Professional Identity Formation Research Articles

Professional identity formation of medical students in relation to the care of older persons: a review of the literature

ABSTRACT With the growing population of older persons, medical students have to be well prepared for older persons’ health care during medical school. Becoming a doctor is an interplay of building competencies and developing a professional identity. Professional identity formation of medical students is a relatively new educational concept in geriatric medical education. This review aims to explore the concept of professional identity formation of undergraduate medical students in relation to the care of older persons. Twenty-three peer-reviewed studies were included and summarized narratively. Patient-centeredness, caring and compassion, collaboration and holistic care are characteristics of the doctor’s professional identity in relation to the care of older persons. Participating in the context of older persons’ health care contributes to the becoming of a doctor in general. In this context, the building of relationships with older persons, participating in their lives and role models are important influencers of professional identity formation. Furthermore, the perceptions and expectations medical students have of future doctoring influence their feelings about the care of older persons. To prepare medical students for older persons’ health care, professional identity formation seems to be a relevant educational concept.

A Qualitative Study of Experiences Contributing to Professional Identity Formation in Recent Pharmacy Graduates

ObjectiveA professional identity has been described as “an individual thinking, acting, and feeling” like a person within the profession. The objective of this study was to learn about professional identity formation (PIF) in recent graduates of a pharmacy program. MethodsIn-depth interviews were conducted with students graduating from a doctor of pharmacy degree program. Investigators performed a thematic content analysis of interview transcripts. ResultsParticipants were from community pharmacy practice (4), residencies (4), industry (1), and ambulatory care (1). At the time of the interview, participants were a range of 5–13 months out from graduation. Analysis of the data revealed 4 thematic findings. First, thinking and acting like a pharmacist occurred frequently while in school but feeling like a pharmacist occurred mostly after graduation. Second, feeling like a pharmacist meant participants felt confident in their knowledge base and ability to independently make decisions. Third, real-world practice is critical to PIF, particularly through interactions with patients. Finally, feedback, mentoring, and reflection support PIF and can aid in reconciling the tensions between concepts taught in school and experiences in practice. ConclusionsIn this qualitative analysis of data about PIF obtained from recent graduates from a pharmacy school, we found that thinking and acting like a pharmacist preceded feeling like a pharmacist; feeling like a pharmacist involved confidence in the ability to work autonomously; feedback, mentoring, and reflection on experiences supported PIF; and real-world experiences were critical to PIF.

The spatiality of pre-service language teachers’ funds of professional identity

ABSTRACT Purpose The aim of this study was to interrogate pre-service language teachers' professional identity formation in relation to their funds of identity (FoI) and the agentive influence of space. Design The study was conducted with 20 pre-service language teachers in Argentina in 2022. As part of a core module's coursework, the participants were asked to complete tasks that would enable them to (1) envision their (present and/or future) professional self and (2) plan the FoI that would help them achieve that vision. Data were collected through class discussions, dioramas (teachoramas), and pre-recorded presentations. Findings Content and visual analysis shows that space may exercise a powerful influence on pre-service teachers' FoI. The participants identified themselves as teachers as leaders or facilitators. To construct those identities, they combined the following FoI: geographical (e.g. outdoor spaces), disciplinary (e.g. knowledge of English language teaching), cultural artifacts (e.g. digital devices), anticipatory (e.g. imagined future learners), and valuative (e.g. gender inclusion). These FoI show that the spatiality of pre-service teachers' FoI and projected professional self integrate physical, digital, and cognitive planes. Originality The study advances a model of the spatiality of FoI which can help language teacher education programmes include a discussion of space in the curriculum.

La tutoría como un factor influyente en la identidad profesional del alumno de pregrado de medicina

Introduction: the formation of the medical professional identity is achieved in stages during which the characteristics, values and norms of the medical profession are internalized, which results in the individual thinking, acting and feeling like a doctor. Tutors in medicine should clarify and encourage the principles within study programs and learning environments in order to support the formation of the professional identity of their students. Objective: the purpose of this paper is to reveal the participation of medical tutoring as one of the most influential factors that contribute to the development of the professional identity of medical students, as well as to give some guidelines so that the training of tutors. It contemplates tools that allow them to contribute to the positive and valued construction of the professional identity of the students. Keywords: Professional identity; student; tutoring; teaching; medicine

