Professional Identity Formation in Medical Education: The Convergence of Multiple Domains

Abstract

There has been increasing emphasis on professionalism in medical education over the past several decades, initially focusing on bioethical principles, communication skills, and behaviors of medical students and practitioners. Authors have begun to discuss professional identity formation (PIF), distinguishing it as the foundational process one experiences during the transformation from lay person to physician. This integrative developmental process involves the establishment of core values, moral principles, and self-awareness. The literature has approached PIF from various paradigms-professionalism, psychological ego development, social interactions, and various learning theories. Similarities have been identified between the formation process of clergy and that of physicians. PIF reflects a very complex process, or series of processes, best understood by applying aspects of overlapping domains: professionalism, psychosocial identity development, and formation. In this study, the authors review essential elements of these three domains, identify features relevant to medical PIF, and describe strategies reported in the medical education literature that may influence PIF.

Using Narratives to Create a Framework to Analyze Professional Growth of Third Year Medical Students

“…Behavior based professional formation focuses on the demonstration of professional competence in clinical arena with use of milestones and competencies. (Holden et al 2012) Identity based is seen as students developing a professional identity within a "learning context", and focuses on the processes of socialization into the practice of medicine. In other words, medical students are outside the fraternity of medicine when they first begin training but through their experiences, such as in the third year clerkships the student moves into understanding the cliques and subtexts of the medical community.…”

“…The "hidden curriculum" is comprised of the institutional and medical cultural factors that shape what students learn outside the formal curriculum and includes informal social processes, rituals, role modeling by mentors, informal conversations and interactions among the health care teams and peers (Hafferty 1998). Educators know the hidden curriculum is important in shaping students' professional identities but are still learning about the factors that contribute to this process (Cruess et al 2015, Holden et al 2012). This paper examines third year students' narratives in a professionalism course in order to understand the process of professional identity formation during that critical year of training.…”

Design and Implementation of a Professional Development Course Series

“…7 This developmental process is one that establishes and integrates core beliefs, moral values, and self-awareness. 8 Viewing PIF through the paradigm of professionalism is one way of understanding our roles as educators.…”

“…However, there is no consensus as to the definition of professionalism in pharmacy, 8 and measuring it becomes even more difficult. Brown and colleagues examine professionalism and frame it around three domains -competence, connection, and character -which are exemplified by professional behaviors such as self-directed learning, applied skill, compassion, self-control, responsibility, and service (among others).…”

Governing for Excellence in the Social Care Sector - The Role of Self-Governance in Ireland's Evolving Social Care Profession

“…The difference is that they appear to have core values, moral principles, self-awareness and understanding of who they are regardless of the setting, i.e., their role as a lawyer, nurse, doctor, etc. (Holden, et al 2012). This common identity is produced and reproduced by means of shared educational backgrounds, professional training and vocational experiences, and by membership of professional associations (local, regional, national and international), resulting in role clarity and practice (Evetts 2014: 32).…”