Professional Identity Formation Research Articles

Betwixt and between student and professional identities: UK medical students during COVID times

The COVID-19 pandemic lockdown in Spring 2020 brought about unprecedented disruption to medical education in the United Kingdom (UK). Medical students were encouraged to take up paid roles in the National Health Service to help with workforce shortages. This article explores medical students’ views and experiences of the COVID-19 pandemic vis-à-vis their professional identity formation. Semi-structured interviews were conducted with 22 medical students from all five undergraduate years in one UK medical school, between April and June 2020. Three themes were generated: (1) disruption to medical education involving suspension of clinical placements, cancellation of assessments and ceremonial markers; (2) decision-making around joining the clinical workforce, decisions which were influenced by students’ sense of professional obligation, perceived personal gains, and health and safety considerations; (3) experiences of working in clinical settings during the pandemic, including reflections about managing risks and challenges, learning on the job and becoming a better doctor. The findings provide evidence that the UK’s first lockdown destabilised many medical students’ expectations tied to their educational and career trajectory, requiring them to improvise to address gaps in learning and professional development. Taking on a paid healthcare role catapulted them into a liminal period, working in a space ‘betwixt and between’ a medical student and healthcare professional. This swift readjustment of roles and responsibilities accelerated their identity formation as ‘future doctors’. Support for medical students around negotiating such dual role is important in present and future public health crises.

“Safety Means Everything”: An ethnographic methodology to explore the formation of professional identity in nursing students

AimThe aim of this qualitative study is to explore how various conditions within educational contexts impact nursing students’ experiences of becoming professional nurses and how these conditions affect their agency and the formation of their professional identities. BackgroundNursing education is essential to becoming professional and competent in caring for patients. A strong professional identity in nursing contributes to better patient outcomes and improves the well-being, retention, and recruitment of practitioners in the health care system. At the same time, research indicates that development of a professional identity during education is challenging and needs further investigation. DesignThe qualitative research design draws on the theoretical and methodological framework of critical psychology practice research. The practice research design and close collaboration with users ensure the continuous development and implementation of theory and practice. MethodsThe data used in this study originated from ethnographic fieldwork, which involved following two nursing students through their final clinical placement training at the Geriatric Department of a university hospital in Denmark. Additionally, nursing students in two classes were observed as part of their nursing education practice at a university college from April to July 2022. The participant observational design, combined with in-situ interviewing, facilitated a comprehensive understanding of the students’ engagement in social practices and interactions within the context of nursing education. ResultsOur results show how the conditions of nursing students’ everyday lives have a critical impact on their self-understanding and journey to becoming competent and professional nurses. Three main themes emerged from the analysis: (1) Perception of safety, (2) Motivation for learning in different communities of practice, and (3) The meaning of learning culture and role models. ConclusionThe development of nursing students into professionals is profoundly influenced by factors affecting their ontological safety that are deeply embedded in socio-cultural and educational contexts. The results underscore the need to foster ontological safety in nursing education. Creating safe, participatory, and supportive learning environments is essential to the holistic development of students into caring, competent nurses. Educators and stakeholders must remember their crucial role in this context and focus on establishing these environments to facilitate students’ sense of belonging in the nursing profession. Tweetable AbstractThe development of professional identity in nursing starts with safety. Ontological Safety in learning environments ensures competent and professional nurses. #NursingEducation#Safety#ProfessionalIdentity

Which ‘end’ do you have in mind? Clinical supervisors’ perceptions of Professional Identity Formation outcomes in GP residency

Purpose Professional Identity Formation (PIF) is crucial for high-quality patient care and physician well-being. Few empirical studies examined PIF in residency from the perspective of supervisors. In GP residency, residents are supervised with an ‘end in mind’ that remains unexplored. To encourage supervisors to reflect on their teaching behaviours, this study investigated GP clinical supervisors’ perceptions of PIF outcomes in GP residency. Methods Applying qualitative description, focus group interviews were conducted between spring and autumn 2019. Using a semi-structured interview guide, supervisors’ perceptions of PIF outcomes were explored. In an iterative coding process applying constant comparison, a thematic analysis was performed of focus group transcripts. Results We conducted eight focus groups with 55 supervisors at four training institutes across the Netherlands. Half of the supervisors were female. GP supervisors tend to address the ‘poor GP’ when prompted to address the ‘good GP’. PIF outcomes in GP residency should revolve around taking ownership in patient care, self-care and the persistence of GP as a profession. Conclusion PIF can be challenged by a lack of positive language. Supervisors’ strong beliefs regarding ideals of the profession potentially compromise PIF when they do not resonate with residents’ beliefs, resulting in poor educational alliance.

