model (Cook & Beckman, 2006;A. Kalet et al, 2017).…”

Section: Future Directionsmentioning

confidence: 72%

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Professional Identity Formation in medical school: One measure reflects changes during pre-clerkship training

Kalet¹,

Buckvar-Keltz²,

Monson³

et al. 2018

MedEdPublish

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Professional Identity Formation (PIF), the process of internalizing a profession's core values and beliefs, is an explicit goal of medical education. The Professional Identity Essay (PIE), a developmental measure of the extent to which individuals have a complex and self-defined understanding of their professional role, is a tool to both study and scaffold PIF. PIE staging has internal reliability and response process validity and correlates with a validated measure of moral reasoning. In this study, we investigate whether PIF, as measured by PIE, changes during preclerkship training.Medical students in the class of 2019 completed the PIE during orientation to medical school (PIE#1) and 15 months later, during orientation to clerkships (PIE#2), to the same prompts. These written responses are PIF-staged by an expert rater.On average, PIF scores reveal that 46% of the group remained at the same stage as they were on entry to medical school, 42% scored at a higher stage of PIF, and 15% of students scored at a lower stage of PIF after pre-clerkship training.This result suggests that medical students are heterogeneous with respect to the development of their medical PIF early in medical school training.

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Section: Future Directionsmentioning

confidence: 72%

“…We have previously reported that PIE stage scores from entering medical students 1) distributed similarly to those of age-matched students in other professions, and 2) students found these scores meaningful, suggesting there could be utility in measuring PIF scores in medical education (A. Kalet et al, 2017).…”

Section: Measuring Pifmentioning

confidence: 91%

Professional Identity Formation in medical school: One measure reflects changes during pre-clerkship training

Kalet¹,

Buckvar-Keltz²,

Monson³

et al. 2018

MedEdPublish

Self Cite

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show abstract

“…We examined several existing theories (professional identity formation, ego development, goal orientation and feedback seeking, and self‐determination theory) for their possible fit with our data. We determined that stages of human motivation explained our findings best by re‐reading each interview transcript and characterising each participant from that perspective.…”

Section: Methodsmentioning

confidence: 99%

Faculty feedback that begins with resident self-assessment: motivation is the key to success

et al. 2017

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Self-determination theory provided the clearest lens for framing our findings and fitted into a conceptual model linking the quality of the SAFF experience and residents' motivational loci. We identified several study limitations including time in the field, evolving characteristics of the SAFF programme and the absence of faculty voices. We believe that by better understanding residents' experiences of SAFF, educators may be able to tailor the feedback process, enhance clinical performance and ultimately improve patient care.

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“…Aside from these questions, students were asked to submit the professional identity essay (PIE) proposed by Kalet et al [28] three times. PIE is useful for helping learners articulate their values and norms about medical professionalism, and teachers provide feedback by referring to rubrics based on Kegan's constructive developmental theory [28,29]. This study used a Japanese version of PIE (PIE-J) as a reference for mentors' feedback on Q1-3 and as an assessment tool for students' PIF levels (see also Instruments).…”

Section: Q3mentioning

confidence: 99%

Limited effects from professional identity formation-oriented education on self-regulated learning in a hybrid problem-based learning curriculum: a mixed-method study in Japan

Matsuyama

Nakaya

Leppink

et al. 2020

Preprint

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Background: Developing self-regulated learning (SRL) in a teacher-centered curriculum is challenging. Previous studies indicate professional identity formation (PIF), or the formation of self-identity with internalized values and norms of professionalism, might improve SRL．We designed a PIF-oriented education format for hybrid problem-based learning (PBL) and tested its effectiveness on SRL in a mixed research method.Methods: A randomized controlled crossover trial was conducted using 112 pre-clinical year students at Jichi Medical University. In the six one-day PBL sessions, Groups A (n = 56, female 18, mean age 21.5y ± 0.7) and B (n = 56, female 11, mean age 21.7y ± 1.0) experienced PIF-oriented pre-PBL learning: Group A had three sessions in the first half, B in the second half. Between-group PIF and SRL levels were compared using Professional Identity Essay (PIE) and Motivated Strategies for Learning Questionnaire (MSLQ). A qualitative thematic analysis of potential reasons for PIF improvement was performed using the PIE description.Results: Two-level regression analyses showed moderate improvement of PIF stages over time (R2 = 0.069), regardless of intervention. PIF-oriented pre-PBL learning alone did not significantly improve PIE stages or MSLQ scores. Thematic analysis indicated that PIF-oriented pre-PBL learning helped students recognize realistic difficulties in clinical practice, and articulate professional image and values. However, encounters in extracurricular clinical settings had diverse and meaningful impacts on PIF.Conclusions: Limited effect of PIF-oriented pre-PBL learning on PIF and SRL indicate challenges in SRL-oriented education for pre-clinical year students within a teacher-centered hybrid PBL curriculum.

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Measuring professional identity formation early in medical school

Abstract: These PIF scores distributed similarly to novice students in other professions. Developmental-theory based PIF and moral reasoning measures are related. Students reflected on these measures in meaningful ways suggesting utility of measuring PIF scores in medical education.

Cited by 65 publications

References 32 publications

Professional Identity Formation in medical school: One measure reflects changes during pre-clerkship training

Professional Identity Formation in medical school: One measure reflects changes during pre-clerkship training

Faculty feedback that begins with resident self-assessment: motivation is the key to success

Limited effects from professional identity formation-oriented education on self-regulated learning in a hybrid problem-based learning curriculum: a mixed-method study in Japan

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