Identity In Medical Students Research Articles

Do not forget about me, do not forget about you. Usability of a mobile app for professional identity formation

PurposeProfessional Identity Formation is the dynamic evolution to “think, act and feel” to become part of a professional community. This document presents the development and the study that aimed to assess the usability of a m-Learning Identity App (MLIA) focused on the formation of professional identity among undergraduate medical students.Design/methodology/approachMLIA development included four phases: Conceptual, prototype, pilot and implementation, before further deployment. The conceptual model was designed by eight faculty members from three Latin American universities. The prototype was developed and tested with stakeholders. The pilot was performed during 5 weeks before the implementation. Cross-sectional data collected during implementation from 138 medical students who completed a survey to assess the usability of MLIA are presented. During deployment, 977 posts were made on Professional Identity Formation, and examples of these posts are presented.FindingsThe prototype and pilot phases demanded improvements. The survey explored (1) Familiarity, (2) Perceived ease of use, (3) Perceived usefulness for Professional Identity Formation, (4) Satisfaction, (5) Intention to reuse (6) Digital aesthetics and (7) Safety. Results from the usability assessment suggest that students perceived MLIA as a secure space with positive aesthetics and ease of use.Research limitations/implicationsImportant limitations of the present study include, firstly, that it does not provide information on the effectiveness of the MLIA in shaping professional identity in medical students, it focuses exclusively on its development (conceptual model, prototype, pilot and implementation) and usability. Secondly, the study design did not consider a control group and, therefore, does not provide information on how the App compares with other strategies addressing self-reflection and sharing of meaningful experiences related to professional identity.Originality/valueMLIA introduces a different approach to education, simulating a secure, easy-to-use, social media with a friendly interface in a safe environment to share academic and motivational moments, transitioning from being to becoming a professional.

Elements and Determinants of Professional Identity During the Pandemic: A Hermeneutic Qualitative Study

Phenomenon : The construct of professionalism in undergraduate medical education is a core outcome that is included in the wider concept of professional identity formation. The former is grounded in the more general concept of identity, intended as an internalized set of role expectations. Some have proposed frameworks based on psychological or sociological approaches, but empirical research is still scarce and often limited to the exploration of the role of specific learning activities. The pandemic imposed adaptations that produced an artificial setting for a social experiment, suitable to observe how the deprivation of the social component of a student’s life, such as in presence teaching and practical training, unveiled the elements and determinants of the developing identity of medical students. Approach : This research was the extension of a previous phenomenological study about medical students’ lived experience of distance learning during the lockdown phase in Italy. We adopted a hermeneutic approach to furtherly deepen the analysis of the phenomenon at stake, in dialogue with the relevant literature. Eight 6th year medical students underwent an in-depth interview, themes were inductively generated and used to identify elements and determinants of the developing identities. Findings : Four themes developed, synthetized in the overarching theme “From crawling to standing on your feet and walking toward an uncertain future”. The themes were: “social places and practices that make me feel like a student and a medical student”, “toward self-regulation”, “an emotional journey”, “threats to the identity”. The elements of the perceived identity as a medical student were autonomy and learning self-regulation, professional knowledge, competence, and sense of belonging to a community. The determinant factors which influenced the identity as a medical student were living environment, learning spaces and architectures, the social networks, the attendance of the healthcare facilities, the relationship with teachers, the social acknowledgement as a medical student, and as a doctor. Insights : It was possible to identify the generation of both constitutive elements of identity and determinants influencing identity development and this distinction is an added value of the research. According Gilles Deleuze’s concept of “empty square” (the sudden lack of an object one used to have at hand: sociality in this case), this research highlighted the ambivalent nature of identity. Individualization and socialization are the “uneven sides” of that same paradoxical object which is identity.

Unmasking Identity: Observations From a Cohort of Entering Medical Students.

Professional identity formation (PIF) is increasingly recognized as a core element of medical education. The use of narrative reflection is traditionally the most common means to explore PIF. We explored the use of mask-making as a process of reflective expression to encourage iterative exploration of professional identity in medical students. This project focused on elements of personal and professional identity in a cohort of entering students. One hundred fifty entering students at the Pennsylvania State University College of Medicine created a mask to use descriptive words to express their perceptions of an ideal physician (external face of the mask) and their sense of self (internal face of the mask). Responses were compared to established domains of professional identity. Students most commonly listed elements in the domain of personal characteristics to describe both their sense of self and of an ideal physician. Students were more likely to list emotional elements when describing self and more likely to use elements in the domains of relationships, attitudes, and duties/responsibilities when describing an ideal physician. The beginning of medical school is a time of significant transition. Mask making can blend visual and narrative arts to provide a complementary tool to examine professional identity formation.

