The Development of Professional Identity

Cruess, Sylvia R.; Cruess, Richard L.

doi:10.1002/9781119373780.ch17

Cited by 23 publications

(46 citation statements)

References 93 publications

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“…27 The medical profession as a whole can be termed a macrocommunity with an identity based on the universal values of the healer. 28 Each specialty or subspecialty constitutes a meso-community, each with its own unique identity related to their specific professional activities that exist in parallel with their identity as a healer. Finally, there are microcommunities such as the community, university, or hospital-based departments and units in which physicians work on daily basis and which also constitute professional communities of practice, each with their own identities and often intense loyalties.…”

Section: Medicine's Community Of Practice and Social Negotiationsmentioning

confidence: 99%

Professionalism, Communities of Practice, and Medicine’s Social Contract

Cruess

2020

J Am Board Fam Med

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While medicine's roots lie deep in antiquity, the modern professions only arose in the middle of the 19th century after which early social scientists examined the nature of professionalism. The relationship between medicine and society received less attention until profound changes occurred in the structure and financing of health care, leading to a perception that medicine's professionalism was being threatened. Starr in 1984 proposed that the relationship was contractual with expectations and obligations on both sides. Other observers refined the concept, believing that the historic term, "social contract," could be applied to the relationship, a concept with which many agree. There was general agreement that society used the concept of the profession to organize the delivery of essential services that it required, including health care. Under the terms of the contract, the medical profession was given financial and nonfinancial rewards, autonomy, and the privilege of self regulation on the understanding that it would be trustworthy, assure the competence of its members, and be devoted to the public good. In examining how the social contract is negotiated, it has been proposed that physicians belong to a "community of practice" that they voluntarily join during their education and training. In joining the community, they accept the norms and values of community members and acquire the identity prescribed by the community. The leaders of the community are responsible for negotiating the social contract on behalf of the medical profession. In so doing, they must ensure that they recognize the importance of devotion to the public good in the maintenance of medicine's professional status. (J Am Board Fam Med 2020;33:S50-S56.

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Section: Medicine's Community Of Practice and Social Negotiationsmentioning

confidence: 99%

Professionalism, Communities of Practice, and Medicine’s Social Contract

Cruess

2020

J Am Board Fam Med

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“…Other reports indicate that educational interventions could focus on professional identity formation (PIF), another contextual attribute that might foster SRL in clinical settings [4,[14][15][16][17][18][19][20][22][23]. According to Cruess et al [14, p1447], professional identity is de ned as "a representation of self, achieved in stages over time during which the characteristics, values, and norms of the medical profession are internalized".…”

Section: Introductionmentioning

confidence: 99%

Limited effects from professional identity formation-oriented intervention on self-regulated learning in a preclinical setting: a randomized-controlled study in Japan

Matsuyama

Nakaya

Leppink

et al. 2020

Preprint

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Background: Developing self-regulated learning in preclinical settings is important for future lifelong learning. Previous studies indicate professional identity formation, i.e., formation of self-identity with internalized values and norms of professionalism, might promote self-regulated learning．We designed a professional identity formation-oriented reflection and learning plan format, then tested effectiveness on raising self-regulated learning in a preclinical year curriculum. Methods: A randomized controlled crossover trial was conducted using 112 students at Jichi Medical University. In six one-day problem-based learning sessions in a 7-month pre-clinical year curriculum, 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 professional identity formation-oriented format: Group A had three sessions with the intervention format in the first half, B in the second half. Between-group identity stages and self-regulated learning levels were compared using professional identity essays and the Motivated Strategies for Learning Questionnaire.Results: Two-level regression analyses showed no improvement in questionnaire categories but moderate improvement of professional identity stages over time (R2 = 0.069), regardless of timing of intervention. Conclusions: Professional identity moderately forms during the pre-clinical year curriculum. However, neither identity nor self-regulated learning is raised significantly by limited intervention.

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“…Professional identity formation as a promoting factor of SRL Recent research has focused on professional identity formation (PIF) as a factor promoting SRL [4,[16][17][18][19][20][21][22][24][25]. According to Cruess et al professional identity is de ned as "a representation of self, achieved in stages over time during which the characteristics, values, and norms of the medical profession are internalized" [16, p1447].…”

Section: Introductionmentioning

confidence: 99%

“…According to Cruess et al professional identity is de ned as "a representation of self, achieved in stages over time during which the characteristics, values, and norms of the medical profession are internalized" [16, p1447]. They also advocate professional identity formation can result in individuals thinking, acting, and feeling like physicians [16,21].…”

Section: Introductionmentioning

confidence: 99%

“…In response to advances in medical science and increasingly diverse needs of society, "professional" attributes such as autonomy, self-regulation, and responsibility to society have been emphasized in addition to the traditional moral and ethical education as a "healer" for patients [21,22]. Rather than impart knowledge of professionalism super cially, educating individual learners to internalize values and norms of the health care profession has been emphasized [16,21]. This includes professional autonomy in lifelong learning.…”

Section: Introductionmentioning

confidence: 99%

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Limited effects from professional identity formation-oriented mentoring on self-regulated learning in a preclinical setting: a randomized-controlled study in Japan

Matsuyama

Nakaya

Leppink

et al. 2020

Preprint

View full text Add to dashboard Cite

Background: Developing self-regulated learning in preclinical settings is important for future lifelong learning. Previous studies indicate professional identity formation, i.e., formation of self-identity with internalized values and norms of professionalism, might promote self-regulated learning．We designed a professional identity formation-oriented mentoring format and tested effectiveness on raising self-regulated learning in a pre-clinical year curriculum. Methods: A randomized controlled crossover trial was conducted using 112 students at Jichi Medical University. In six one-day problem-based learning sessions in a 7-month pre-clinical year curriculum, Groups A (n = 56, female 18, mean age 21.5y ± 0.7) and B (n = 56, female 11, mean age 21.7y ± 1.0) received professional identity formation-oriented mentoring: Group A had three sessions in the first half, B in the second half. Between-group identity stages and self-regulated learning levels were compared using professional identity essays and the Motivated Strategies for Learning Questionnaire.Results: Two-level regression analyses showed no improvement in questionnaire categories but moderate improvement of professional identity stages over time (R2 = 0.069), regardless of timing of intervention. Conclusions: Professional identity moderately forms during the pre-clinical year curriculum. However, neither identity nor self-regulated learning is raised significantly by limited intervention.

show abstract

The Development of Professional Identity

Cited by 23 publications

References 93 publications

Professionalism, Communities of Practice, and Medicine’s Social Contract

Professionalism, Communities of Practice, and Medicine’s Social Contract

Limited effects from professional identity formation-oriented intervention on self-regulated learning in a preclinical setting: a randomized-controlled study in Japan

Limited effects from professional identity formation-oriented mentoring on self-regulated learning in a preclinical setting: a randomized-controlled study in Japan

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