Changes In Professional Identity Research Articles

Impact of Pre-Advanced Pharmacy Practice Experience (APPE) Curriculum on Student Pharmacists’ Professional Identity Formation

ObjectiveTo (1) evaluate changes in student pharmacists’ professional identity during a curriculum prior to advanced pharmacy practice experiences (APPEs) and (2) describe the components of a pre-APPE curriculum that positively and negatively influenced students’ professional identity formation (PIF). MethodsThe University of Washington School of Pharmacy launched a new curriculum in 2019 featuring components intentionally designed to support students’ PIF. The Macleod-Clark Professional Identity Scale (MCPIS) was administered to the class of 2023 before starting pharmacy school (pre) and upon completion of the pre-APPE curriculum (post). The postsurvey also contained 2 open-response questions asking students to identify the most positive and negative influences on their PIF. Mean pre- and post-responses were calculated for all MCPIS items and each MCPIS item and compared using paired t tests. Responses to the open-ended questions were sorted into categories using inductive thematic analysis and frequencies were calculated. ResultsA total of 99 students (96%) completed both surveys. Mean MCPIS pre-scores and post-scores were both 3.3, indicating no statistically significant change in professional identity. The most frequently reported positive influences on PIF were didactic coursework (40%), experiential learning (30%), and student organizations (27%). The most frequently reported negative influences were didactic coursework (27%), none (25%), and perceptions of the pharmacy profession (22%). ConclusionStudents’ overall professional identity, as measured by the MCPIS, did not change during the pre-APPE curriculum. Didactic coursework had the most common positive and negative influence on professional identity prior to APPEs.

503 Barriers and facilitators to the development of pharmacy workforce digital skills– a qualitative study

Abstract Introduction The NHS Long Term Plan envisions a health and social care system that is patient-centred, equitable and safe, with staff who feel supported and enabled to do their work. Digitalisation is seen as essential to successful delivery of this, and its use to support medicines related activity continues to grow. Pharmacy staff need the necessary knowledge and skills to feel confident, competent and capable to use digital systems for patient benefit (1). However, development of Pharmacy workforce digital skills, and innovation with technology, continues to be a challenge (2). Aim This project aimed to, • define the barriers and facilitators faced by pharmacy staff, across an Integrated Care Provider, when developing digital skills. • create recommendations to enable pharmacy staff to develop the digital skills required to work with, and fully realise the potential of, digital systems in healthcare. Methods Senior pharmacy leadership staff from primary care, community pharmacy, mental health and secondary care, and front-line pharmacy staff from mental health and secondary care, participated in online focus groups and semi-structured interviews. Front-line pharmacy staff from Community Pharmacy and Primary Care did not participate in the focus groups and interviews. Their input was gathered through completion of a questionnaire. Thematic analysis was used to analyse the data. Results Pharmacists, Pharmacy Technicians and Pharmacy Assistants/Support Workers were recruited to the study. Seven themes were identified from the combined data set. These were, 1) Digital Knowledge and Skill Development, 2) Supporting staff with change, 3) Enabling Innovation, 4) Risks of poor digital skill development, 5) Technology as a barrier, 6) Leadership, and 7) Across the health care system. The themes informed a set of recommendations. One of the stronger themes identified by nearly all participants related to ‘supporting staff with change’. Participants described the scale and pace, resistance to and fear of change, and having to learn new skills and processes as a consequence of digital system implementation. Some participants observed variation in practice and changes in professional identity as they adapted and adopted digital systems. Some participants described themselves, and members of staff they managed, as having a fixed ‘can’t do’ mindset when faced with technology. Some participants recognised the potential with digital yet felt constrained by their roles and the restrictions set by digital system configuration. Discussion/Conclusion The changes that occur in response to digital systems affect staff in multiple ways. Some effort is made in response to this through creation of a standard process for system use in clinical practice, but this is often months after digital system implementation. It is suggested that implementation is no longer considered and managed as a single moment in time, but is an iterative change process that incorporates alternative change models and tools to those currently used. This may improve staff adaptability, system use, digital skill development, innovation and realisation of health technology benefits. A weakness of the study is limited participantion from front-line Community and Primary Care pharmacy staff.