Discovering and developing the vocational teacher identity

PurposeThis study explores the role of previous occupational identity in the formation of the (new) teacher identity of vocational teachers. The focus is on how vocational teachers discover their teaching identity, how they describe the connection between their previous occupation and teacher identity and how they describe a competent member of the teaching community.Design/methodology/approachThe theoretical approach is inspired by Communities of Practice (CoP) theory. More specifically, the realignment between socially demanded competence in the profession and personal experience as well as identification with the teaching community are discussed. The research material comes from 14 interviews with vocational teachers in different disciplines.FindingsFindings indicate first that the process of professional identity (trans)formation was initiated by finding one's teaching self when the individuals became aware of their interest in teaching by discovering that they had already achieved some sort of teaching-related competence. Second, individuals had been connecting their professional identities – finding common competence between their previous occupation and the teaching role. Third, vocational teachers experienced legitimising their competence and their new identity with reference to what their new CoP instructed as important competence (regime of competence).Originality/valueWhile teachers' vocational competence is not scrutinised, their teaching competence needs to be constantly proved. This imbalance often leads to teachers returning to an aspect of their identity that is well established – their vocational competence. Looking back to their occupational competences constitutes a realignment backwards, when teachers attempt to serve their new professional goal by drawing on old competence.

General practitioner professional identity formation: Much needed, (still) oft forgotten.

Professional identity formation (PIF) as a general practitioner (GP) enhances the experience of meaning at work, reduces burnout, promotes patient-centred decision making and strengthens advocacy for the unique role of family medicine within the healthcare system. Unfortunately, there is insufficient emphasis on PIF in GP residency programs; it often remains a hidden curriculum. External factors limiting GP trainees' exposure to their own general practice community of practice further impede PIF. Thus, fostering general practice PIF requires deliberate, focused efforts; however, there is little empiric evidence on the GP professional identity or how to foster it. The aim of this paper is to discuss strategies for effective GP PIF in family medicine residency. The authors recommend explicit attention to PIF in three key areas: curriculum; teaching and learning; andfaculty development. Additionally, the authors encourage GPs tounite as a community to provide continuing and coordinated support for GP residents ontheir PIF journey.

Sensitizing nursing faculty about formation of professional identity: Exploration of lessons learnt at a nursing institute in India.

Background We initiated a conversation regarding the concept of professional identity formation (PIF) with faculty of Institute of Nursing at our university through a participatory workshop. We report the planning and conduct of the workshop, as well as lessons learnt from the discussions in the workshop. Methods We designed and implemented a day-long workshop for 28 nursing faculty at Institute of Nursing, Bhaikaka University, Gujarat. The expected learning outcomes of the workshop were to: (i) understand the concept of PIF and process of socialization; (ii) identify factors influencing socialization; and (iii) discuss strategies to support PIF. The workshop included a series of four small group discussions, each followed by debriefing. We collected feedback using a questionnaire with 4 open-ended questions and written reflections on the learnings, within 2 days of the workshop. We carried out manual content analysis of text data generated during group work, reflections and feedback. Results Twenty-six of the 28 participants responded to the questionnaire. Thirteen mentioned interactions during group activities and discussions with facilitators as a good part of the workshop. Constructive suggestions on improving the workshop were received from 13 respondents. Twenty-three respondents reported they would make changes in their practice after the workshop. Five respondents found the activity on roles and responses during socialization as needing more discussion. Key themes identified from the participants' reflections were: (i) their different views about professional identity, (ii) experiences and reactions and (iii) their future action plan. Conclusions The workshop was well received by the participants. Our approach to the workshop might help other institutions design and implement similar activities as a part of their faculty development programme.

Understanding clerkship experiences in emergency medicine and their potential influence on specialty selection: A qualitative study.