Characterizations of motivation and identity in medical students’ reflections about challenging patient interactions

Purpose: Students’ negative emotions in patient interactions can relate to their learning motivation and identity. Educators can support learning from these interactions by advocating for reflection. We explored how students, in reflection essays about emotionally difficult patient interactions that challenged their notions of professionalism, described aspects of motivation and identity.Materials and Methods: All third-year medical students on the ob-gyn clerkship complete written reflections about a “clinical situation that challenged or affirmed your professionalism.” We conducted directed content analysis of essays (academic years 2014–2017) using relevant theories (self-determination, goal orientation and identity formation) based on previous work and organized the data into categories.Results: In 265 essays (of 396, 67%), students described patient interactions that challenged their notions of professionalism, of which 90% included descriptions of their emotions. When reflecting on these interactions, students described psychological needs acknowledged in self-determination theory, competence, autonomy in patient care and connection to the team. Students indicated challenges in identity when advocating for patients due to team hierarchy and evaluation concerns.Conclusions: Reflection essays about difficult patient interactions allow students to explore emotions, motivation and identity. They help educators understand whether the clinical learning environment is meeting students’ needs to support learning in challenging interactions.

Investigation and analysis of medical students' recognition of standardized training for specialists

Objective In order to understand the identity of medical students for the standardized training for specialists, and provide theoretical support and policy reference for it. Methods Using the method of stratified sampling and quota sampling, 2 367 medical students were selected from 17 universities in 7 administrative regions of the country to carry out anonymous electronic questionnaire survey. The results were analyzed by SPSS 19.0, with methods of mean comparison, ratio constituent and Chi-square test. Results In the survey, only 231 samples had a good understanding of specialist training for specialists, which accounted for 9.8%. And there were statistical differences between different types of medical students ( χ2=40.5, P<0.05) and different administrative areas (χ2=33.7, P<0.05). 17.0% of the samples have shown that they would take participate in the special training system initiatively; 641 samples (22.9%) had a positive attitude towards the system, and 782 samples (33%) did not. The main reasons for non-support included low treatment (71.8%), long training time for becoming a doctor (87.7%) and the difficulty of ensuring the training quality (59.1%). Conclusion The research can shed some lights on standardized training for specialists including establishing a network communication platform to improve the efficiency, increasing financial investment, setting up a mechanism to link the capital input to training quality to ensure the treatment of trainees, exploring the training mode of combining standardization training and doctorate training to shorten the training period, reforming the personnel system and incorporating specialists training system into the promotion conditions of professional titles. Key words: Standardized training for specialists; Sense of identity; Countermeasure

Challenges to assessing professional identity in medical students: a tale of two measures

ABSTRACTBackground: Professional identity formation (PIF), a foundational process in becoming a physician, includes establishment of values, moral principles, and self-awareness. The purpose of this report is to examine challenges in establishing the validity of measures of identity fusion as one facet of PIF.Method: Utilizing the modern approach of validity as a unitary concept, the authors generated six hypotheses to examine the evidence for the construct validity of the scores of Physician Professional Identity (PPI) and Identity Integration (IdIn), considering relationships of these measures with each other, year of training and data from a larger survey.Results: Responses from 3473 students at 8 medical schools revealed a weak association between the measures with distributions varying by cohort. PPI had a stronger relationship to cohort and IdIn was moderately associated with students’ attitudes relevant to social media use. Responses were independent of response format and evidence supported the interpretation of scores for IdIn as indications of integration of identity.Discussion: Sufficient evidence was found to suggest that these measures assess aspects of PIF. Use of these measures as part of a multidimensional, longitudinal approach to refining understanding of the construct of PIF and developing effective assessment strategies.

DEVELOPING A MODEL OF PROFESSIONAL IDENTITY IN MEDICAL STUDENTS: THE ROLE OF MOTIVATION AND PARTICIPATION

Background: It is very important to develop professional identity among medical students, as it will affect how they work in the future. Factors affecting professional identity in medical education context need to be explored. This study aimed to develop a model of professional identity in medical students which examine the role of motivation, self-efficacy, personal reflection, social interaction, curriculum in action perceived by students and participation in determining professional identity. Methods: A cross-sectional survey was conducted among medical students in Mataram University. A total of 303 pre-clinical (year 1 to 4) and clinical students (year 5 to 6) filled out the questionnaires. Partial least square - structural equation model analysis was performed.Results: The modification model had a good model fit (GoF 0.404). The average path coefficient was 0.303 (p&lt;0.001) and the adjusted average R square was 0.321 (p&lt;0.001). Forty percent of variance in professional identity could be explained by motivation (β=0.51, p&lt;0.001, f2=0.281) and participation (β=0.32, p&lt;0.001, f2=0.118).Conclusions: Motivation and participation of medical students may influence the professional identity. Based on the model, within the medical education processes, academic motivation of students should be maintained and fostered and participation should be supported.