Indicators, influences, and changes in professional identity formation in early experiential learning in community pharmacy

BackgroundExperiential education is a key area in the pharmacy curriculum that professional identity formation (PIF) occurs. However, little is known about PIF influences and supports for pharmacy students during early experiential placements. The study aimed to explore pharmacy student PIF in an early experiential rotation in community pharmacy using reflective writing. Educational activity and settingFirst-year pharmacy students completed written reflections describing their professional identity and influencing experiences, before and after a four-week community introductory pharmacy practice experience. Qualitative content analysis of the written reflections was performed using three analytical approaches: (1) deductive coding based on professional identity indicators; (2) inductive coding to identify influences; and (3) inductive coding of field notes to identify changes between pre- and post-written reflections. FindingsTwelve students participated. All participants described discrete professional attributes and behaviors and valuing a patient-centered approach as part of their professional identity. Participants reported observation of pharmacists, the curriculum, and previous work experience influenced PIF prior to the experiential rotation. A strong influencer of PIF during the rotation was observation of pharmacist preceptors, whereas participants' own experiences were described less often. Changes in professional identity among participants were subtle and categorized as affirmation, acquisition, and growth. SummaryPharmacy students' markers and influencers of PIF should be considered when developing curricular experiences and preceptor development that support PIF. The use of professional identity indicators and analysis of written reflections as a method to uncover PIF, shows promise and warrants further investigation.

The development of professional identity in clinical psychologists: A scoping review.

Our professional identity refers to our sense of who we are and how we should behave as professionals. Professional identities are developed through socialisation processes: Established ways of knowing and doing are acquired and reproduced. The professional identities of health care professionals have implications for the realisation of health care reforms that require new ways of being and doing from clinicians. Tension and frustration can arise when professional identities are incongruent with reform directions. More knowledge is required about the professional identities of mental health care professionals-including clinical psychologists-so that they can be supported to develop professional identities that align with health care system reforms. We undertook a scoping review of existing literature aiming to (i) identify the relevant literature; (ii) review the literature quality; (iii) thematically summarise the literature findings; (iv) consult with clinical psychologists; and (v) identify recommendations for research, training and practice. A systematic database search (PsycINFO, CINAHL, Scopus and Web of Science) identified 24 relevant published articles and dissertations. Quantitative studies were excluded due to their markedly different research focus. Included studies were independently reviewed and findings summarised. Findings were organised around three themes: 'integration of personal and professional identities', 'intersectionality' and 'changes in professional identity over time'. Research quality issues were identified. The trustworthiness of the findings was corroborated in consultation with clinical psychologists. Clinical psychologists recognise their professional identities as being interrelated with their personal identities and changing over time. They recognised professional identity as important yet inadequately considered in the profession. The research area is emerging yet remains undertheorised and requires improved research methodologies. Future theoretically informed research is required to build up a credible research base to better understand the development of clinical psychologists' professional identities so that this process can be facilitated to enable the realisation of health care reforms.

How does professional identity change over time among Chinese preservice preschool teachers? Evidence from a four-wave longitudinal study

The current study attempts to delineate changes in teachers' professional identity and to examine factors that influence these trajectories through a longitudinal study. A total of 1197 Chinese pre-service preschool teachers were initially recruited and four waves of data were collected. The results showed that teachers' professional identity had three patterns, including patterns of high-stable, low-increasing, and medium-decreasing; the number of children in the family, childhood maltreatment, and anxiety predicted these trajectories. These findings suggest that teachers' professional identity development is heterogeneous and individual differences should be considered when studying teachers’ professional identity trajectories.

Linking undergraduate professional identity development in engineering to major embeddedness and persistence

Although the development of professional identity is thought to play a central role in the career development process, little empirical research has examined change in professional identity over time and its connection to adjustment and persistence in a professional field of study. In this research, latent growth modeling was used to examine the effects of pre-college professional identity and change in professional identity through the first year of college in a sample of engineering students (N = 295). Results indicated that professional identity prior to entering college and rate of change in professional identity over the first year of study were related to major embeddedness dimensions of fit (i.e., match between oneself and the major), links (i.e., professional connections), and sacrifice (i.e., costs and benefits associated with leaving the major). Rate of change in professional identity was also positively related to persistence in the engineering major the following year. Despite the general utility of professional identity in predicting embeddedness, men and women differed in several important parameter estimates. This research suggests professional identity development is best conceptualized and empirically examined as a dynamic process that occurs over time, contributes to understanding of the factors underlying adjustment and persistence of women and men in STEM career pathways, and emphasizes the importance of fostering pre-college professional identity and professional identity development early in professional programs of study.

Professional Identity During the COVID-19 Pandemic: A Cross-Sectional Survey of Nurses in China.

