Identity Of Medicine Research Articles

Profesionalismo e identidad médica

Medical education has experienced in recent decades an important renewal movement based on the incorporation of competencies and the introduction of the construct of Professionalism in order to rescue the traditional attributes and behaviours of the profession. Although these changes have been incorporated into the undergraduate and graduate curricula, the results have been unsatisfactory, which has been attributed to the intervention of the hidden curriculum. The emerging concept of professional identity in medicine is reviewed and so is the tendency to assume the development of a medical identity as an explicit goal of medical education. A specific program to attain that objective is described and some conceptual and operative adjustments are mentioned which would favour the accomplishment of that goal.

Exploring professional identity in rehabilitation professions: a scoping review.

Professional identity is believed to foster self-confidence and resilience in health care professionals. While literature exists describing professional identity in medicine, the relevance of this evidence to rehabilitation professionals (occupational therapy (OT), physical therapy (PT) and speech-language pathology (S-LP)) is limited due to differences between professions in decision-making authority (patient care), professional autonomy and understanding of their scope of practice. The objective was to determine the extent, range and nature of the literature on professional identity/professional identity formation in rehabilitation professionals. Findings from the scoping review based on Arksey and O'Malley's methodological framework are presented. A search was conducted on MEDLINE (Ovid), Embase (Ovid), AMED, CINAHL, and ProQuest Dissertations and Theses from 1996 to October 2020 for empirical and conceptual studies on OT, PT, and S-LP clinicians or students. Of 4983 retrieved records, 53 papers were selected for data extraction. Data were organised into themes for professional identity/professional identity formation: conceptual descriptors (dynamic state, multiple identities); influences (person, professional education/environments, profession-at-large). Findings are consistent with the professional identity literature in medicine. However, they point to gaps for further empirical inquiry in the role of symbols and rituals in the professional identity/professional identity formation of rehabilitation professionals, profession-specific differences between OT, PT and S-LP, and influences related to the profession-at-large on the professional identity/professional identity formation of rehabilitation professionals. These findings may help to inform professional education programs and health care and professional systems in developing resources to support professional identity formation of rehabilitation professionals.

Multimodality in medical education: Perspectives on medical shadowing from an experiential learning curriculum

When undergraduate students join a premedical programme, they enrol in basic sciences with the rare opportunity to engage in clinical activities. One way to overcome this is a medical shadowing programme aimed at introducing students to important aspects in building their professional identity as future doctors: emotional intelligence and empathy, professionalism, teamwork, and leadership in medicine. As medical shadowing involves students’ constant engagement with various material artefacts in a clinical setting, it makes sense to apply methods that include artefacts, such as multimodal and visual semiotics. Using an inquiry graphics analytical framework inspired by Peircean semiotics, this paper argues for the integration of multimodality in undergraduate medical experiential learning, a scarcely researched area in medical education. Using a case study methodology, this study reports on an analysis of students’ visual representations of the intended learning goals and the applicability of visual artefacts as a tool for reflection on their shadowing experience. This research fills a gap in the literature on the role of multimodality, particularly visual imagery, in fostering new ideas that promote professional identity in medicine. Using data collected from 15 premedical students’ written reflections on their shadowing experience, the study results show students’ heightened awareness of physician attributes and their role in socializing premedical students early in their medical profession. The research findings would benefit premedical education leaders, instructional designers, and curriculum developers and inspire medical educators to embrace multimodality in teaching, learning, and assessment.Keywords: premedical education; multimodality; medical shadowing programmes; visual imagery; experiential learningPart of the Special Issue Visual literacies and visual technologies for teaching, learning and inclusion <https://doi.org/10.21428/8c225f6e.bf2afe2e>

Geographic practice preferences of graduating medical students pursuing careers in dermatology

Geographic practice preferences of graduating medical students pursuing careers in dermatology

When Doctors strike: Making Sense of Professional Organizing in Kenya

Little is known about how the health professions organize in low- and middle-income countries (LMICs). This is particularly troubling as health worker strikes in LMICs appear to be growing more frequent and severe. While some research has been conducted on the impact of strikes, little has explored their social etiology. This article draws on theory from organization and management studies to situate strike behavior in a historical process of sensemaking in Kenya. In this way, doctors seek to expand pragmatic, moral, and cognitive forms of legitimacy in response to sociopolitical change. During the first period (1963-2000), the legacy of colonial biomedicine shaped medical professionalism and tensions with a changing state following independence. The next period (2000-2010) was marked by the rise of corporate medicine as an organized form of resistance to state control. The most recent period (2010-2015) saw a new constitution and devolution of health services cause a fractured medical community to strike as a form of symbolic resistance in its quest for legitimacy. In this way, strike behavior is positioned as a form of legitimation among doctors competing over the identity of medicine in Kenya and is complicating the path to universal health coverage.