The Influence of Intersectionality on Professional Identity Formation among Underrepresented Pharmacy Students

ObjectiveThe objective of this study is to explore professional identity formation (PIF) among student pharmacists from underrepresented groups (URGs). MethodsIn this qualitative study, 15 student pharmacists from the University of Georgia and Midwestern University Colleges of Pharmacy were recruited for interviews to explore the influence of intersectionality of race, ethnicity, and gender on PIF. Interview data were analyzed using constructivist grounded theory to identify themes and then further analyzed using Crenshaw’s theory of intersectionality, namely structural, political, and representational intersectionality. ResultsIntersectionality of identities created situations where participants expressed advantages belonging to certain social categories, while simultaneously being disadvantaged belonging to other social categories. This awareness led to strategies to overcome these collective obstacles for themselves and their communities. Participants then described ways to shift perceptions of how society depicts pharmacists and the pharmacy profession. The results depict these processes and how intersectionality influences PIF for URG student pharmacists. ConclusionThe sociocultural aspects of race, ethnicity, and gender influence the PIF of student pharmacists who belong to URGs. Intersectionality helps us better understand the ways in which inequality compounds itself, and this results in URG student pharmacists creating opportunities for belongingness and representation. Resultantly, URGs create opportunities for inclusivity and representation. To continue to facilitate this it is essential for educators and university systems to promote ways to foster and incorporate PIF in student pharmacists.

Associating Growth Mindset with Emotional Intelligence and Why It’s Needed for Professional Identity Formation

Nurturing professional identity formation (PIF) is incumbent for the future of a pharmacist. The process of PIF incorporates norms, roles, and expectations of the profession into existing identities. This process can be particularly challenging when there are conflicting identities that provoke strong emotional experiences. Emotions are driven by beliefs and thoughts which serve as the catalyst for our reactions and behavior. Dealing with strong emotions can be uncomfortable, requiring proper regulation and management. Emotional intelligence and a growth mindset are fundamental traits that significantly influence a learner’s ability to navigate the emotional complexities and thoughts associated with PIF. Although there is some evidence in the literature on the benefits of cultivating emotionally intelligent pharmacists there is a paucity of information on its association with growth mindset and PIF. Emotional intelligence and growth mindset are not mutually exclusive traits and development of both is needed for a learner’s professional identity.

Part-Time and Cofunded Pharmacy Faculty and Their Perceptions of Professional and Organizational Identity Formation

ObjectiveTo gain a better understanding of professional and organizational identity formation and workplace climate issues among part-time and cofunded pharmacy faculty. MethodsThis study had a cross-sectional, prospective design using a semistructured interview guide developed by the researchers of this study. The interview guide drew themes from motivating language theory, social provisions, and previous research on professional identity. Pharmacy faculty with varying part-time and cofunded appointments, representing a cross section of demographic characteristics, and working in different types of practice sites and institutions, were invited to participate. ResultsData saturation was reached at 14 participants. Participants had a variety of professional roles, namely teaching and precepting, as well as clinical, research, service, and administrative responsibilities. Three general themes emerged: (1) the struggle with having multiple aspects of professional identity, (2) facing the perception that academia is a “lifestyle” that not all faculty can fully participate, and (3) the need for properly constructed and tailored communication from peers and supervisors. ConclusionA key component to mitigating the struggle with multiple aspects of professional identity and the feeling that part-time and cofunded faculty cannot fully participate in the academic lifestyle seemed to be informed, empathetic, inclusive, and tailored communication from supervisors.

Evolution of a Cocurricular Program to Support Student Professional Identity Formation

ObjectiveDescribe the development, implementation, and assessment of a cocurricular program intentionally designed to foster professional identity formation at a private institution. MethodsA cocurricular committee was established which developed a cocurriculum program in 3 phases. The committee utilized a gap analysis to inform the development of a continuing-education-based elective program (phase I), broadened program components and enhanced assessment (phase II), and continued to strengthen select areas of the affective domains through a second gap analysis and implement a summative assessment (phase III). ResultsOver 2 academic years, the completion rates for reflections, continuing education programming, and community outreach in the most recent academic year were consistently above 80% by the final due date. Rates of the mentor-mentee meetings fell below 50%; however, this component is tracked by the faculty member and not the students. Community outreach monitoring was managed by the committee for the first time in the 2021–2022 academic year and completion rates increased from 64% to 82%. Student reflections indicated consistent progression toward practice readiness from first- to third-year pharmacy students. For the Pharmacy Affective Domain Situational Judgment test, 22% and 16% of first-year pharmacy students were flagged during the first and second year implemented, respectively, and only 8% of the third-year pharmacy students were flagged in both years. ConclusionUtilization of a cocurricular committee has been vital for the development, progression, and assessment of the cocurriculum at a single private institution.