Emergency and intensive care unit nurses are the main workforce fighting against COVID-19. Their professional identity may affect whether they can actively participate and be competent in care tasks during the pandemic. To examine the level of and changes in professional identity of Chinese emergency and intensive care unit nurses as the COVID-19 pandemic builds. A cross-sectional survey composed of the Professional Identity Scale for Nurses plus 2 open-ended questions was administered to Chinese emergency and intensive care unit nurses through an online questionnaire. Emergency and intensive care unit nurses had a medium level of professional identity. Participants' total and item mean scores in 5 professional identity dimensions were higher than the professional identity norm established by Liu (P < .001). The greatest mean item score difference was in the dimension of professional identity evaluation (3.57 vs 2.88, P < .001). When asked about their feelings witnessing the COVID-19 situation and their feelings about participating in frontline work, 68.9% and 83.9%, respectively, reported positive changes in their professional identity. The professional identity of emergency and intensive care unit nurses greatly improved during the early stages of the COVID-19 pandemic. This finding may be attributed to more public attention and recognition of nurses' value, nurses' professional fulfillment, and nurses' feelings of being supported, motivated, respected, and valued.

Professional identity of allied health staff associated with a major health network organizational restructuring.

Maintenance of professional identity, particularly during periods of organizational restructuring, is critical within modern complex healthcare systems as professional identity contributes to the psychological well-being of staff and leaders. This study aimed to evaluate change in professional identity of allied health staff associated with a major health network organizational restructuring in Australia. Data were collected from allied health staff in 2017 and 2019, before (n = 226) and after (n = 197) the restructuring. An online questionnaire including the 10-question Brown's Group Identification Scale that considers the strength of professional identity of the individual with their own professional group was used. Professional identity of allied health staff was high before and after the organizational restructuring, although several individual statements, and overall professional identity, declined significantly post-restructuring. It was difficult to attribute these changes solely to the restructuring due to some differences in demographic characteristics between the two cohorts. Future studies should seek to understand the effect of other workplace factors on the professional identity of allied health staff. Further research could also investigate allied health professional identity to understand its importance within contemporary healthcare.

The impact of a blended professional learning community on teacher educators’ professional identity: towards sustainable teacher professional development

ABSTRACT Drawing on a larger ethnographic study, this article reports a case study investigating the impact of a blended professional learning community (PLC) on teacher educators’ changes in professional identity situated in initial teacher education (ITE) curriculum reform. Out of 200 teacher educators involved in the project under the Indonesian National Qualifications Framework (INQF) scheme, thirty of them were purposively recruited for this case study. Findings show that the participants could reconstruct their professional identity as curriculum makers as they engaged in the three-year blended PLC programme. This empirical evidence suggests that a blended PLC could help teacher educators engage in sustained professional learning and play a role as curriculum makers in response to the national ITE curriculum reform.

Changing teaching practices towards explorative mathematics instruction – The interweaving of teacher identity and pedagogical discourse

Mr. Morgan, an experienced mathematics teacher, was studied in order to identify changes in professional identity, pedagogical discourse and actions in his classroom while he participated in professional development activities to stimulate mathematical discussions. Data include four cycles of interviews and lesson recordings over the course of one year. Although change was observed in Mr. Morgan's teaching actions and pedagogical discourse, Mr. Morgan authored himself at the end of the year as more “traditional” (teacher-centered) than he had at the beginning of the year. This, as result of his designated identity shifting along with shifts in his pedagogical discourse.

A Longitudinal Assessment of Professional Identity, Wellness, Imposter Phenomenon, and Calling to Medicine Among Medical Students.

This study assessed changes in professional identity, wellness, imposter phenomenon, and calling to medicine over time in medical school. Medical students from the first through third years anonymously completed four validated measures: Perceived Wellness Survey (PWS), Brief Calling Scale (BCS), Physician In-group Identification Scale (PID), and Clance's Imposter Phenomenon Scale (CIP). Survey completion implied informed consent. The study was exempted by the university IRB. All class of 2018 students (n= 110) returned surveys at the beginning of year 1; 58 completed surveys at the end of the preclinical years (post year 2, n= 44) and/or end of the third-year clerkship (post year 3, n= 35) and were analyzed. From pre to post preclinical years, there was a significant decrease in the PID. There were no statistically significant changes in the PWS, BCS, and CIP. From pre year 1 to post third-year clerkships, the PWS and PID decreased, the CIP increased, and the BCS did not change. Only 19% of students participated in all three survey administrations and this group was excluded from the analysis due to the low response rate. Student wellness and sense of professional identity (in-group identity) dropped over 3years of medical education, while imposter phenomenon increased. The BCS did not change over time. The decrease in identity as part of the physician community is concerning; future curriculum initiatives should focus on integration of professional identity into students' individual identities and on initiatives to improve student well-being.