You can have both: Coaching to promote clinical competency and professional identity formation.

Coaching is a critical tool to guide student development of clinical competency and formation of professional identity in medicine, two inextricably linked concepts. Because progress toward clinical competence is linked to thinking, acting and feeling like a physician, a coach’s knowledge about a learner’s development of clinical skills is essential to promoting the learner’s professional identity formation. A longitudinal coaching program provides a foundation for the formation of coach-learner relationships built on trust. Trusting relationships can moderate the risk and vulnerability inherent in a hierarchical medical education system and allow coaching conversations to focus on the promotion of self-regulated learning and fostering skills for life-long learning. Herein, we describe a comprehensive, longitudinal clinical coaching program for medical students designed to support learners’ professional identify formation and effectively promote their emerging competence.

Divides of identity in medicine and surgery: A review of duty-hour policy preference

Surgery and Medicine are broadly considered as the two fundamental paths that a physician's career can follow. But their convergence under the singular umbrella of doctoring is relatively recent in the context of medical history. Their co-existence within the structure of medical education and the healthcare system suggest that they bear great similarity to each other, when in reality several differences are intuitively recognizable between them. Here, we discuss recent evidence suggesting a discrepancy between these two streams in the work-hour policy preference of trainees. We argue that these differences betray a more radical divide between them, and one which illuminates an essential difference in the self-identification of surgical and non-surgical medical trainees. Additionally, these findings support a novel claim about the importance of uninterrupted relationships on the formation of professional identity among healthcare professionals. We suggest that the principal separation of surgical and non-surgical practice is significant enough to reconsider their dogmatic unification as well as warrant the adoption of unique rules and policies to govern each stream.

Three visions of doctoring: a Gadamerian dialogue.

Medicine in the twenty-first century faces an 'identity crisis,' as it grapples with the emergence of various 'ways of knowing,' from evidence-based and translational medicine, to narrative-based and personalized medicine. While each of these approaches has uniquely contributed to the advancement of patient care, this pluralism is not without tension. Evidence-based medicine is not necessary individualized; personalized medicine may be individualized but is not necessarily person-centered. As novel technologies and big data continue to proliferate today, the focus of medical practice is shifting away from the dialogic encounter between doctor and patient, threatening the loss of humanism that many view as integral to medicine's identity. As medical trainees, we struggle to synthesize medicine's diverse and evolving 'ways of knowing' and to create a vision of doctoring that integrates new forms of medical knowledge into the provision of person-centered care. In search of answers, we turned to twentieth-century philosopher Hans-Georg Gadamer, whose unique outlook on "health" and "healing," we believe, offers a way forward in navigating medicine's 'messy pluralism.' Drawing inspiration from Gadamer's emphasis on dialogue and 'practical wisdom' (phronesis), we initiated a dialogue with the dean of our medical school to address the question of how medical trainees and practicing clinicians alike can work to create a more harmonious pluralism in medicine today. We propose that implementing a pluralistic approach ultimately entails 'bridging' the current divide between scientific theory and the practical art of healing, and involves an iterative and dialogic process of asking questions and seeking answers.

Interdisciplinary workshop report: methodology and ‘Personhood and Identity in Medicine’

Journal of Evaluation in Clinical PracticeVolume 18, Issue 5 p. 1057-1063 KCL workshops on Philosophy and Medicine Interdisciplinary workshop report: methodology and ‘Personhood and Identity in Medicine’ Elselijn Kingma Msc (Medicine) MSc (Psychology) MPhil PhD, Corresponding Author Elselijn Kingma Msc (Medicine) MSc (Psychology) MPhil PhD Research Fellow Socrates Professor in Philosophy & Ethics of Biotechnology King's College Centre for Humanities and Health, Department of Philosophy, King's College London, London, UK Technical University Eindhoven, Eindhoven, The Netherlands Correspondence Dr Elselijn Kingma 5th Floor East Wing King's College London, Strand London WC2R 2LS UK E-mail: [email protected]Search for more papers by this authorMary Margaret McCabe BA MA PhD, Mary Margaret McCabe BA MA PhD Professor of Ancient Philosophy Department of Philosophy, King's College London, London, UKSearch for more papers by this author Elselijn Kingma Msc (Medicine) MSc (Psychology) MPhil PhD, Corresponding Author Elselijn Kingma Msc (Medicine) MSc (Psychology) MPhil PhD Research Fellow Socrates Professor in Philosophy & Ethics of Biotechnology King's College Centre for Humanities and Health, Department of Philosophy, King's College London, London, UK Technical University Eindhoven, Eindhoven, The Netherlands Correspondence Dr Elselijn Kingma 5th Floor East Wing King's College London, Strand London WC2R 2LS UK E-mail: [email protected]Search for more papers by this authorMary Margaret McCabe BA MA PhD, Mary Margaret McCabe BA MA PhD Professor of Ancient Philosophy Department of Philosophy, King's College London, London, UKSearch for more papers by this author First published: 21 September 2012 https://doi.org/10.1111/j.1365-2753.2012.01917.xCitations: 10Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume18, Issue5October 2012Pages 1057-1063 RelatedInformation

