Negotiating professional identity formation in medicine as an ‘outsider’: The experience of professionalization for minoritized medical students

Volpe, Rebecca L.; Geathers, Jasmine; Smith, Candis Watts; Cuffee, Yendelela

doi:10.1016/j.ssmqr.2021.100017

Cited by 19 publications

(18 citation statements)

References 36 publications

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“…The messages received from these socializing agents help evolving professional identity and internalize scripts (Goldie, 2012; Cruess et al, 2014). Here, the sonoanatomy tutor can be regarded as a role model (Bandura, 1962; Mullikin et al, 2019), particularly relevant for students with diverse educational and cultural backgrounds (Volpe et al, 2021). It is necessary to teach the teacher within these PIF dimensions to evolve critical thinking, problem‐solving, professionalism and empathy labor (Dunbar and Nichols, 2012; Hundertmark et al, 2019; McDaniel et al, 2020; Van Der Westhuizen et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“Fun slipping into the doctor's role”—The relationship between sonoanatomy teaching and professional identity formation before and during the Covid‐19 pandemic

Darici

Missler

Schober

et al. 2022

Anatomical Sciences Ed

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The various psychological dimensions of professional identity formation (PIF) are an important aspect of the study course for undergraduate medical students. Anatomical learning environments have been repeatedly shown to play a critical role in forming such an identity; however, relevance of PIF during sonoanatomical training remains underexplored. At the end of their basic anatomy studies, third‐semester medical students took part in a four‐day block course on anatomy and imaging. Anatomical content was revised in small groups using peer teaching and imaging methods, including one hour of hands‐on sonoanatomy sessions each day. On‐site sonoanatomy was identified as an excellent format to support students' transition from the pre‐clinical to clinical phase as medical experts‐to‐be. Students enjoyed practical exercises and the clinical input, which increased their interest in the medical profession and their academic studies. This study further examined the effects of the transition into an online‐only format, necessitated by the current Covid‐19 pandemic. A comparison was made between the quantitative and qualitative evaluation data, and the written results of examinations of several on‐site (n = 1096, mean age = 22.4 years ± 2.18), and online‐only cohorts (n = 230, mean age = 22.6 years ± 2.21). The online‐only transition led to a reduction of all PIF‐related variables measured, losing identity‐related variables, increasing students' stress levels, and reducing their long‐term academic performance. Together, this study demonstrates presence of PIF in undergraduate sonoanatomy teaching, and cautions against the uncritical online‐only substitution of hands‐on learning environments.

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Section: Discussionmentioning

confidence: 99%

“Fun slipping into the doctor's role”—The relationship between sonoanatomy teaching and professional identity formation before and during the Covid‐19 pandemic

Darici

Missler

Schober

et al. 2022

Anatomical Sciences Ed

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“…This faculty group must rapidly switch roles between participating clinicians and simulation educators during scenarios and likely also experience bidirectional impacts from and back to their clinical roles. Modifications may also be necessary to ensure the model is both inclusive and adaptable-especially for clinicians and students underrepresented in medicine, including clinicians with minoritised ethnic backgrounds who must negotiate challenges to PIF differing in scale and nature from those faced by non-minoritised groups [19,38,81,[83][84][85][86].…”

Section: Future Directionsmentioning

confidence: 99%

“…PIF is the complex dynamic process by which a clinician journeys from 'who they are' to 'who they wish to become' . It has been extensively described in medical students [17][18][19][20][21][22][23] but is suggested to be under-theorised in clinician educators [1]. Moreover, few existing theories are adequately aligned with practice to be practically useful [1,2,8,9] for both clinician educators and those with responsibilities for developing these educators.…”

Section: Introductionmentioning

confidence: 99%

Wearing hats and blending boundaries: harmonising professional identities for clinician simulation educators