Factors Influencing Registered Nurses' Perceptions of Their Professional Identity: An Integrative Literature Review

This review synthesizes contemporary research investigating the factors influencing RNs' perceptions of their professional identity. The method used was an integrative literature review. Factors influencing RNs' perceptions of their professional identity were synthesized into three categories: the self, the role, and the context. The self is the nurse who enacts the role in practice, and the context is the practice setting. Poor alignment of these categories leads to stress, tension, and uncertainty affecting work-force retention. Strong alignment leads to satisfaction with the nursing role, increased staff retention, and improved quality of care and patient outcomes. These three categories should be considered when planning nursing professional development activities. This integrative review identified a lack of research addressing how nurses' perceptions of their professional identity change over time. A deeper understanding of their perspective is needed to establish whether career longevity and continued professional development are influences. J Contin Educ Nurs. 2018;49(5):225-232.

Struggling to Maintain Professional Identities When Engaging in Inter-professional Teamwork to Deliver Integrated Care

Introduction: Inter-professional teamwork in healthcare usually involves various professions within healthcare reflecting the complexity of the phenomenon of inter-professional teamwork. While previous research studies have highlighted the benefits of such an approach to healthcare delivery, a number of research studies have also highlighted the challenges faced by these inter-professional teams when working together. Furthermore, focusing on professional identity of involved professionals in such work settings has been marked as an area of scholarship that needs more research. The concept of professional identity remains of interest both in practice and academia due to its primary importance to organisations of professional work. Studies have shown the effect professional identity has on inter-professional teamwork and professional interactions where it acts as either an enabler or a constraint depending on the context. Traditionally, inter-professionalism has been synonymised with de-professionalisation or deskilling of professionals, challenging their professional authority which can result in feeling of loss of professional expertise among the involved professionals. Aim of research: With the introduction of new models of integrated care in the UK, there is huge pressure on the healthcare sector and professional groups operating within it to change their practices, values and professional outlooks that ultimately affect their identities, in order to provide efficient, integrated and holistic care to patients. Identity becomes an issue when professionals go through phases of organisational and institutional changes and the introduction of new professional roles and practices that impede on already held views about that profession and thus needs to be studied in light of recently introduced initiatives of joined up services and integrated care provision mechanisms. Findings, Discussion and Conclusion: This research paper draws from a study conducted in nine newly created integrated teams in a county in UK. Whilst initially teams were mainly composed of physical and mental health professionals, social care also joined in later. This research paper highlights the impact of institutional and organisational level changes, i.e. introduction of an integrated model of care delivery for elderly and frail patients, on professional identities of health (physical and mental) and social care professionals working in a multidisciplinary environment in inter-professional teams. We assert in this research that professional identities and professional routines are not independent of the socio-historical and institutional context in which they take place. These professional identities are enabled and constrained by an institutional, organisational and social environment which legitimises aspects of these identities by providing interpretive frameworks and material/social resources for validating these identities and roles. We further contend that the institutional environment for these professionals was an active force that pushed them to go through the process of professional identity change but also provided them tools to negotiate through this process protecting their identity and professional autonomy, while re-defining professional boundaries that consequently affected micro-level activities of inter-professional teamwork.

Atuação profissional junto aos adolescentes em medida socioeducativa de internação: Um estudo com psicólogos

Verificar a forma pela qual o reordenamento do Sistema Socioeducativo refletiu na prática de psicólogos que atuam junto a adolescentes cumprindo medida socioeducativa de internação foi o objetivo desse estudo. Participaram sete psicólogos contratados pelo IASES. Os dados foram coletados por meio de entrevista semiestruturada e submetidos à análise de conteúdo. Os resultados evidenciaram que algumas mudanças nas práticas e preocupações estão em curso, mas são incipientes. O psicólogo ainda encontra muita dificuldade para estabelecer uma mudança significativa em sua prática e ainda, o redirecionamento preconizado pelo SINASE não aparece de forma clara em seus relatos. Ressalta-se a necessidade de uma mudança na identidade profissional, reconhecendo-se outras possibilidades de atuação para além do modelo clínico-privado.