Decision-making process of changing major for medical students in a comprehensive university: a qualitative study

Objective To explore the decision-making process of medical students who turned the major from the medicine to other majors, and the related factors that hindered them continuing to study the medicine. Methods According to the design of interpretative phenomenon logical analysis, semi-structured in-depth interviews were used to collect the data. Participants were six undergraduate students who had moved from medical major to another major. Interviews were recorded on audio-tape with the students' per-mission and then transcribed verbatim. The transcribed interviews were analyzed according to six steps of in-terpretative phenomenological analysis. Results Even if the participants had left the medical major, they still expressed a strong sense of professional identity for the doctor. However, they also admitted that the pro-fessional process of medicine students was very hard and tired, and couldn't get the equal return for their payment. They thus were lack of confidence for the future. Some of the participants talked about the fact that they had been curious about the future of medical students. Internet and seniors were the main avenues for obtaining job-related information, but they were often plagued by the negative information. Education about career adaptation should be carried out as soon as possible, to strengthen the professional identity of medical students, and enhance their ability to defend against negative information, which could help to deal with the status of high turnover rate for medical students. Conclusion Based on the students' perspective, exploring the decision-making process of turning major for medical students will contribute to the educators taking ef-fective strategies to improve the students' career identity, stabilize their professional thought, and reduce the loss of the medical students. Key words: Medical students; Changing major; Decision process; Qualitative study

Correlation between academic motivation and professional identity in medical students in the Faculty of Medicine of the Universitas Gadjah Mada Indonesia

Abstract Background Professionalism is a skills area that should be mastered by medical graduates. The period of formal education is essential for the formation of professionalism. The involvement of internal factors, such as academic motivation, and external factors, such as the learning environment, might play a role in the development and learning of professional identity. Aim To determine the profiles of academic motivation and its relationship between student professional identity during their degree courses. Methods This cross-sectional study included 531 medical students in the early, mid, and late phases of their courses in the Gadjah Mada University Faculty of Medicine. The Academic Motivation Scale of Vallerand was used to assess academic motivation, and the Professional Identity Scale of Adams to assess professional identity. Results The mean scores of academic motivation domains including intrinsic, extrinsic, and lack of motivation among medical students in the Gadjah Mada University Faculty of Medicine were 5.02 ± 0.87, 4.86 ± 0.88, and 1.83 ± 0.96 (mean ± standard deviation), respectively. No significant differences were found between the intrinsic and extrinsic motivation scores among students in the three phases of education, while the scores on lack of motivation among students in earlier phases were lower than students in the mid and late phases (P

Developing a Physician׳s Professional Identity Through Medical Education

Professionalism represents a fundamental characteristic of physicians. Professional organizations have developed professionalism competencies for physicians and medical students. The aim of teaching medical professionalism is to ensure the development of a professional identity in medical students. Professional identity formation is a process developed through teaching principles and appropriate behavioral responses to the stresses of being a physician. Addressing lapses and critical reflection is an important part of the educational process. The “hidden curriculum” within an institution plays an important role in professional identity formation. Assessment of professionalism involves multiple mechanisms. Steps in remediating professionalism lapses include (1) initial assessment, (2) diagnosis of problems and development of an individualized learning plan, (3) instruction encompassing practice, feedback and reflection and (4) reassessment and certification of competence. No reliable outcomes data exist regarding the effectiveness of different remediation strategies.

Beyond prevalence to process: the role of self and identity in medical student well-being

Problematic stress levels among medical students have been well established. This stress can lead to depression, suicidal ideation, substance abuse, burnout and cynicism, having a negative effect on students and their patients. We propose to move towards examining the processes underlying well-being in some medical students and vulnerability in others. We draw upon social psychological literature to propose that self-complexity, medical student identity and associated norms all have the capacity to influence medical students' well-being in both positive and negative ways. We identify two key dilemmas facing medical students with regard to the social psychological factors investigated. First, a diverse set of interests and a high level of self-complexity is thought to buffer against the effects of stress and might also be beneficial for medical practitioners, but the intensive nature of medical education makes it difficult for students to pursue outside interests, leading to a strongly focused identity. Second, a strong group identity is associated with high levels of social support and improved well-being, but unhealthy group norms may have a greater influence on individuals who have a strong group identity, encouraging them to engage in behaviours that place their well-being at risk. A model is proposed outlining how these potentially contradictory social psychological processes may combine to impact upon medical students' well-being. There is great scope for investigating the role of self-complexity, identity and norms in the medical education context, with room to investigate each of these factors alone and in combination. We highlight how our proposed model can inform medical educators as to the students who may be most vulnerable to the effects of stress and the potential interventions from which they may benefit. We conclude that social psychological factors make a valuable contribution to understanding the complex issue of well-being in medical education.