The specialty of emergency medicine (EM) is experiencing a significant decrease in student interest. In addition, women are historically underrepresented within the specialty at all levels of training and practice. We sought to understand how clinical experiences and perceptions of EM influence specialty selection by medical students, particularly women. Using a constructivist grounded theory approach, we analyzed semistructured interviews with senior medical students who considered EM as a specialty. We used purposive sampling to recruit from diverse learning environments and represent a variety of experiences. Participants reflected on their specialty selection process and experiences in EM including their perceived acceptance in the work environment. Twenty-five medical students from 11 geographically diverse schools participated. A total of 68% (17/25) identified as women. The majority (21/25, 84%) planned on applying to EM residency. We identified four major themes: (1) distressing interpersonal interactions with patients and the ED care team negatively affect students; (2) EM culture includes behaviors that are perceived as exclusionary; (3) beliefs about the attributes of an ideal EM physician and the specialty itself have a gendered nature; and (4) ease of access to mentors, representation, and early exposure to EM environment increased interest in specialty. Our participants express that EM causes challenges for students to accept the norms of behavior in the field, which is an essential element in joining a group and professional identity formation. In addition, we raise concern that gendered perceptions and language may send exclusionary environmental cues that may negatively impact recruitment of a diverse physician workforce.

A Common Trajectory Toward a Professional Identity as a Faculty Developer.

Professional identity formation is a complex construct that continually evolves in relation to an individual's experiences. The literature on educators identifying as faculty developers is limited and incompletely addresses how that identify affects other identities, careers, and influences on teaching. Twenty-six health professionals were trained to serve as faculty developers within our educational system. We sought to examine the factors that influence the professional identity of these faculty developers and to determine whether a common trajectory existed. We employed a constructivist thematic analysis methodology using an inductive approach to understand the experiences of faculty developers. We conducted semistructured recorded interviews. Coding and thematic analysis were completed iteratively. We identified eight primary themes: (1) initial invitation, (2) discovery of faculty development as a professional activity, (3) discovery of educational theory, skills, and need for more education, (4) process of time and experience, (5) fostering relationships and community, (6) transfer of skills to professional and personal roles, (7) experiences that lead to credibility, and (8) sense of greater impact. An individual's journey to a faculty developer identity is variable, with several shared pivotal experiences that help foster the emergence of this identity. Consideration of specific programmatic elements to support the themes identified might allow for a strategic approach to faculty development efforts in health professions education.

Cheating is a professional identity formation problem.

.@kmcowen outlines how medical education could better support students connect their behavior during medical school to their future identities as physicians.

Модель психолого-педагогического сопровождения становления профессиональной идентичности у будущих педагогов профессионального образования

Realization of professional activity at a high level of efficiency requires from future teachers the formed qualita-tive filling of the position of a specialist, vision of themselves in the role of a teacher, correlation of actual train-ing and real requirements of professional-pedagogical activity and community, otherwise professional identity, as a means of formation of which is a psychological and pedagogical support. The aim of the study is to pre-sent a model of psycho-pedagogical support for the formation of professional identity in future teachers of vo-cational education. The work uses methods of qualitative theoretical analysis, comparison, classification, mod-eling. The model of psychological and pedagogical support based on systemic, activity, personality-oriented and reflexive approaches is presented. The stages of psycho-pedagogical support of students’ professional identity include the formation of: professional and pedagogical orientation of personality, creative readiness for professional activity, professional identity as a result of vocational training.

Features of academic professional and personal identity of students with disabilities

Introduction. The article substantiates the relevance and feasibility of studying the characteristics of the educational, professional and personal identity of students with disabilities. The need to take into account the characteristics and find ways to effectively and efficiently manage the formation and development of educational, professional and personal identity of students with disabilities is emphasized.Purpose setting. Purpose of the study is the analysis of the characteristics of the educational, professional and personal identity of students with disabilities.Methodology and methods of the study. Research methods are the theoretical analysis and synthesis of issues related to the educational, professional and personal identity of students with disabilities. The methodological basis of the study was a systematic approach to understanding the characteristics of the educational, professional and personal identity of students with disabilities.Results. Currently, there are theoretical tasks of identifying the characteristics of the educational, professional and personal identity of students with disabilities, overcoming the contradictions associated with attempts to comprehend the specifics of identity and other socio-psychological characteristics of groups of students who are extremely diverse in the nature of their existing health limitations. One of the leading problems is related to the divergence of researchers' ideas about the existence, sources and nature of such differences: some researchers believe that many differences between students with and without disabilities are exaggerated. Other researchers believe that these differences are downplayed, underestimated, or insufficiently and accurately described.Conclusion. The author summarizes the results of research into the characteristics of the educational, professional and personal identity of students with disabilities. The importance and promise of systemic, holistic work in the context of the formation and development of educational, professional and personal identity of students with disabilities is emphasized: providing conditions for the formation and development of mature educational, professional and personal identity of students with disabilities.