The Influence of Field Teaching Practice on Pre-service Teachers' Professional Identity: A Mixed Methods Study.

The current study used mixed methods to research pre-service teachers’ professional identity. Ninety-eight pre-service teachers were investigated and twelve teachers were interviewed in China. The results were as follows: (1) The results of quantitative data showed that compared with before the field teaching practice, pre-service teachers’ professional identity increased after the field teaching practice—specifically, intrinsic value identity increased, and extrinsic value identity did not significantly change; (2) The results of qualitative data validated and elaborated the results of quantitative data in more detail with regard to changes in professional identity. Specifically, compared with before the field teaching practice, intrinsic value identity including work content, work pattern, etc., increased and extrinsic value identity including work environment, income, and social status, etc., did not significantly change after experiencing teaching practice; (3) The results of qualitative data also showed that mentor support at field school promoted the development of pre-service teachers’ professional identity. Moreover, the development of pre-service teachers’ professional identity during field teaching practice further promoted their professional commitment; that is, it promoted their emotional evaluation and belief in the teaching profession. The study discussed these results and proposed solutions and suggestions for future studies.

Динамика профессиональной идентичности студентов вуза (психологический анализ)

&lt;p&gt;Статья посвящена анализу динамики изменения профессиональной идентичности студентов вуза. Профессиональная идентичность трактуется как достаточно сложное и неоднозначное понятие, в котором сосредоточены когнитивные, мотивационные и ценностные характеристики, взаимосвязь которых обеспечивает ориентацию в профессиональном выборе и становление личности как компетентного специалиста. Образование в этом процессе занимает одно из ведущих мест. В зависимости от его сроков и содержания оно содействует процессу самоосмысления и самоосуществления личности.&lt;/p&gt;&lt;p&gt;В статье представлены результаты эмпирического исследования, посвященного изучению содержания и структуры профессиональной идентичности студентов вуза первых — пятых курсов. Исследование проведено на базе Санкт-Петербургского академического университета в 2014/2015 учебном году. Теоретической основой исследования выступает концепция о профессиональной идентичности как интегративном понятии.&lt;/p&gt;&lt;p&gt;В качестве показателей профессиональной идентичности студентов рассматриваются уровни профессиональной идентичности — кризис идентичности, мораторий, диффузная идентичность, достигнутая позитивная идентичность, псевдоидентичность. Исследование показало, что становление профессиональной идентичности в период обучения в вузе представляет собой неравномерный процесс, профессиональная идентичность студентов изменяется в зависимости от продолжительности обучения. Так, первый (48,8%), третий (51,9%) и пятый (39,6%) курсы сопровождаются ярко выраженным уровнем кризиса профессиональной идентичности. Наиболее стабильными в отношении становления профессиональной идентичности являются второй (38,8%) и четвертый (28,2%) курсы обучения. Исследование студентов пятого курса показало, что для этой категории наиболее характерна позиция моратория (39,6%). Диффузный вид идентичности (34,8%) свидетельствует о том, что возможен кризис профессиональной идентичности в связи с переходом от периода студенчества к профессиональной деятельности.&lt;/p&gt;

Primary Science Teaching – Is it Integral and Deep Experience For Students?

Abstract Integral and deep pedagogical content knowledge can support future primary teachers’ ability to follow ideas of education for sustainability in science class. Initial teacher education provides opportunity to learn what and how to teach but still the practical experiences of teaching can reveal uneven development of student teachers’ professionality. The aim of the study is to describe how future primary teachers reflect on their experiences about science teaching and what components of science pedagogical content knowledge they see as meaningful. A questionnaire and interviews were used. The results reveal the deep impact of teaching practice on students’ understanding of the role of a teacher in supporting pupils’ acquisition of scientific skills. The experiences described are related more to teaching and learning in general and less with science-specific factors. Nevertheless, students described changes in mission e.g. how they learned about their role through pupils’ achievements and thinking about science. Changes in professional identity were mentioned rarely but this could point to an underestimated resource issue for teacher education. Positive changes in professional identity may help students to decide to choose more integral strategies in science teaching and thus promote more sustainability oriented teaching.