Mining for Retention Gems and Unearthing Identity and Belonging

ObjectiveTo determine the relationship between first-year retention and variables related to professional engagement and professional, academic, and personal identities. MethodsThis study evaluated data from 3 cohorts of students at a private 0–6 college of pharmacy. A theoretical and conceptual framework linking professional identity and retention informed the study. Professional engagement scores from the first semester of pharmacy school served as a surrogate of professional identity. Grade point average (GPA) and traditional demographic variables (eg, gender, race/ethnicity, in-state resident) served as surrogates of academic and personal identities, respectively. Logistic regression models were used to determine the relationship between first-year retention and identity variables. ResultsBelonging, a domain of professional engagement, was positively related to first-year retention. In multivariable models, belonging and cumulative GPA were associated with increased odds of retention, while in-state status was associated with decreased odds. In separate models for those with GPA ≥3.00, and<3.00, belonging was associated with first-year retention in both. Belonging was also associated with first-semester retention, but not second-semester retention. ConclusionA decision to leave a Doctor of Pharmacy program is complex, but the vast majority of the literature in pharmacy education appears to focus most intently on academic variables, including GPA. This study demonstrates that belonging, an important element in professional identity formation, remains related to first-year retention, even after controlling for grades and other personal variables. This finding unearths several theory-informed gems and strategies that educators may employ to enhance retention.

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.

Professional identity formation: preferences and assessments of the medical university students

Introduction. Today’s world is facing more and more challenges, these are accidents and emergencies, the growth of infectious diseases, natural disasters and military conflicts. These conditions stipulate the medical education system to provide high-quality professional training of specialists in demand. The topicality of the study is associated with searching for effective ways of the medical students’ professional identity development. The purpose of the study is to identify the high medical school students’ preferences in the process of their professional training at the university. Materials and methods. The theoretical and methodological foundations of the study are based on student-centred and professional methodological approaches. The empirical base of the study includes the results of a group survey of the students of I.P. Pavlov Ryazan State Medical University (Russian Federation). It involved 146 respondents, among them 57 were the first-year students and 89 the thirdyear students. The methods of mathematical statistics: non-parametric criteria φ*-Fisher's angular transformation; Pearson's chi-squared test. The results of the study confirm the stability of professional interests and motivation of junior students. It was found that 3rd year students determined with the specialization, much more often than 1st year students (φ*emp = 1.851; p&lt;0.05). The data obtained show the tendency of medical students to research and volunteer activities. Starting from the first year of studies, the students are eager to choose disciplines for specialty. The interest in mastering English-language scientific discourse is observed; this indicator is markedly higher among postgraduates. The scientific novelty of the study lies in the identification and analysis of pedagogical facts characterizing the stable attitude of junior medical students to professional self-development. The practical significance entails the possibility of using the obtained data for timely identification of medical students’ preferences and interests in their junior years. Conclusion. As a trend for further research, the development of an individual trajectory of education for medical university students in the process of their professional identity development can be proposed. Keywords: professional identity, personal qualities, research activity, volunteering, teaching and learning a foreign language, medical university students

Making a Case for Faculty Advisor–Advisee Concordant Pairs

The Accreditation Council for Pharmacy Education Standards require schools and colleges of pharmacy to provide the needed resources for student success, including student advising. The faculty advisor’s role in schools and colleges of pharmacy can be varied and may include modeling professional behavior, serving as students’ advocate, and providing academic and professional guidance. This is especially important upon students entering pharmacy school when the risk of being overwhelmed has been documented. Various factors, including geographic distance from home, professional identity formation, and anxiety over career trajectory have been challenges to their perceived well-being. As in all human interactions, we believe that successful advisor/mentor-student relationships are more likely to develop if there is a deeper personal connection—some element(s) of shared demographic background—in addition to complementary professional, educational, or research backgrounds of the faculty advisor. Pharmacy students in Chinese and American universities and those in other health care disciplines have rated very highly their perceived value of the supporting role of the faculty advisor; hence, we postulated that using this criterion when matching faculty advisor–student pairs may produce better outcomes. In this commentary, we propose expanded criteria including demographics for producing faculty advisor–advisee concordant (or nearly so) pairs mindfully and strategically in a standardized stepwise process of advising aimed at facilitating success for students of all backgrounds, with the goal of promoting diversity, equity, and inclusion and the ultimate attendant benefits to patient care.

