Abstract
ObjectivesThe aim of this study was to explore factors that may influence the formation of professional identity in clinical teachers, specifically during the transition period from practitioner to teacher. MethodsThis was a descriptive qualitative study. We used Schlossberg’s 4S framework to explore influential factors comprised of the following: situation, self, support, and strategies. This study was conducted in teaching hospitals of a relatively new private medical school in Bali, a province in Indonesia. The participants were 30 clinical teachers who were selected using a maximum variation sampling strategy based on length of work experience, gender, specific educational roles as coordinators, and clinical specialty. Data were derived from three focus-group discussions and 13 in-depth interviews. A thematic analysis method was used to analyse the data. ResultsThe thematic analysis revealed that 12 subthemes related to the 4S framework influenced the development of clinical teachers’ identity. It was also shown that reflective ability and community of practice, which was included in the self and strategy factors, respectively, were the two most important factors during the transition period in the development of professional identity. ConclusionsFactors, both within and outside the self, can either support or hinder the formation of professional identity in clinical teachers. We suggest that when faculty development programs are designed, these factors should be incorporated, such as including a community of practice as part of the formal faculty development programs and the development of a teaching portfolio that nurtures reflective practice.
Highlights
Clinical clerkship is an important foundational training component in medical school.[1,2,3] clinical teachers play an important role in the educational quality of clinical rotations because the development of a student’s professional identity occurs during this period
Twelve subthemes across the four themes based on the 4S framework were identified
The participants further elaborated that their self-efficacy was affected by their perceptions of teaching, their evaluation of their teaching ability, how other people viewed their teaching role, and their prior experience in teaching
Summary
Clinical clerkship is an important foundational training component in medical school.[1,2,3] clinical teachers play an important role in the educational quality of clinical rotations because the development of a student’s professional identity occurs during this period. A student’s professional transformation requires that clinical teachers are supervisors and models of the values and professional attributes of the profession.[2,4,5]. To successfully perform their roles, clinical teachers require support in improving their professionalism as educators, as most have either minimal or no prior knowledge of educational practices, including appropriate learning activities, curriculum development, and assessments.[2,6,7,8] an understanding of clinical teachers’ views and concepts of their role is needed to support the development of their professional identity as clinical teachers.[9,10]. Educators who are able to successfully integrate the role of teacher into their identities are considered to have formed an emotional attachment to the profession
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