Abstract
The purpose of this study was to develop and evaluate a tool for documenting professional identity formation (PIF) among preclinical medical students, via reflective writings (RWs) about their clinical shadowing experiences. To address our key questions, stakeholders conducted comprehensive literature analysis, and the authors developed an analytic rubric through an iterative immersion/crystallisation process. Rubric iterations were empirically tested, assessed for interrater reliability, refined and then applied in successive development phases to medical student RW narratives. Twenty-nine first-year RWs on their shadowing experiences were included for this developmental evaluation. The clinical shadowing experience PIF rubric is a theory-informed analytic tool that demonstrates feasibility of measuring PIF in preclinical medical students' RWs. Reliable use of this tool currently requires a team approach that could be improved by machine learning.
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