Process Of Professional Identity Formation Research Articles

PRAXEOLOGICAL APPROACH TO FORMATION OF PROFESSIONAL IDENTITY OF FUTURE PHYSICAL THERAPY, ERGOTHERAPY

Introduction. Optimization of practical tuition of future specialists in physical therapy, ergotherapy for professional activity is considered as one of the most important factors for improving the educational process in institutions of higher education. The basis of practical tuition is the formation of students' readiness to perform professional activities correctly and effectively. Purpose. To investigate peculiarities of praxeological approach to formation of professional identity of future specialists in physical therapy, ergotherapy. Methods. Analysis of scientific methodological literature. Results. The signs and characteristics of the praxeological orientation of formation of pro-fessional identity of future specialists in physical therapy, ergotherapy are determined. In the system of vocational education praxeology can be defined as an important methodological basis for substantiating the specificity of performing the right and effective actions of the future specialist in physical therapy, ergotherapy. The implementation of the praxeological approach is based on the combination of the main categories of praxeology and scientific provisions to clarify the essence of professional activity. The basic ideas of praxeology in the professional tuition of future specialists are used by implementing the praxeological approach as a principle, basic position, direction of study of the subject of research. Originality. The main characteristics of effective pedagogical actions are identified. In the context of the study of the process of professional identity formation of future specialists in physical therapy, ergotherapy, the praxeological approach was used in two directions, which combine bifurcation and synergistic approach. Conclusion. The implementation of a pra-xeological approach to the formation of professional identity of future specialists in physical therapy, ergotherapy in higher education institutions allows to compare the results of tuition students with a simulated sample, to monitor the quality of learning, identify and study the causes of deviation, deviations, to introduce new or not to use inefficient methods and technologies, to make informed decisions about innovative changes in own education, to develop individual dual tuition routes. A praxeological approach to the formation of professional identity of future specialists in physical therapy, ergotherapy in higher education institutions will facilitate in—depth analysis of the procedural aspect of professional activity, which will improve students' practical skills, determine the conditions and means of improving the quality of performance.

АДАПТИВНЫЙ КОПИНГ КАК РЕСУРС ФОРМИРОВАНИЯ ПСИХОЛОГИЧЕСКОЙ ГОТОВНОСТИ БУДУЩИХ ПЕДАГОГОВ К ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ

Statement of the problem. The article is devoted to the problem of formation of psychological readiness of students for professional pedagogical activity. The content of the concept “psychological readiness” for professional activity is revealed, its structure is considered. It is shown that adaptive and relatively adaptive variants of coping behavior in cognitive, emotional, behavioral spheres can serve as a personal resource in the period of professional training of future teachers. The purpose of the article is to present the results of the study of coping strategies and psychological properties of pedagogical University students in the context of formation of their psychological readiness for professional activity, taking into account the requirements of the professional standard “Teacher”. Materials and Methods. The methodology of the research is activity-based and subjective approaches to the process of professional identity formation, the theoretical analysis of scientific literature on the problem of psychological readiness to professional activities and the theory of coping strategies. Diagnostic tools are presented via test methods “Diagnosis coping mechanisms” (E. Heim), “Indicator coping strategies” (D. Amirkhan), “Capacity of self-government” (N.M. Peysakhov), “Communicative and organizational inclinations (COS-2)” (V.V. Sinyavsky, B. A. Fedoryshyn), “Diagnosis of leadership skills” (E. Zharikov, E. Krushelnitsky), “Self-stress” (S. Coгсhen, G. Willianson), “Diagnostics of the level of empathic abilities” (V.V. Boyko). Statistical data processing was carried out using single-factor analysis of variance in the IBM Statistics SPSS-19 program. Research results. On the basis of theoretical analysis of literature, the structural components of psychological readiness for professional activity of students of pedagogical University are defined. Differences in indicators of psychological readiness for professional activity of students with different variants of coping behavior adaptability are revealed. Conclusions. The conclusion about psychological unpreparedness for pedagogical activity of University students using non-adaptive variants of coping behavior is made. On the contrary, the use of adaptive and relatively adaptive variants of coping behavior by students of pedagogical universities can be considered as a personal resource for the formation of psychological readiness for professional activity.