Professional Identity in Medical Students: Pedagogical Challenges to Medical Education

Background: Professional identity, or how a doctor thinks of himself or herself as a doctor, is considered to be as critical to medical education as the acquisition of skills and knowledge relevant to patient care. Summary: This article examines contemporary literature on the development of professional identity within medicine. Relevant theories of identity construction are explored and their application to medical education and pedagogical approaches to enhancing students’ professional identity are proposed. The influence of communities of practice, role models, and narrative reflection within curricula are examined. Conclusions: Medical education needs to be responsive to changes in professional identity being generated from factors within medical student experiences and within contemporary society.

Investigation on professional identity of medical students with long education periods

Objective To explore the professional identity of medical students with long education periods and its influencing factors.Methods Survey on professional identity was conducted through self-designed questionnaire among 665 medical students with long education periods of every grade.Single factor analysis of variance and t test were applied to do statistical analysis.Results There were significantly statistical differences in influencing factors of professional identity among every grade of long periodical medical students (P ＜ 0.05).There were significant statistical differences among influencing factors of sex,educational background of parents and residing(P ＜ 0.05).Conclusions Because of characteristics of medical education and psychological changes of students,professional identity of students shows a first decline and then an increase.Personal and environmental factors exert influences on professional identity at varying degrees. Key words: Medical students with long education periods; Professional identity; Current condition

The formation of professional identity in medical students: Considerations for educators

Context: Medical education is about more than acquiring an appropriate level of knowledge and developing relevant skills. To practice medicine students need to develop a professional identity – ways of being and relating in professional contexts.Objectives: This article conceptualises the processes underlying the formation and maintenance of medical students’ professional identity drawing on concepts from social psychology.Implications: A multi-dimensional model of identity and identity formation, along with the concepts of identity capital and multiple identities, are presented. The implications for educators are discussed.Conclusions: Identity formation is mainly social and relational in nature. Educators, and the wider medical society, need to utilise and maximise the opportunities that exist in the various relational settings students experience. Education in its broadest sense is about the transformation of the self into new ways of thinking and relating. Helping students form, and successfully integrate their professional selves into their multiple identities, is a fundamental of medical education.

‘Part of the team’: professional identity and social exclusivity in medical students

Medical students must develop not only their professional identity but also inclusive social attitudes for effective medical practice in the future. This study explores the elements that contribute to medical students' sense of professional identity and investigates the concept of social exclusivity and how this might relate to students' development of their identity as medical professionals. The study is based on qualitative data gathered in telephone interviews with 13 medical students enrolled in Years 1 or 3 at an undergraduate medical school at a university in Australia. The questions were open-ended and asked students about their experiences in medical school, sense of identity and social connections. Two main components contributed to a strong sense of professional identity in medical students: professional inclusivity and social exclusivity. Students experienced professional inclusivity when they attended clinical placements and when they were treated as future medical professionals by lecturers, doctors and patients. Social exclusivity was demonstrated by participants' perceptions of themselves as socially separate from non-medical students and isolated from students in other disciplines. Students described a sense of peer unity and a shared sense of identity as medical students within the medical school. It is important to understand how students develop their sense of identity as medical professionals and the ways in which medical education and clinical placements can influence this professional identity. Although this study noted a very strong sense of social exclusivity in its findings, there were also high levels of intra-discipline inclusivity. These results suggest that there is a reciprocal and reinforcing relationship between student experiences of professional inclusivity and social exclusivity that creates a defined sense of professional identity.

The Private Lives and Professional Identity of Medical Students. Edited by Robert S. Broadhead. Transaction Books, 1983. 128 pp. $24.95

The Private Lives and Professional Identity of Medical Students. Edited by Robert S. Broadhead. Transaction Books, 1983. 128 pp. $24.95

The Private Lives and Professional Identity of Medical Students.

The Private Lives and Professional Identity of Medical Students.

The Private Lives and Professional Identity of Medical Students.

The Private Lives and Professional Identity of Medical Students.