Die moderne Medizin als Dienstleistungsunternehmen? Eine ethische Kritik der Marktorientierung in der Medizin

Currently, modern medicine is undergoing fundamental transformation. Care for the patient has transformed into a client service delivery where patients are perceived as customers. It's not just simple semantics. Rather, such changes reflect a fundamental shift in human and social values and, in particular, in human self-awareness. Health has become the absolute and natural human condition which can and must be claimed and it has become the epitome of an individual's potential. In turn, these changes have a sensitively responding addressee. They affect the moral values and the sense of identity of health care workers and especially of physicians. Thus, it is a network of interlinked external and internal factors that are reshaping the core values and professional identity of medicine. In these times of change it is pivotal to ponder about the basic task of medicine and what medicine is actually meant to be. Replacing health care providers for patients by economically focused traders serving the needs of demanding clients constitutes a shift in paradigm. It is medicine as a health care profession and the specific needs of suffering patients and disabled individuals what is at stake here.

Family Medicine's Identity: Being Generalists in a Specialist Culture?

Family medicine has been in conflict about whether it is a specialty or a generalist discipline. Although for a time the family was offered as a solution to family medicine being marginalized in biomedicine, a more biomedical focus prevailed. As a result, the practice of family medicine came more to resemble the world of biomedicine despite an insistence on the discipline's distinctiveness. Ways to avoid identity pitfalls in the future might be to seek solutions that do not promise to solve our identity problem once and for all, to refrain from adopting generalized slogans that do not encourage critical thinking, to practice what we preach, to accept that specialization is part of the American cultural ethos, and to embrace reflective practice.

Editors' Preface: Difference and Identity in Medicine

Editors' Preface: Difference and Identity in Medicine

Fixing Identity by Denying Uniqueness: An Analysis of Professional Identity in Medicine

Cultural forces such as film create and reinforce rigidly-defined images of a doctor's identity for both the public and for medical students. The authoritarian and hierarchical institution of medical school also encourages students to adopt rigidly-defined professional identities. This restrictive identity helps to perpetuate the power of the patriarchy, limits uniqueness, squelches inquisitiveness, and damages one's self-confidence. This paper explores the construction of a physician's identity using cultural theorists' psychoanalytic analyses of gender and race as a framework of analysis. Cultural theorists' politically-motivated work provides an excellent point of departure for destabilizing parts of the authoritarian medical hierarchy that can damage a student's professional development. Drawing on such discourse, this paper examines the processes by which a doctor's identity becomes rigidly defined and fixed by daily training. It finally proposes a way for a medical student to extrapolate himself from the current definitions of this identity and create a broader, more malleable concept of professional identity by defining himself from outside of, rather than through, difference.

Student health. Medical care within institutions of higher education.

The field of student health care lacks a positive identity in medicine and is often not well understood by the higher education community. This article explores the history, organization, staffing, utilization, financing, and governance of student health centers (SHCs). Student health centers are available to approximately 10 million of the 12.5 million US university students. As many as 27,000 individuals, including probably more than 3000 physicians, work in SHCs. Sources and amount of funds expended for this care vary widely from campus to campus, as does the intensity of services offered. A survey of this nation's largest institutions suggests that an average of $102 per student per year is spent on SHCs. The total amount spent on student health care in this country may exceed $1 billion each year. Student health care faces opportunities and obstacles in the future as our ability to promote health and prevent disease improves, as institutions of higher education allocate their limited educational resources, and as society determines where to invest its limited medical resources.

Women in Medicine ‐ Women's Developing Identity

Women's identity in medicine has always been in existence within the home and community. Recognition of this needs to be developed. The changing and fluctuating position of women in medicine, from medicine as the prerogative of women to claims that women herbalists were witches, is discussed. Throughout history women's identity in medicine is complex and multidimensional and has never been static.