“This is my way … I am an ambassador” identity voices of teachers with learning disorders

This study examined the significance of previous experiences of teachers with learning disorders on their professional identity formation process and practices. Twelve Israeli teachers diagnosed with SLD were interviewed. The thematic analysis revealed that teachers’ previous experiences oriented their professional identity formation process and was projected onto their teaching, communication with students and parents as well as in the views they expressed to their colleagues. The voices of this group of teachers shed light on the ways in which their SLD has shaped their professional identity, but also the stigma associated with learning disorders that still exists in schools.

Professional identity formation of female doctors in Japan \u2013 gap between the married and unmarried

BackgroundDuring professional identity formation (PIF), medical students and young doctors enter the process of socialization in medicine with their preexisting personal identities. Here, the authors focused on how gender influences both the professional and personal identities of doctors. The authors’ particular research question was how the professional and personal identities of female doctors are formed in Japan, a patriarchal and highly masculinized country, especially before and after marriage and childbirth.MethodsNarrative inquiry was used as the research methodology. The authors purposively sampled 10 unmarried and 15 married Japanese female physicians with varying lengths of full-time work experience and conducted individual semi-structured face-to-face interviews between July 2013 and February 2015. The authors recorded, transcribed and anonymized the narrative data and extracted themes and representative narratives related to the formation of professional and personal identities. Based on these, the authors developed the master narrative for the whole study.ResultsThe PIF process by which female physicians integrate personal and professional identities was profoundly affected by gender stereotypes. Further, participant narratives revealed the existence of conflict between married and unmarried female doctors, which created a considerable gap between them.ConclusionsFemale physicians lived with conflicting emotions in a chain of gender stereotype reinforcement. To overcome these issues, we propose that it is necessary to depart from a culture that determines merit based on a fixed sense of values, and instead develop a cultural system and work environment which allows the cultivation of a professional vision that accepts a wide variety of professional and personal identities, and a similarly wide variety of methods by which the two can be integrated.

Becoming Doctors: Examining Student Narratives to Understand the Process of Professional Identity Formation Within a Learning Community.

Background:Professional identity formation is a key aim of medical education, yet empiric data on how this forms are limited.Methods:Our study is a qualitative analysis of student reflections written during the final session of our Becoming a Physician curriculum. After reading their medical school admission essay and their class oath, students wrote about a “time, or times during your third year when you felt like a doctor.” The reflections were qualitatively analyzed by the evaluation team, looking for themes found in the reflections.Results:Narrative themes separated into 4 distinct categories, specifically that performing physician tasks can make one feel like a doctor, demonstrating caring is a fundamental task of doctors, integrating personal ideals with professional values promotes professional identity formation, and the theme of never feeling like a doctor. Subsets of these broad categories provide further insight into individual and integrative tasks. Patients, patient families, and students through their own reflection prompted learners to feel like doctors in 74% of narratives, whereas physicians or the care team did so in 26% of our narratives.Conclusion:Students are able to reflect on times during their principal clinical year where they feel like doctors, taking a step toward forming a professional identity. Having faculty prompt and support such reflection can help faculty understand the student experience of their principal clinical year and promote professional identity formation.

Framework for apprenticeship in ethical comportment and formation

Recently the literature on preparing students for nursing and other professions has emphasized the need for attention to civility, ethical comportment, and formation of professional identity. Nursing educators play a key role in supporting the formation of ethical comportment and professional nursing identity. Although a number of frameworks exist for the formation of identity, there are none that address the interaction between nursing educators and students or the role of nursing educators in implementing effective pedagogies for formation. In this article a framework developed from existing literature is proposed to guide nursing educator practice in stimulating and supporting the process of professional identity formation and ethical comportment in nursing students. The framework will also serve as a guide for future research in the process of formation of ethical comportment and professional identity.