Career-oriented foreign language teaching for secondary vocational education students

Introduction. Many secondary vocational education students express a desire to get higher education. At the same time, a foreign language can play an important career guidance role and contribute to the formation of students' professional identity. However, the implementation of career-oriented foreign language teaching is directly dependent on the approach used and the choice of the content of training. The purpose of the study is to develop a method for career-oriented foreign language teaching to secondary vocational education students. Materials and methods. The study involved students of the department of secondary vocational education at Derzhavin Tambov State University (Russian Federation). In addition to learning a foreign language according to program requirements, participants in the control group (N=30), who used the language for special purposes, and the experimental group (N=30), who used an integrated approach, studied career guidance materials. The objects of control were: grammar, active vocabulary, types of speech activity, foreign language professionally oriented integrative tasks. For data analysis, the Student's t-test method was used. Research results. Content and language integrated learning has proven to be effective incareer-oriented foreign language teaching to secondary vocational education students, as well as in mastering their grammar (t = 4.00; p ≤ 0.05), active vocabulary (t = 5.38; p ≤ 0, 05); speaking (t = 1.74; p ≤ 0.05), reading (t = 2.24; p ≤ 0.05), writing (t = 2.97; p ≤ 0.05), listening (t = 3.52; p ≤ 0.05), performing professionally oriented integrative tasks in a foreign language (t = 5.38; p ≤ 0.05). Conclusion. The novelty of the research lies in the creation of a methodology for career-oriented foreign language teachingto secondary vocational education students based on an integrated approach. The results obtained can be used in the development of methods for career-oriented foreign language teaching to undergraduate and graduate students, as well as secondary school students. Keywords: career guidance, professional identity, integrated approach, secondary professional education

Exploring the Professional Identity Formation of Racial/Ethnic Minoritized Physician Assistants.

The purpose of this article is to (1) describe how professional identity intersects with physician assistants' (PAs') and PA students' racial and ethnic identities and cultural backgrounds; (2) examine how sociohistorical contexts shape professional identity in racial/ethnic minoritized PAs and PA students; and (3) identify the role of PA program administrators and faculty to address the needs of racial/ethnic minoritized PAs and PA students. This study draws on elements of constructivist grounded theory to investigate the professional identity formation (PIF) experiences of 45 PA students and alumni from 3 institutions. Participants were recruited using a snowball method and identified as 23 Black/African American, 12 Hispanic/Latino, 6 mixed race, and 4 Native American/Indigenous. Interview data were analyzed using sociocultural theory as an analytic framework. The results suggest that participants felt that their racial/ethnic identity was an important part of their identity, yet many indicated they experienced frequent micro- and macroaggressions from fellow students, faculty, lecturers, administrators, preceptors, patients, and supervisors. Additionally, they indicated that they need more support from their programs than what is currently provided. The results of this study suggest that social experiences before, during, and after PA training strongly influence PIF development in racial/ethnic minoritized PAs. Administrators and professional PA organizations should evaluate methods to support those individuals who identify as a racial/ethnic minority throughout their careers.

Transformative experiences at art museums to support flourishing in medicine

ABSTRACT Purpose We implemented and evaluated a hybrid 4-week arts-based elective for clinical medical students to support flourishing. Materials and Methods Five students participated in early 2022. Twelve sessions occurred in-person at art museums and other cultural centers, and five occurred online. Sessions incorporated varied arts-based learning activities, including Visual Thinking Strategies, a jazz seminar, and a mask-making workshop. We evaluated the course via weekly reflective essays, interviews 6 weeks after the course, and pre-post surveys that included four scales with clinical relevance: capacity for wonder (CfW), tolerance for ambiguity (TFA), interpersonal reactivity index, and openness to diversity. Results Qualitatively, the course helped learners: 1) reconnect with individual characteristics and interests that had been neglected during medical education; 2) better appreciate others’ perspectives; 3) develop identities as physicians; and 4) engage in quiet reflection, renewing their sense of purpose. Quantitatively, pre-post mean totals increased for the CfW (32.0 [SD 6.8] vs 44.0 [SD 5.7], p=.006) and TFA scales (16.4 [SD 5.2] vs 24.2 [SD 6.9], p=.033). Conclusions This elective facilitated learners’ connecting with themselves, others, and their profession with improvement in clinically-relevant measures. This provides further evidence that arts-based education can foster professional identity formation and be transformative for students.

