Issues Of Professional Identity Research Articles

E-Professionalism's Impact on Dental Professionalism: A Rapid Scoping Review.

Dental regulators and educational institutions are increasingly concerned about the influence of digital platforms used by the profession for social, business, digital interaction with the public/patients and its impact on the professionalism in practice now and going forward. However, academic knowledge and research within dentistry are relevant to e-professionalism at a level of engagement and approach in delivering guidance to students through the current dental curriculum. The question therefore asked was what breadth of academic material, research, debate and discourse is available to inform our understanding, guidance and teaching on this ever-evolving topic. To map how e-professionalism has developed in academic dental literature as a topic within the study of professionalism in practice. A rapid scoping review was conducted to identify published research that describes and tests the topic of professionalism from 2016 to 2023. Studies were synthesised narratively using thematic analysis to inform the understanding of what has been already researched in the field. Thirteen articles were included in the review. After undertaking a thematic analysis, five themes were constructed. These included: curriculum, opportunities and safe professional use, reflections, personal and professional identity issues, and students as co-creators. Within dental research there is consensus that e-professionalism could present a tangible threat to the identity of dental professionals their clinical practice and interaction with patients/public however, less is known about what educational strategies are most effective when teaching e-professionalism.

The Opinion of Russian Journalists on Professional Standards in Traditional and Digital Media

The field of journalism in Russia is undergoing continuous transformation influenced by the intricate political and legal landscape, as well as the dynamic advancements in technology and resulting social shifts. These changes disrupt established professional norms, roles, values, and practices within the journalism community. These changes disrupt established professional norms, roles, values, and practices within the journalism community. The discussion surrounding professional journalistic standards is not only prompted by the aforementioned factors but also by the gradual integration of AI technologies into everyday journalistic practices. Against this background, the author conducted a study based on 11 semi-structured interviews with the representatives of the professional community and devoted to the issues of professional identity of journalists, the boundaries of the profession and the transformation of professional standards. The study showed that despite some discrepancies in viewpoints, professionals emphasize the paramount importance of clearly defined “rules of engagement” that are comprehensible to both the journalism community and its audience. While core values remain largely unchanged, practical aspects such as formatting requirements and acceptable journalistic practices demonstrate adaptability to shifting socio-political, economic, and cultural contexts. Notably, values are consistent across traditional and new media platforms, whereas technical and practical standards exhibit greater flexibility and responsiveness to evolving norms. Ultimately, the specific standards adopted by individual editorial teams are contingent upon the media format and niche they occupy within the industry.

Navigating New Horizons: Vietnamese English-major Graduates in Non-Traditional Careers

This phenomenological study seeks to explore the experiences of Vietnamese English-major graduates as they transition into out-of-expertise job roles in a globalized work environment. Drawing from a qualitative dataset gathered from 67 participants through semi-structured interviews, the research aimed to understand the perceived benefits, challenges, and emotional trajectories associated with such transitions. Key findings indicate that the majority of participants perceived their English proficiency as a significant advantage in diverse job markets. However, they also highlighted cultural challenges when adapting to global work settings, emphasizing the need to understand nuanced cultural norms beyond language proficiency. A recurrent theme was the perceived gap between the rich theoretical knowledge acquired during their academic tenure and its practical applicability in real-world job scenarios. Interestingly, participants also illuminated the unexpected interdisciplinary benefits of their English-major background, suggesting that their studies equipped them with valuable critical thinking and analytical skills. Issues of professional identity emerged strongly, with many participants expressing challenges in aligning their academic label with diverse job roles. Furthermore, the study highlights the profound emotional journey, from initial doubts to building resilience, as a significant aspect of these professional transitions.

The benefits, barriers and facilitators of mentoring programs for first-year doctors: A systematic review.