Grappling with complexity: Medical students’ reflective writings about challenging patient encounters as a window into professional identity formation

Aim: Clerkship-specific interactive reflective writing (IRW)-enhanced reflection may enhance professional identity formation (PIF), a fundamental goal of medical education. PIF process as revealed in students? reflective writing (RW) has been understudied.Methods: The authors developed an IRW curriculum within a Family Medicine Clerkship (FMC) and analyzed students? reflections about challenging/difficult patient encounters using immersion-crystallization qualitative analysis.Results: The qualitative analysis identified 26 unique emergent themes and five distinct thematic categories (1. Role of emotions, 2. Role of cognition, 3. Behaviorally responding to situational context, 4. Patient factors, and 5. External factors) as well as an emergent PIF model from a directed content analysis. The model describes students? backgrounds, emotions and previous experiences in medicine merging with external factors and processed during student?patient interactions. The RWs also revealed that processing often involves polarities (e.g. empathy/lack of empathy or encouragement/disillusionment) as well as dissonance between idealized visions and lived reality.Conclusions: IRW facilitates and ideally supports grappling with the lived reality of medicine; uncovering a “positive hidden curriculum” within medical education. The authors propose engaging learners in guided critical reflection about complex experiences for meaning-making within a safe learning climate as a valuable way to cultivate reflective, resilient professionals with “prepared” minds and hearts for inevitable challenges of healthcare practice.

Description and Early Outcomes of a Comprehensive Curriculum Redesign at the Northwestern University Feinberg School of Medicine.

In 2012, the Northwestern University Feinberg School of Medicine launched a redesigned curriculum addressing the four primary recommendations in the 2010 Carnegie Foundation for the Advancement of Teaching report on reforming medical education. This new curriculum provides a more standardized evaluation of students' competency achievement through a robust portfolio review process coupled with standard evaluations of medical knowledge and clinical skills. It individualizes learning processes through curriculum flexibility, enabling students to take electives earlier and complete clerkships in their preferred order. The new curriculum is integrated both horizontally and vertically, combining disciplines within organ-based modules and deliberately linking elements (science in medicine, clinical medicine, health and society, professional development) and threads (medical decision making, quality and safety, teamwork and leadership, lifestyle medicine, advocacy and equity) across the three phases that replaced the traditional four-year timeline. It encourages students to conduct research in an area of interest and commit to lifelong learning and self-improvement. The curriculum formalizes the process of professional identity formation and requires students to reflect on their experiences with the informal and hidden curricula, which strongly shape their identities.The authors describe the new curriculum structure, explain their approach to each Carnegie report recommendation, describe early outcomes and challenges, and propose areas for further work. Early data from the first cohort to progress through the curriculum show unchanged United States Medical Licensing Examination Step 1 and 2 scores, enhanced student research engagement and career exploration, and improved student confidence in the patient care and professional development domains.

Professional Identity: What is it, when is it formed, and what is the role of anatomy in this developmental process?

Professional identity formation (PIF) has been described as an essential process by which medical students internalize knowledge, skills, and values of the profession to ultimately become physicians. This session will introduce the developmental process of PIF in medical students and will discuss its relationship to professionalism. The described model and its role in anatomy education is grounded in the results of a thematic analysis of nine medical students who shared how their training and anatomy education experiences shaped their professional identities and perceptions of professionalism. Overall, the evidence suggests anatomy educators can foster PIF by promoting a complex and reflective understanding of professionalism and by encouraging students to enact those professional values as components of their professional identities during team‐based experiences in both laboratory and didactic settings. Specifically, the values of respect, both for the patient (donor) and the team, duty, and good communication were found to be fostered through team‐based cadaveric dissection.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Living like a physical education teacher: The process and factors of professional identity formation for dance majoring PE teachers

