When I say… socialisation

Brown, Megan E. L.; Finn, Gabrielle M.

doi:10.1111/medu.14469

Cited by 10 publications

(3 citation statements)

References 8 publications

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“…Though Kegan’s model of identity is principally cognitive in nature, it acknowledges the influence of an individual’s social world and experiences on inner conceptualizations of their identity. This interplay is captured by the process of ‘socialization’, which can be defined from a functionalist theoretical orientation [ 16 ] as “the social processes that bring people in line with the status quo” [ 17 ] (p. 123). As individuals interact with the social world, stressful ‘disorientating dilemmas’ prompt students to progress between the stages of Kegan’s model.…”

Section: Introductionmentioning

confidence: 99%

Identity Development in Disorientating Times: the Experiences of Medical Students During COVID-19

Brown

Lim²,

Horsburgh³

et al. 2022

Med.Sci.Educ.

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Introduction Professional identity development is a central aim of medical education, which has been disrupted during COVID-19. Yet, no research has qualitatively explored COVID-19’s impact across institutions or countries on medical students’ identities. Kegan proposes a cognitive model of identity development, where ‘disorientating dilemmas’ prompt student development. Given the potential of COVID-related disruption to generate disorientating dilemmas, the authors investigated the ways in which COVID-19 influenced students’ identity development. Methods The authors conducted an international qualitative study with second year medical students from Imperial College London, and third year students from Melbourne Medical School. Six focus groups occurred 2020–2021, with three to six students per group. Authors analysed data using reflexive thematic analysis, applying Kegan’s model as a sensitising theoretical lens. Results COVID-19 has resulted in a loss of clinical exposure, loss of professional relationships, and a shift in public perception of physicians. Loss of exposure to clinical practice removed the external validation from patients and seniors many students depended on for identity development. Students’ experiences encouraged them to assume the responsibilities of the profession and the communities they served, in the face of conflicting demands and risk. Acknowledging and actioning this responsibility facilitated identity development as a socially responsible advocate. Conclusions Educators should consider adapting medical education to support students through Kegan’s stages of development. Measures to foster relationships between students, patients, and staff are likely necessary. Formal curricula provisions, such as spaces for reflection and opportunities for social responsibility, may aid students in resolving the conflict many have recently experienced.

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Section: Introductionmentioning

confidence: 99%

Identity Development in Disorientating Times: the Experiences of Medical Students During COVID-19

Brown

Lim²,

Horsburgh³

et al. 2022

Med.Sci.Educ.

Self Cite

View full text Add to dashboard Cite

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“…The hidden curriculum consists of the overarching structural and cultural "rules" of medicine -what might be thought of as medicine's "etiquette" [4][5][6] . Creuss et al summarise the factors that contribute to this process of professional identity development, detailing a functionalist approach to the theory of socialisation, whereby students become part of the medical profession through role modelling, conscious and unconscious reflection on experiences, as well as participation in cultural rituals and engagement with symbols 7,8 . Professional identity development is a complex process that can be conceptualised from a psychological orientation as individually mediated.…”

Section: Introductionmentioning

confidence: 99%

‘I don’t feel like I’m learning how to be a doctor’: early insights regarding the impact of Covid-19 on UK medical student professional identity

Harvey

Brown

Byrne

et al. 2021

Preprint

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Phenomenon Professional identity development is recognised as a core goal of medical education alongside knowledge and skill acquisition. Identity is a complex entity that can be conceptualised as externally influenced, but individually constructed. Integration from legitimate bystander to "old timer" of the medical community of practice provides a backdrop for individual negotiation of professional identity. During Covid-19, the medical community of practice and education experienced significant disruption. We sought to investigate how these disruptions impacted professional identity development by examining conflicts between students' identities highlighted by the pressures of the pandemic. Approach A mixed-methods survey was distributed to medical students in the UK. The survey was active from 2nd May to 15th June 2020, during the height of the first wave of the Covid-19 pandemic in the UK. Operating within the paradigm of constructivism, we conducted a reflexive thematic analysis of qualitative responses. Analysis was focused around the disruption to medical education, actions taken by medical students during this disruption, and the tension between student actions where they existed in conflict. Findings Three themes were constructed to describe the identities that participants felt were in conflict during the first wave of the Covid-19 pandemic: Status and role as a future doctor; status and role as a student; and status and role as a member of the wider community. Students noted that lack of clinical exposure was detrimental to their education, implicitly recognising that many aspects of professional identity formation are forged in the clinical environment. Participants were keen to volunteer clinically but struggled to balance this with academic work. Participants worried about the risk to their families and the wider community, and wanted to ensure that their skills would add value to the clinical environment. Volunteers felt frustrated when they were unable to perform tasks which aligned with their identities future doctors, with the exception of participants who worked as interim FY1s (FiY1s), which aligned well with the roles of FY1s. Insights As hypothesised, the participants in this study experienced disruptions to their professional identity development during the first wave of the Covid-19 pandemic in 2020. This work provides early evidence, collected at the beginning of the pandemic, that the effects of disruptions to professional identity development were wide-reaching, often negative, and represent an important topic for future exploration. Given that the pandemic has highlighted areas of identity tension, these findings have the potential to provide insight into how medical training can better nurture professional identity development during and beyond international crises.

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“…Second, when we talk of socialisation, we must also consider the post‐functionalist orientation, with its focus on power and hierarchy 9 and its crucial implications for equality, diversity and inclusion (EDI). Who and what influences who, and how?…”

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confidence: 99%

Fast‐tracking, identity formation and the formalisation of teaching in health professions education

Finn

Hafferty

2023

Medical Education

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When I say… socialisation

Abstract: In this ‘When I say…’ paper, Brown and Finn suggest the term ‘socialisation’ needs to be more clearly conceptualised when used within health professions education.

Cited by 10 publications

References 8 publications

Identity Development in Disorientating Times: the Experiences of Medical Students During COVID-19

Identity Development in Disorientating Times: the Experiences of Medical Students During COVID-19

‘I don’t feel like I’m learning how to be a doctor’: early insights regarding the impact of Covid-19 on UK medical student professional identity

Fast‐tracking, identity formation and the formalisation of teaching in health professions education

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