The utilization of social media for youth outreach engagement: A case study

This article reports a case study that aimed to explore and conceptualize the use of social media in youth outreach engagement in Hong Kong. It used “social media affordance” as a heuristic lens to inform the analysis. This concept refers to the latent utility of social media, which is dependent on both the intrinsic features of social media and the perceptions of the users. In this study, this includes the reviewability, visibility, authoring capabilities, and associative capabilities of social media. We conducted a thematic analysis on data collected including: official service statistics, meeting notes, focus group discussions, and the practitioners’ presentation notes. Major and minor themes were organized with reference to the outreach techniques noted by the practitioners. Significant affordance(s) supporting each technique were identified. The findings revealed specific outreach techniques used by the practitioners including: (i) online searches, (ii) initial encounters before direct verbal dialogue, (iii) ice-breaking via multi-modal communication, and (iv) snowballing. Compared to youth outreach in physical settings, online outreach demonstrates greater visibility of interactions and improved immediacy, but also implies losing privacy, and changes in professional identity. Moreover, the findings showed that each technique was arguably related more to particular affordances than some others, denoting a tacit knowledge informing practitioners to make their choices. These observations inspired further discussion about the significance of a reliable conceptual framework that can guide social workers to identify, compare, and further adapt technologies to enhance their current practice.

Effect of a Spanish-Language Training Module on Technical Vocabulary Acquisition

This project created a module to be offered to Communication Sciences and Disorders (CSD)students interested in working with Spanish-speaking clients consisting of activities coveringterminology and vocabulary relevant to the different areas of speech-language pathology inSpanish. In order to facilitate technical vocabulary acquisition, the module was designed usingvocabulary-learning strategies from studies that have investigated effective means of acquiringsecond language (L2) vocabulary, including use of multiple strategies in combination andcombination of intentional and incidental learning (Fan, 2003; Hummel, 2010; Lawson H Read, 2004). Participants were assessed in comprehension and production of theterms in four types of activities, including direct translations, cloze exercises using vocabularyterms in context, listening comprehension, and production of terms in context. All activitieswere completed through Blackboard at the student’s own pace over the course of one semester.Data were collected on the effectiveness of the module in a pre-test/post-test comparison ofscores, as well as Likert scale measurements of confidence, preparedness, and professionalidentity before and after module completion. Training activities replicated the tasks completedin the pre-test and post-test. Intermediate understanding of Spanish was required to participate in the module as evidenced by college-level coursework and cultural or personal experiences withthe Spanish language. Upon completion of the module, students received a certificate todesignate their participation in the course.The study revealed changes in scores that represented significant gains made by allparticipants, as hypothesized and demonstrated in a paired t-test performed on totaled scores (M= 22.4167, SD =11.4692, t(5) = 4.788, p = 0.005). The reported outcomes in confidence andpreparedness also supported the alternate hypothesis as demonstrated in a Wilcoxon signed rankanalysis (Z = -2.232, p .05).Participation in the module suggested overall positive results via gains made on the posttestand exit survey comments. Participants’ reports of increased feelings of confidence andpreparedness after module training coincided with findings in earlier research (Bender, Lawson,Harlan, & Lopez, 2004; Kritikos, 2003; Mazor, Hampers, Chande, & Krug, 2002). Participantsdid not report changes in professional identity with possible explanations being student status orthe view of Spanish-language proficiency as a clinical tool, rather than defining professionalquality. Limitations of the study included a small sample size and lack of a face-to-facecomponent.

The impact of mind-body medicine facilitation on affirming and enhancing professional identity in health care professions faculty.

Georgetown University School of Medicine (GUSOM) offers medical students a course in mind-body medicine (MBM) that introduces them to tools that reduce stress and foster self-awareness. Previous studies reported decreases in students' perceived stress and increases in mindfulness-changes that were associated with increased empathic concern and other elements of professional identity formation. However, no reports have described the impact of an MBM course on the facilitators themselves. To explore whether MBM facilitation is associated with changes in professional identity, self-awareness, and/or perceived stress, 62 facilitators, trained by the GUSOM MBM program, were invited to complete two validated surveys: the Freiburg Mindfulness Inventory (FMI) and the Perceived Stress Scale (PSS). Forty-two participants also completed a six-item open-ended questionnaire addressing their experience in the context of their professional identity. Facilitators' scores were significantly lower on PSS and higher on FMI compared with normative controls (P < .05), and the two parameters were inversely correlated (-0.46, P < .01). Qualitative analysis revealed three main themes: (1) aspects of professional identity (with subthemes of communication; connections and community; empathy and active listening; and self-confidence); (2) self-care; and (3) mindful awareness. Preliminary findings will be extended with larger studies that examine longitudinal quantitative assessment of communication, connection, and self-confidence outcomes in MBM facilitators, and the impact of MBM facilitation on burnout and resilience.