[Purpose] The purpose of this study was to explore the formation process and influential factors of professional identity for the establishment and growth of physical education(PE) teachers majoring in dance. [Methods] Based on the phenomenological research method, data from the interviews, focus group interviews, and local document were collected and analyzed from ten teachers. [Results] First, we explored the process of professional identity formation of PE teachers majoring in dance. It appeared in four stages, 'stranger,' 'adaptation,' 'settler,' and 'pioneer.' Second, we explored the factors of forming the professional identity of the PE teachers majoring in dance. The factors influencing the process of identity formation from the stranger to the adaptation were 'utilization of various training' and 'imitation of their mentor.' The factors influencing the formation process of identity formation from the adaptation to the settler were 'recognition and support of fellow teachers' and ‘opportunity of professional development.’ The factors influencing the process of identity formation from the settler to the pioneer are ‘sense of commitment as a PE teacher,’ ’constant attitude of study and learning.’ [Conclusion] The results suggest that the formation of professional identity of PE teachers majoring in dance goes through a certain stage, and the environment is important as well as the active effort and potential attitude of individual.

Unmasking identity dissonance: exploring medical students' professional identity formation through mask making.

PurposeProfessional identity formation is an on-going, integrative process underlying trainees’ experiences of medical education. Since each medical student’s professional identity formation process is an individual, internal, and often times emotionally charged unconscious experience, it can be difficult for educators to understand each student’s unique experience. We investigate if mask making can provide learners and educators the opportunity to explore medical students’ professional identity formation experiences.MethodsIn 2014 and 2015, 30 third year medical students created masks, with a brief accompanying written narrative, to creatively express their medical education experiences. Using a paradigmatic case selection approach, four masks were analyzed using techniques from visual rhetoric and the Listening Guide.ResultsThe research team clearly detected identity dissonance in each case. Each case provided insights into the unique personal experiences of the dissonance process for each trainee at a particular point in their medical school training.ConclusionsWe propose that mask making accompanied by a brief narrative reflection can help educators identify students experiencing identity dissonance, and explore each student’s unique experience of that dissonance. The process of making these artistic expressions may also provide a form of intervention that can enable educators to help students navigate professional identity formation and identity dissonance experiences.

Analyse der akademischen Orientierungen von Studierenden: Ein binationaler Vergleich

The current conditions of economic variations impact the quality of student teachers’ training, their professional competence, and especially that of education, to a great degree. There is a noticeable trend in the labour market of a demand for occupations with high professional qualities, i.e., respective education. Consequently the social importance of pedagogy as a scientific discipline is increasing, and research about students’ academic interests are particuarly important today. A requirement for the effectiveness of this research is ist the ualiy of the research activity, that is if it meets the needs of personalities and of society. A sound foundation for the quality of the research is the development of the scientific methodology. For the development of pedagogy both sides are important—methodology and social function. To achieve successful with a professional activity the pedagogue must decide on his or her developmental aims and discover optimal possible ways to achieve them, be convinced of his/her choice of interests, and secure in and aware of his/her own values. The methodology develops in unity with the development of the pedagogy. In the following contribution the attitudes of student teachers towards their studies is analyzed as their academic orientation during the process of professional identity formation. The object of the methodology of the scientific discipline of pedagogy is resarch activity. The aim of this present study focuses on the orientations and interests of the students with regard to the teaching profession. Students’ orientations were analyzed as their academic orientation in the process of the development of their professional identity. The research adapted the survey about academic orientation (Davidson, Beck & Silver, 1999). The adaptation of the methodologies was conducted under the guidance of professors M. Vidnere and A. Špona and comprised 36 questions on the analysis of academic orientations by students. The question arises if student teachers develop a special area of interest which points to a specific academic orientation.

The becoming: students' reflections on the process of professional identity formation in medical education.