Impact of Pharmacy-Related Memes on Students’ Professional Identity Formation

ObjectiveProfessional identity formation (PIF) is the process which one internalizes the values and norms of a profession, ultimately becoming a member of that profession. The objective of this study was to determine the perceived professional identities of pharmacists in memes and how pharmacy-related memes affect students’ PIF. MethodsStudent pharmacists from a single academic institution participated in focus groups to discuss the concept of professional identity, view self-submitted pharmacy-related memes, and reflect on the memes’ impact on their PIF. An inductive, thematic content analysis was performed, and a theoretical model was developed to illustrate the themes observed. ResultsTwenty-six student pharmacists participated in the study. Before exposure to the self-submitted memes, the participants described the professional identity of a pharmacist in a more idealistic way, noting pharmacist roles such as medication expert, educator, and patient care provider. After exposure to the memes, the participants’ responses reflected a pharmacist identity based on feelings of being antagonized, overwhelmed, and misperceived. Despite these challenges, the participants noted the importance of remaining professional. ConclusionWhen exposed to pharmacy-related memes, the students’ perceptions of the pharmacist identity changed from one based on idealistic roles to an identity based on negative feelings and interactions. Owing to memes’ ability to reflect one’s experiences, it is important to recognize the impact memes may have on PIF. Further research is needed to determine how pharmacy educators can help students navigate identity dissonances that arise from the students’ pharmacy experiences.

Decoding the mask: Identity in undergraduate medical education

Abstract Introduction: Developing a healthy sense of professional identity among medical students is an integral aspect of medical education. Despite its importance, addressing professional identity formation (PIF) in medical school has typically been limited to narrative methods. Mask-making represents a complementary visual modality to examine PIF in undergraduate medical education. Methods: 140 students from the Penn State University College of Medicine Class of 2022 participated in a mask-making activity as they transitioned to clinical clerkships. Students expressed their ideal professional self on the outside of the masks and their current sense of self on the inside of the masks. Masks were coded into 31 PIF categories, and data were analyzed using chi-square to identify significant (P < 0.05) differences between self and ideal profiles. Results: Overall, the subdomains Communication skills, Observational Skills, and Relationships had the greatest incongruence between what students perceived as “ideal” and how they saw themselves. Discussion: Mask-making is a modality for self-exploration in the context of identity formation in medical education. Students were able to identify potential areas of growth in their developing professional identities. Our findings suggest arts integration can support holistic student growth and development.

Reflections on an evolving pharmacist professional identity from two pharmacy educators

PurposeThe purpose of this article is to describe the Professional Identity Formation (PIF) journeys of two Experiential Education (EE) Directors in a reflective narrative. DescriptionUsing the “What? So What? Now What?” model of reflection, this manuscript will describe the experiences of two EE administrators as they reflect upon the various pivotal moments of their career and professional transitions. Analysis/InterpretationAs pharmacy educators seek to be purposeful and intentional about guiding their students' journeys to form their own professional identities, they must first be willing to engage in their own self-reflection to explore their own journeys. Then, pharmacy educators will be better equipped to assist learners as their own professional identity is developed. Conclusions and ImplicationsIn this article, the authors have modeled candid self-reflection and have described their own PIF journeys to serve as a guide for other pharmacy educators seeking to do the same.

Professional identity formation

Professional identity formation

The Impact of COVID-19 Service Learning on Medical Student Professional Identity Formation.

The COVID-19 pandemic affected in-person educational activities and required medical schools to adapt and enrich their curriculum to ensure ongoing professional development. During the height of the COVID-19 pandemic, students expressed a significant desire to contribute and continue their medical education. Service learning promotes experiential learning and Professional Identity Formation (PIF). This study examines the impact that a service-learning elective had on medical students' education and PIF. Offering a service-learning elective allowed students to remain engaged in educational activities and pandemic-relief efforts. We conducted a qualitative analysis of 132 written reflections by medical students who completed a 2- or a 4-week service-learning elective to assess for major themes and impact on PIF. Participation in service learning had a favorable impact on PIF as expressed by the personal qualities student identified as having developed or improved upon because of their participation. Enhancement of communication skills, teamwork skills, compassion, and empathy were major themes conveyed in student reflections. Qualities of resilience were also portrayed through the write-up as students noted how the elective allowed for active engagement in community pandemic-relief efforts and created opportunities for overcoming obstacles related to service learning projects they participated in. Service learning in medical school has a dual purpose of providing community support while imparting significant learning opportunities for PIF in medical students.

