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Abstract
ObjectivesTo validate the Professional Self Identity Questionnaire (PSIQ) for medical students during clinical practice. MethodsWe conducted a single-year longitudinal questionnaire study using the PSIQ. The PSIQ rates the nine items of "teamwork", "communication", "conducting assessment", "cultural awareness", "ethical awareness", "using records", "dealing with emergencies", "reflection", and "teaching" on a scale of 1-7 points. The study participants consisted of 118 fifth- and sixth-grade medical students who completed a mandatory 4-week clinical practice in a community-based medical education (CBME) curriculum. The data were collected before and after the CBME curriculum and after clinical practice at the time of graduation. To validate the internal structure of the PSIQ, we calculated Cronbach's alpha in the three phases. Additionally, to assess construct validity, we analyzed the trends and differences in each of the nine items of the PSIQ using repeated measures analysis of variance (ANOVA). We also showed the differences in effect size before and after the CBME curriculum. ResultsThe data of 105 medical students were analyzed. Cronbach's alpha in the three phases was 0.932, 0.936, and 0.939, respectively. PSIQ scores increased progressively for all items, and the F-test for repeated measures ANOVA of nine items' average score across the three phases showed a significant difference F(2,208) = 63.59, p<0.001. The effect size for professional identity of cultural awareness before and after the CBME curriculum was 0.67, or medium. ConclusionsWe validated the PSIQ for medical students during clinical practice. Reflecting on professional identity may provide an opportunity for meaningful feedback on readiness to become a doctor.
Highlights
Professional identity is a 'state of mind' – namely, the identi- problems and the aging population.[4]
We focused on the Professional Self Identity Questionnaire (PSIQ)
We validated the PSIQ for medical students in clinical practice, which included community-based medical education (CBME), and demonstrated that PSIQ scores increased over time
Summary
Professional identity is a 'state of mind' – namely, the identi- problems and the aging population.[4]. Professional idening clinical experience and professional socialization.[3] In the tity is influenced by various aspects of the university curriclast two decades, in accompaniment with advances in medi- ulum.[6,7,8] The development of professional identity plays an cal genetics and other technologies, healthcare providers important role in promoting students' sense of responsibility have increasingly had to deal with complex ethical issues in and in defining themselves within their professional role.[9] In which medical knowledge alone is not enough; examples in- particular, the professional identity of medical students durclude newly arising infectious diseases, socioeconomic ing clinical practice changes dynamically as their identities are constructed and deconstructed through multiple departmental rotations.[10] For medical students, professional identity is impacted by any and all of experiential learning, early clinical experience, role models, dialogues, socialization, and relationships between physicians and other healthcare professions.[7,11,12] Students' behavior as healthcare providers is influenced by the opportunity to engage in meaningful interaction with and provide constructive feedback to multiple healthcare professionals.[7]
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