Developing medical professionalism in care of gender nonconforming patients: Reflections of second-year medical students after a curricular experience with gender nonconforming people and allies

Introduction Negative healthcare experiences persist for gender nonconforming individuals. Clinician-related factors, including lack of comfort with gender nonconforming persons and unexamined personal biases, present barriers to equitable and affirming healthcare. We explored the effects of contact with gender nonconforming individuals in preclinical medical education through a structured curricular intervention designed to build medical and humanistic knowledge and stimulate the development of medical professionalism surrounding the care of gender nonconforming individuals. Methods A curricular module (didactic prework, time-synchronous online panel discussion, and post-event written reflection) was implemented in a second-year preclinical course in a large multi-campus Midwestern medical school. The module was based on pedagogical foundations of contact theory and reflective writing. Post-event written reflections were investigated using thematic analysis. Results Analysis of 355 written reflections revealed three major themes (moments of insight, topics of confusion, connections to professional identity formation) and eight sub-themes. The findings demonstrated emerging gender professionalism and the importance of contact in professional development. Discussion Contact with gender nonconforming people and the use of written reflections can encourage self-examination and foster professional identity formation among preclinical medical students. Modeling gender-affirming approaches may help counteract negative cultural messages about gender nonconforming people, aiding development of inclusive future physicians.

Consistency in the formation of culture-general competencies of economics students in the blended learning environment

ABSTRACT The purpose of the study is to analyze the effectiveness of the formation of culture-general competencies of economics students in the context of the blended learning environment. The following results have been obtained. A blended learning system to teach Econometrics has been introduced at two Russian universities and one Kazakh university A questionnaire has been developed, and a sociological survey of economics students of the three universities has been conducted to assess the effectiveness of the formation of culture-general competencies in the context of blended learning of Econometrics. The analysis of the research results confirmed a number of hypotheses: H1 “Blended learning contributes to the formation of professional identity”, H2 “Blended learning contributes to the formation of communication skills”, H3 “Blended learning contributes to the formation of self-organization and self-education skills”, H4 “Blended learning does not lead to a decrease in academic performance”. The practical significance of the results obtained involves the fact that they make it possible to effectively implement blended learning technologies for the development of the competencies of economics students.

Cultivating patient-centered care competence through a telemedicine-based course: An explorative study of undergraduate medical students' self-reflective writing.

The COVID-19 pandemic has encouraged adaptations of learning methods in clinical clerkship. There have been limited reports on the merits of involving medical students in telemedicine. This study, therefore, aims to investigate students' reflection on what they learned and identify the challenges and benefits of doctor-patient interaction through their experience in a telemedicine-based course. A 4 week telemedicine-based course for medical students to participate in telemonitoring of COVID-19 patients undergoing self-isolation was conducted. This is a qualitative study using an interpretive phenomenology design to investigate students' self-reflection on their experiences in monitoring COVID-19 patients. Students were asked to reflect on their experience upon completion of the course through 750-1,000 words essays. A thematic analysis which considers units of meaning based on students' experiences was completed. Our study identified four main themes gathered from students' experiences related to the telemedicine-based course: communication and education, professionalism and professional identity formation, system-based practice, and patient-centered care. The course was part of an integrative effort involving multiple parties to tackle the burden on the nation's healthcare system during the pandemic. Telemedicine is part of future medical practice which supports the medical curriculum adaptability along with attempts to develop future-proof medical doctors through various clinical learning experiences.

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.

Impostor Phenomenon in Pharmacy Students as It Relates to Professional Identity Formation

This commentary describes the relationship between impostor phenomenon and professional identity formation and draws attention to validation theory in supporting student development. Student-level challenges are highlighted, and roles faculty members could play in actively encouraging professional identity formation and helping overcome impostor feelings are discussed.