The transition from medical student to first-year doctor is notoriously difficult, yielding a high rate of transition failure, burn-out and mental health deterioration. Doctors in this cohort experience unique challenges during this time, which manifest through performance gaps, issues of professional identity, new occupational pressures, and cultural expectations. Mentoring programs are commonly utilised in the medical profession to foster personal and professional development and improve psychosocial well-being and career satisfaction. However, there exist no systematic reviews examining the use of mentorship specifically for the first-year doctor cohort, given the unique transition challenges faced by this vulnerable group. Due to their transition difficulties, evaluate the research on mentorship specifically for first-year doctors, and identify the emerging themes that can inform the benefits to this group, the barriers that impede program implementation and the facilitators that contribute to successful mentorship programs for this cohort. The PEO (population, exposure outcome) framework was adopted to develop the research inquiry, after which, a systematic review was conducted, adhering to PRISMA guidelines. The search strategy was conducted with assistance from an experienced university librarian. Screening and selection were completed independently against inclusion/exclusion criteria, by two reviewers. The methodological quality of included studies was assessed using Joanna Briggs critical appraisal instruments. Data sources used included Web of Science Medline, Ebsco Cinahl Plus, Scopus, Web of Science Core Collection and Ovid Journals. Search parameters were restricted to English language and peer-reviewed; date range was unobstructed up to 26 August 2022. A total of 4137 articles were retrieved, with 13 considered to have met full inclusion criteria. An integrative review synthesis identified three major themes; benefits of mentoring for first-year doctors, intrinsic and extrinsic barriers to mentoring programs and facilitating factors that improve successful program implementation. First-year doctors report untenable and highly strenuous working conditions, that result in poor mental health and high attrition rates. Formalised, near-peer, tier mosaic mentoring programs provide significant psychosocial and career benefits to this cohort specifically, bridge the training gap from medical student to first-year doctor and ameliorate patterns of intergenerational bullying, hierarchy and emotional inhibition. However, mentorship is inextricably interrelated to societal-cultural considerations of identity. Mentorship alone cannot overcome endemic cultural challenges within medicine without broader systemic change; however, programs are a valuable option towards positive support for first-year doctors.

Reference Chatbots in Canadian Academic Libraries

Chatbots are “computer agents that can interact with the user” in a way that feels like human-to-human conversation. While the use of chatbots for reference service in academic libraries is a topic of interest for both library professionals and researchers, little is known about how they are used in library reference service, especially in academic libraries in Canada. This article aims to fill this gap by conducting a web-based survey of 106 academic library websites in Canada and analyzing the prevalence and characteristics of chatbot and live chat services offered by these libraries. The authors found that only two libraries were using chatbots for reference service. For live chat services, the authors found that 78 libraries provided this service. The article discusses possible reasons for the low adoption of chatbots in academic libraries, such as accessibility, privacy, cost, and professional identity issues. The article also provides a case study of the authors’ institution, the University of Calgary, which integrated a chatbot service in 2021. The article concludes with suggestions for future research on chatbot use in libraries.

Pedagogical collaboration for multilingual support in Swedish compulsory schools – multilingual study guidance tutors’ perspectives

26% of the students in Swedish compulsory school have an immigrant background. To support the simultaneous development of their language proficiency as well as their academic skills and knowledge, several measures may be implemented by schools. This study focuses on one of those measures, namely multilingual study guidance, and illustrates the perspectives of multilingual study guidance tutors regarding their pedagogical collaboration with mainstream teachers for multilingual support. A purposeful sampling with a maximum variation was chosen to obtain the highest possible representativeness. Thereafter, twelve individual, thematical interviews were conducted. To discuss the categories arising from the abductive analysis, in 2003, Bronstein’s model on the influences of interdisciplinary collaboration, focusing on the professional role, was used. The study forms part of a wider research project which aims to get a more in-depth view of multilingual support in Swedish compulsory schools. In this paper, however, only results concerning multilingual study guidance tutors and their views on their pedagogical collaboration with mainstream teachers as well as their professional role and work responsibilities are presented. The results show that multilingual study guidance tutors struggle with professional identity issues. The pedagogical collaboration therefore depends heavily on educational and individual aspects. The findings suggest that in order to increase and improve pedagogical collaboration a more uniform educational path is required, which includes general subject education as well as official steering documents, and a final diploma.

Blame or discovery? Walter Benjamin's Jetztzeit, Purdue Pharma LP and 'our values and our historical understanding of psychiatrists'.