Professional identity formation (PIF) within medical education is the multifaceted, individualized process through which students develop new ways of being in becoming physicians. Personal backgrounds, values, expectations, interests, goals, relationships, and role models can all influence PIF and may account for diversity of both experience and the active constructive process of professional formation. Guided reflection, including reflective writing, has been used to enhance awareness and meaning making within the PIF process for both students and medical educators and to shed light on what aspects of medical education are most constructive for healthy PIF. Student voices about the PIF process now emerging in the literature are often considered and interpreted by medical educators within qualitative studies or in broad theoretical overviews of PIF.In this Commentary, the authors present a chorus of individual student voices from along the medical education trajectory. Medical students (years 1-4) and a first-year resident in pediatrics respond to a variety of questions based on prevalent PIF themes extracted from the literature to reflect on their personal experiences of PIF. Topics queried included pretending in medical education, role of relationships, impact of formal and informal curricula on PIF (valuable aspects as well as suggestions for change), and navigating and developing interprofessional relationships and identities. This work aims to vividly illustrate the diverse and personal forces at play in individual students' PIF processes and to encourage future pedagogic efforts supporting healthy, integrated PIF in medical education.

Comics and medicine: peering into the process of professional identity formation.

Medical students experience transformative personal and professional changes during medical school. The medical education community has much to learn about how students perceive these changes, which can be dramatic and profound. Over the past six years (2009-2014), the author has taught a course on medical graphic narratives (or comics) to fourth-year medical students. Comics synergistically combine words and images to tell stories and provide an effective vehicle for helping students reflect on and give voice to varied experiences. In this course, students critically read and discuss medically themed comics and create their own original comic depicting a formative experience from medical school. To date, 58 students have taken the course, and each has produced an original comic. The author conducted a thematic analysis of their comics and identified the following themes: (1) how I found my niche, (2) the medical student as patient, (3) reflections on a transformative experience, (4) connecting with a patient, and (5) the triumphs and challenges of becoming a doctor. Pre/post course assessments indicate that students believe creating a comic can significantly improve a variety of doctoring skills and attitudes, including empathy, communication, clinical reasoning, writing, attention to nonverbal cues, and awareness of physician bias. Students' comics reveal the impact of formative events on their professional identity formation. Medical educators should explore additional ways to effectively integrate comics into medical school curricula and develop robust tools for evaluating their short- and long-term impact.

Professional identity (trans)formation in medical education: reflection, relationship, resilience.

A fundamental goal of medical education is the active, constructive, transformative process of professional identity formation (PIF). Medical educators are thus charged with designing standardized and personalized curricula for guiding, supporting, and challenging learners on the developmental professional identity pathway, including the process of socialization. The author of this Commentary provides an overview of foundational principles and key drivers of PIF supporting the being, relating, and doing the work of a compassionate and competent physician. Key elements of PIF including guided reflection, use of personal narratives, integral role of relationships and role modeling, and community of practice are viewed through various lenses of PIF theory and pedagogy. Questions informing the PIF discourse are raised, including interprofessional identity considerations. Central emergent themes of reflective practice, relationships, and resilience are described as supporting and reciprocally enhancing PIF. Overarching lessons include attending to learners' and faculty's PIF within a developmental trajectory of the professional life cycle; process and content within PIF curricula as well as learners' individual and collective voices; curricular/extracurricular factors contributing to socialization, self-awareness, development of core values, and moral leadership; integrating PIF domains within pedagogy; faculty development for skilled mentoring and reflective coaching; and implementing resilience-promoting skill sets as "protective" within PIF. Outcomes assessment including the impact of curricula on learners and on patient-centered care can be challenging, and potential next steps toward this goal are discussed.

Professional identity formation in medical education for humanistic, resilient physicians: pedagogic strategies for bridging theory to practice.