Missing the Wood for the Trees: How Indian Legal Education Fails to Deliver the Professional Lawyer?

In this work, we compare the Indian and American legal education systems, to argue that the former lacks the toolkit to impart professionalism among its graduates. ‘Professionalism’ in American literature means the internalization of legal skills along with values of public service. The formation of these cognitive attributes through law school and formative years is known as ‘professional identity formation’. We refer to the American discourse of professionalism and argue that Indian legal education should switch to the American Bar Association output-based model, thereby creating a clear goal but flexible pathways, allowing for faculty-led innovation in courses, curricula and pedagogy. We also underline other aspects of Indian legal education like faculty shortages and barriers between academia and profession as causative factors preventing the growth of professionalism in law graduates, which may eventually disadvantage them in the global workplace. We call for reform and discourse of the basic attitudes of the Bar Council of India and the legal educators.

Alienation in the Teaching Hospital: How Physician Non-Greeting Behaviour Impacts Medical Students' Learning and Professional Identity Formation.

Clinical workplaces offer unrivalled learning opportunities if students get pedagogic and affective support that enables them to confidently participate and learn from clinical activities. If physicians do not greet new students, the learners are deprived of signals of social respect and inclusion. This study explored how physicians' non-greeting behaviour may impact medical students' participation, learning, and professional identity formation in clinical placements. We analysed 16 senior Norwegian medical students' accounts of non-greeting behaviours among their physician supervisors in a reflexive thematic analysis of focus group interview data. The main themes were: A) Descriptions of non-greeting. Not being met with conduct signalling rapport, such as eye contact, saying hello, using names, or introducing students at the workplace, was perceived as non-greeting, and occurred across clinical learning contexts. B) Effects on workplace integration. Non-greeting was experienced as a rejection that hurt students' social confidence, created distance from the physician group, and could cause avoidance of certain workplace activities or specific medical specialties. C) Impact on learning. Non-greeting triggered avoidance and passivity, reluctance to ask questions or seek help or feedback, and doubts about their suitability for a medical career. Medical students' accounts of being ignored or treated with disdain by physician superiors upon entering the workplace suggest that unintended depersonalising behaviour is ingrained in medical culture. Interaction rituals like brief eye contact, a nod, a "hello", or use of the student's name, can provide essential affective support that helps medical students thrive and learn in the clinic.

The role of employability capitals in supporting nutrition science graduate outcomes: an international qualitative study.

The study sought to explore nutrition graduates' employability and role of employability capitals in supporting nutrition science graduate outcomes. In-depth semi-structured, audio-recorded interviews were conducted with nutrition graduates who had completed a nutrition science degree between 2015 and 2021. Interpretivism guided this study, which endeavoured to co-construct meaning with participants. Transcribed interviews were thematically analysed, whereby data were coded, themes identified and discussed by all authors. The data were further mapped against the graduate capital model (GCM) by deductively coding against the five graduate capitals (human, identity, social, psychological and cultural). Ireland and Australia. Forty-two nutrition graduates from across nine universities in Ireland and twenty-two from a single university programme in Australia. All elements of the GCM were identified with human, social and identity capital most dominant and identified as significantly influential on employability. Presence or absence of these capitals could be clearly identified within each graduates' experience. Formation of professional identity and connection to the profession was strongest amongst Irish graduates. However, more than half of the Australian cohort perceived barriers to professional identity formation, including lack of regulation, imposter syndrome, presence of non-qualified individuals and comparison to dietetics. Both psychological and cultural capitals were rarely spoken about. The development of human, social and identity capital is observed among nutrition science graduates. Further investigation is required to enhance the process of identity development and ascertain potential remedies for obstacles. The absence of psychological and cultural capital, therefore, poses a significant issue for the resilience and comprehension of prospective graduates.

Kindergarten Teachers’ Identity and Their Professional Identity Formation in the Central Region of Ghana

Kindergarten Teachers’ Identity and Their Professional Identity Formation in the Central Region of Ghana