2022

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Many clinicians working in healthcare simulation struggle with competing dual identities of clinician and educator, whilst those who harmonise these identities are observed to be highly effective teachers and clinicians. Professional identity formation (PIF) theories offer a conceptual framework for considering this dilemma. However, many clinician simulation educators lack practical guidance for translating these theories and are unable to develop or align their dual identities.An unusual experience involving the first author’s suspension of disbelief as a simulation facilitator sparked a novel reflection on his dual identity as a clinician and as a simulation educator. He re-framed his clinician and simulation ‘hats’ as cooperative and fluid rather than competing and compartmentalised. He recognised that these dual identities could flow between clinical and simulation environments through leaky ‘blended boundaries’ rather than being restricted by environmental demarcations.This personal story is shared and reflected upon to offer a practical ‘hats and boundaries’ model. Experimenting with the model in both clinical and simulation workplaces presents opportunities for PIF and alignment of dual identities. The model may help other clinician simulation educators navigate the complexities of merging their dual identities.

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“…In addition to these identity and professionalism dynamics, medical education institutions encompass unique vulnerabilities regarding diversity, equity, and inclusion (DEI) across application and admission (29)(30)(31)(32), support networks (33,34), course content, expert guidance (35,36), and assessments (37). Microaggressions permeate these structures, hindering minority trainees from fully expressing themselves professionally (15,18,23,33,(38)(39)(40) and squandering valuable learning time (41)(42)(43).…”

Section: Introductionmentioning

confidence: 99%

Exploring the Educational Journey: Perspectives of Ethnic Minority GP- Trainees in Dutch GP-Specialty Training - A Qualitative Interview Study

Moppes,

Nasori,

Jorissen

et al. 2024

Preprint

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Background: Previous research highlights persistent differential attainment by ethnicity in medical education, wherein the perceived inclusiveness significantly influences ethnic minority students’ and trainees’ outcomes. Biased organizational practices and microaggressions exacerbate the challenges faced by ethnic minorities, leading to lower academic performance and higher dropout rates. Consequently, understanding ethnic minority GP-trainees’ experiences and perspectives regarding relevant educational aspects is crucial for addressing these disparities and cultivating a more inclusive environment within medical education. Research question: We aimed to investigate the experiences of minority GP-trainees throughout their educational journey in Dutch GP-specialty training, emphasizing their challenges, sources of support, and suggestions for enhancing their learning environment. Method: We conducted semi-structured, in-depth interviews with minority GP trainees, employing purposive convenience sampling to ensure diversity across multiple dimensions. These included gender, age, ethnicity, social background, migration generation, educational stage, encountered challenges, sources of support, and the GP training institute attended. The analysis involved iterative, open coding, axial coding, and thematic analysis. Results: All fourteen ethnic minority interviewees had faced educational barriers stemming from misunderstandings and stereotyping in a predominantly 'white' organization. These barriers impacted various aspects of their education, including professional identity formation, application, admission, assessment procedures, social networks, course content, and expert guidance. Microaggressions permeated throughout their educational journey, hindering their full expression and potential. Their ideal GP-specialty training emphasized uniqueness of all trainees, comprehensive staff engagement in inclusivity, robust diversity, equity, and inclusion (DEI)-policies, individual mentorship, transparent standards, concise language usage in test questions, and bias elimination through mandatory DEI staff training. Conclusion: Ethnic minority GP-trainees in the Netherlands face significant challenges like biased assessment and admission, stereotyped course content, inadequate support networks, and microaggressions, putting them at risk for underperformance outcomes. They emphasize the need for inclusive training with robust DEI-policies to eliminate bias.

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Negotiating professional identity formation in medicine as an ‘outsider’: The experience of professionalization for minoritized medical students

Cited by 19 publications

References 36 publications

“Fun slipping into the doctor's role”—The relationship between sonoanatomy teaching and professional identity formation before and during the Covid‐19 pandemic

“Fun slipping into the doctor's role”—The relationship between sonoanatomy teaching and professional identity formation before and during the Covid‐19 pandemic

Wearing hats and blending boundaries: harmonising professional identities for clinician simulation educators

Exploring the Educational Journey: Perspectives of Ethnic Minority GP- Trainees in Dutch GP-Specialty Training - A Qualitative Interview Study

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