Tensions in integrating clinician and educator role identities: a qualitative study with occupational therapists and physiotherapists

Ong, Sik Yin; Lee, Mary; Lee, Lee Sian; Lim, Issac; Tham, Kum Ying

doi:10.1136/bmjopen-2018-024821

Cited by 14 publications

(25 citation statements)

References 33 publications

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“…Nossos resultados mostram a existência dessa tensão entre a prática do profissional de saúde e a da docência. Além disso, promove a discussão sobre uma identidade multifacetada, em construção, com tensões e estratégias de manejo prático, compatíveis com a literatura 23,24,3,9 . Reforça ainda o papel do programa de desenvolvimento docente, na formação de um professor que reflita sobre seu lugar, sua prática e o impacto da mesma na formação do estudante.…”

Section: Discussionunclassified

“SER PROFESSOR”: quem sou eu e porquê?

et al. 2019

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INTRODUCTION: To be a health professional and, simultaneously, a teacher, encompass distinct knowledge areas and, also distinct professional identities, acting towards formation and shaping the profile of a future health professional. Reconciling these aims becomes then an essential question. OBJECTIVES: To have a better understanding of the day-to-day professional role and to make an analytical link with the international literature in the area. METHODOLOGY: A four hours’ workshop aimed to professionals involved in the medicine course, despite not all of them being medicine doctors. It was then formally asked the participants about their personal motivation for teaching, and also about experienced difficulties and adopted strategies to overcome them. RESULTS: 21 teachers participated. The detected work motivations were: 1: Personal identification; 2: A sense of renovation. Despite this, difficulties could be identified: 1: How to adequately balance professional and personal life; 2: Difficulties related to generational characteristics and 3: Personal monetary rewarding. In what refers to adopted strategies, it was possible to identify: 1: A better use of available work time; 2: Personal revival; 3: Sense of humour; 4: Learning processes of new technologies and 4: Sharing process in trying for problems solution. DISCUSSION: It was established a space for reflection and thinking on the meaning of being a health professional and academic. It were considered, among other questions, the relationship between teaching activities and the continuous transformation inherent to the teaching process. As a result, this lead to a different way of looking and attitudes in what refers to the health professional and also teaching. CONCLUSIONS: The present experience has shown how fundamental is to create opportunities for reflection about the teaching role and its identity constructed on the day-to-day work and also the institutional commitment in promoting such attitudes.

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Section: Discussionunclassified

“SER PROFESSOR”: quem sou eu e porquê?

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“…Dentre os 24 artigos analisados, dois eram revisões de literatura (Sanchez et al, 2017;Yu et al, 2019). Dos 22 estudos empíricos, apenas dois possuíam delineamento qualitativo (Hilgert, 1998;Ong et al, 2019), enquanto os restantes eram estudos empíricos quantitativos (n = 20) que utilizaram diferentes instrumentos para mensurar a FC, tais como testes neuropsicológicos, escalas, inventários e testes de simulação.…”

Section: Figuraunclassified

“…A FC, além de uma competência, é uma função executiva que inclui um conjunto de capacidades e comportamentos complexos (Hamdan & Pereira, 2009). É considerada um aspecto essencial para: 1. a criatividade e o comportamento criativo (Bloom et al, 2014;Rodríguez-Ponce et al, 2013;Rodríguez-Ponce & Pedraja-Rejas, 2009;Sung et al, 2019;Yu et al, 2019); 2. a adaptação ao ambiente e suas mudanças (Cheng et al, 2017;Déprez et al, 2019;Montuori et al, 2019;Ong et al, 2019;Oprins et al, 2018;Sanchez et al, 2017;Vignochi et al, 2019;Yu et al, 2019); 3. o processo de planejamento estratégico (Sanchez et al, 2017);…”

Section: Definições De Flexibilidade Cognitiva E Associações a Outros...unclassified

“…Alguns fatores, fenômenos e variáveis foram mais extensamente estudados quanto à sua relação com a FC. Em destaque, alguns artigos selecionados indicaram correlações positivas da FC com: a capacidade de planejamento (Rincón-Campos et al, 2019;Sanchez et al, 2017;Vignochi et al, 2019;Wykes et al, 2012), a capacidade de pensar e agir racionalmente durante o processo de tomada de decisão estratégica (Mazur et al, 2014;Rodríguez-Ponce et al, 2013;Rodríguez-Ponce & Pedraja-Rejas, 2009), a resolução de problemas (Hilgert, 1998;Ong et al, 2019;Sung et al, 2019) e o melhor desempenho em atividades que exijam alternância de tarefas (Montuori et al, 2019;Ong et al, 2019).…”

Section: Definições De Flexibilidade Cognitiva E Associações a Outros...unclassified

“…A FC também foi compreendida como um importante mediador ao inter-relacionar os papéis no trabalho e a identidade do indivíduo (Ong et al, 2019), ainda assim é importante ressaltar que o ambiente social desempenha um papel crucial em ser cognitivamente flexível (Oprins et al, 2018).…”

Section: Definições De Flexibilidade Cognitiva E Associações a Outros...unclassified

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Professional identity research in the health professions—a scoping review

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Professional identity impacts the workforce at personal, interpersonal and profession levels however there is a lack of reviews of professional identity research across practising health professionals. To summarise professional identity research in the health professions literature and explore how professional identity is described a scoping review was conducted by searching Medline, Psycinfo, Embase, Scopus, CINAHL, and Business Source Complete using “professional identity” and related terms for 32 health professions. Empirical studies of professional identity in post-registration health professionals were examined with health profession, career stage, background to research, theoretical underpinnings and constructs of professional identity being extracted, charted and analysed using content analysis where relevant. From 9941 studies, 160 studies across 17 health professions were identified, with nursing and medicine most common. Twenty studies focussed on professional identity in the five years post-entry to the workforce and 56 studies did not state career stage. The most common background for the research was the impact of political, social and healthcare reforms and advances. Thirty five percent of studies (n = 57) stated the use of a theory or framework of identity, the most common being classified as social theories. Individual constructs of professional identity across the research were categorised into five themes—The Lived Experience of Professional Identity; The World Around Me; Belonging; Me; and Learning and Qualifications. Descriptions of professional identity are broad, varied, rich and multi-layered however the literature is under theorised with current theories potentially inadequate to capture its complexity and make meaningful contributions to the allied health professions.

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Tensions in integrating clinician and educator role identities: a qualitative study with occupational therapists and physiotherapists

Cited by 14 publications

References 33 publications

“SER PROFESSOR”: quem sou eu e porquê?

“SER PROFESSOR”: quem sou eu e porquê?

Flexibilidade cognitiva e o contexto de trabalho: Revisão integrativa da literatura

Professional identity research in the health professions—a scoping review

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