Recent calls for an expanded perspective on medical education and training include focusing on complexities of professional identity formation (PIF). Medical educators are challenged to facilitate the active constructive, integrative developmental process of PIF within standardized and personalized and/or formal and informal curricular approaches. How can we best support the complex iterative PIF process for a humanistic, resilient health care professional? How can we effectively scaffold the necessary critical reflective learning and practice skill set for our learners to support the shaping of a professional identity?The authors present three pedagogic innovations contributing to the PIF process within undergraduate and graduate medical education (GME) at their institutions. These are (1) interactive reflective writing fostering reflective capacity, emotional awareness, and resiliency (as complexities within physician-patient interactions are explored) for personal and professional development; (2) synergistic teaching modules about mindful clinical practice and resilient responses to difficult interactions, to foster clinician resilience and enhanced well-being for effective professional functioning; and (3) strategies for effective use of a professional development e-portfolio and faculty development of reflective coaching skills in GME.These strategies as "bridges from theory to practice" embody and integrate key elements of promoting and enriching PIF, including guided reflection, the significant role of relationships (faculty and peers), mindfulness, adequate feedback, and creating collaborative learning environments. Ideally, such pedagogic innovations can make a significant contribution toward enhancing quality of care and caring with resilience for the being, relating, and doing of a humanistic health care professional.

Reflections: an inquiry into medical students’ professional identity formation

Professional identity formation plays a crucial role in the transition from medical student to doctor. At McMaster University, medical students maintain a portfolio of narrative reflections of their experiences, which provides for a rich source of data into their professional development. The purpose of this study was to understand the major influences on medical students' professional identity formation. Sixty-five medical students (46 women; 19 men) from a class of 194 consented to the study of their portfolios. In total, 604 reflections were analysed and coded using thematic narrative analysis. The codes were merged under subthemes and themes. Common or recurrent themes were identified in order to develop a descriptive framework of professional identity formation. Reflections were then analysed longitudinally within and across individual portfolios to examine the professional identity formation over time with respect to these themes. Five major themes were associated with professional identity formation in medical students: prior experiences, role models, patient encounters, curriculum (formal and hidden) and societal expectations. Our longitudinal analysis shows how these themes interact and shape pivotal moments, as well as the iterative nature of professional identity from the multiple ways in which individuals construct meaning from interactions with their environments. Our study provides a window on the dynamic, discursive and constructed nature of professional identity formation. The five key themes associated with professional identity formation provide strategic opportunities to enable positive development. This study also illustrates the power of reflective writing for students and tutors in the professional identity formation process.

Factors that affect the process of professional identity formation in public health nurses

Objective: The aim of this study was to elucidate the process of professional identity formation and the factors that affect the process in public health nurses (PHNs). Methods: We performed an inductive qualitative analysis based on semi-structured interviews and focus group interviews of 65 PHNs. Results: At years 1 - 5, PHNs did not have a professional self-identity. Therefore, it was important for them to recognize the significance of their own work. At years 6 - 10, PHNs acquired self-assurance as a practitioner through feedback from residents. It was important for them to have a better understanding, broader viewpoints and more affection for their own community. At years 11 - 20, PHNs felt ambivalent toward the challenges and heavy responsibilities based on the objective assessment of their jobs and roles. PHNs felt embarrassed by role changes when they became a manager or an expert. It was important for them to become aware of their new role through managerial education and training. However, some PHNs who were unable to establish a clear PHN identity experienced setbacks at each developmental stage. Conclusions: Our data suggest that a differential approach dependent on the stage and level of confidence in an individual’s PHN identity is required for the formation of PHN identity.

Collaborative Learning Understood Trough a Micro-level Analysis of Building Common Professional Knowledge in Mentor-mentee Interactions

The analysis proposed in this article is situated at the micro-level of inter-individual formative encounters between a teacher-mentor and a beginning teacher, participants in program for initial teacher education. Findings of this analysis indicate that whilst engaged in collaborative work on the object of their activity –building common professional knowledge as part of the professional identity formation process – the participants come to shape the space of their joint exploration of the tools available and engage in producing their professional culture, by generating between them a space of communication where tools are to be born, transformed, melted into practice, questioned and then transformed again. In return, the conceptual actions performed function as maps for participant's expanding professional agencies. This work has been supported by CNCSIS -UEFISCSU, project number PN II-RU 21/2010.

Feeling pressure to stay late: socialisation and professional identity formation in graduate medical education

Feeling pressure to stay late: socialisation and professional identity formation in graduate medical education