Professional Identity and Motivation for Medical School in First-Year Medical Students: A Cross-sectional Study

Abstract

Background Professional identity formation (PIF) is a life-long process, starting even before professional education. High levels of motivation for medical school are essential for effective learning and academic success. Both are key factors in future physicians’ professional and personal development, and according to self-determination theory, professional identity (PI) and students’ levels of motivation could be closely linked. Therefore, we sought to investigate whether PI and strength of motivation for medical school are associated in new medical students. Methods In a cross-sectional survey, all new medical students in Munich, Germany, were asked to complete the Macleod Clark Professional Identity Scale (MCPIS-9) and the Strength of Motivation for Medical School-Revised questionnaire (SMMS-R) as well as to provide information about age, gender, and waiting time before starting medical school. Results Eight hundred eleven out of 918 new medical students participated in the survey. A positive correlation between the MCPIS-9 and the SMMS-R (p < 0.001) was found. Female students showed higher scores in the SMMS-R (p < 0.05) and the SMMS-R-subscale Readiness to Start (p < 0.001). The amount of waiting semesters showed a positive correlation with the total SMMS-R score (p < 0.01) as well as with the subscales Readiness to Start and Persistence (both p < 0.001). Discussion We found an association between PI and strength of motivation for medical school in a large cohort of new medical students. Female gender and more waiting semesters were associated with higher levels of self-perceived motivation and higher scores on the SMMS-R-subscale Readiness to Start. More research is needed to better understand this topic to further improve medical education.

The relationship between social support and professional identity of health professional students from a two-way social support theory perspective: chain mediating effects of achievement motivation and meaning in life

“…Professional identity formation of health professional students is a dynamic process based on their beliefs and values [1], professional education [2] and social interactions with others at workplaces [3][4][5]. Professional identity formation (PIF) is initiated before medical education [6]. Community practice theory furnishes a theoretical framework for professional identity formation [7].…”

“…Self-determination theory posits that motivation can be categorized into two types: autonomous and controlled motivation [39]. The autonomous motivation of medical students can enhance professional identity and facilitate the formation of professional identity [6]. Achievement motivation falls under autonomous motivation, achievement motivation was defined as the internal motivation of an individual to achieve success in completing tasks, including the pursuit of success and avoiding failure.…”

Career choice motivation and professionalism in medical students in China: a gender-stratified analysis

“… 44 Individuals motivated by enjoyment value will act highly autonomously. 24 They further regulate their behaviour by observing, imitating and learning from role models in the process of clinical training. The best way to promote professionalism is through observation and role modelling.…”

Медична Освіта За Сучасними Стандартами

“…Професійна ідентичність і мотивація найбільш частіші фактори, що впливають на отримання медичної освіти у німецьких здобувачів освіти [6].…”