This commentary explores issues of professional identity, fairness and discovery in the history of psychiatry in the light of Walter Benjamin's (1892-1940) philosophy of history, especially his concept of Jetztzeit (now-time) and the profession's relationship with the founder and owners of Purdue Pharma LP.

Az önreflexió megváltozott tartalma online oktatás idején a vallástanárok nézőpontjából

"The Changed Content of Self-Reflection during Online Teaching – The Perspective of Religion Teachers. The spread of the coronavirus pandemic took its toll on all areas of life, and we can safely say that it has fundamentally altered education, too, throughout the globe. Teachers around the world exhibited a wide array of responses to the changed situation, some of them having no real problem with the transition to online teaching, while the majority of them having suffered a considerable loss of faith concerning their effectiveness as teachers when coming up against the changed environment and the new challenges. Most teachers of religion were experiencing a sense of lack due to the enforced suspension of the day-to-day interpersonal relationships, considering that personal encounters have a particular relevance to religion as a subject on account of its pastoral care and spiritual aspects. Teachers did not only have to struggle with the new challenges emerging in their working environment, with problems around ensuring an appropriate technological background, or with the transformation of the existent teaching material for online use, but the adoption of a successful coping in a situation never dealt with before could be affected by certain (psychological) factors running much deeper such as their faith/beliefs, while the reasons for coming to a deadlock can often be traced back to the issues of professional identity, (sense of) mission, or religious spirituality. The present study points out that (self-)reflection increases teachers’ efficiency and productiveness, and it is the author’s belief that conscious reflection can seriously add to teachers’ professional fulfilment during the crisis situation created by the virus, when online teaching methods have to be adopted, since reflection can put intrinsic motivation to work, as a result of which teachers can set a course to their own development. Further, we will present a reflection model that provides a content framework for reflection and wherein there is a possibility for a deeper-level reflection as well, thus going beyond the aspects of environment, behaviour, and views and reaching the levels of professional identity, mission, and religious spirituality. Keywords: online teaching, teacher effectiveness, reflection, onion model "

La formation des éducateurs sportifs « nautisme » des collectivités territoriales

Cet article interroge le rôle de la formation dans la « fabrique » de professionnels des collectivités territoriales, les éducateurs sportifs du nautisme. Il s’appuie sur l’analyse d’un corpus historique et de 24 entretiens semi-directifs. Trois portraits sociologiques restituent l’importance de la formation sportive antérieure et du statut. Si ce façonnage des identités s’exerce via des dispositions acquises par expérience auprès de publics variés, le tourisme, enjeu de développement local, apparaît central dans la politique de territoire. Nous formulons l’hypothèse d’une mutation des missions de ces éducateurs sportifs, qui participerait d’une recomposition identitaire.

The contested privileging of zero carbon: plausibility, persuasiveness and professionalism

The global policy challenge of responding to climate change comprises a ‘super-wicked’ problem which consistently defies solution. Despite the UK government’s commitment to zero carbon by 2050, there is little clarity on how this ambitious target is going to be achieved. Even at the level of individual buildings there is a perennial risk of unintended consequences if top-down targets are pursued in isolation of other considerations. The quest for zero carbon is hence embedded within ongoing processes of narrative contestation, and inextricably intertwined with issues of professional identity. It is contended that design is an inherently social process which continues throughout a building’s lifecycle. It is within this context that designers seek to accommodate zero-carbon targets alongside a multiple of other priorities. Hence, any radical shift in the nature of educational provision may well prove to be counter-productive. Yet, much more could undoubtedly be done during education to incubate the quest for low carbon as an essential component of professional identity. There is a need for professionals continuously to hold others to account on the basis of the plausibility of their zero-carbon narratives. Of equal importance is the need to ensure that built-environment professionals continue to respond to the changing policy landscape. Policy relevance The global policy challenge of responding to human-induced climate change defies technological solution. While the aspiration of zero-carbon buildings has been applauded by the built-environment professions, it remains unclear how this ambitious target is going to be realised in practice. Designers are routinely required to accommodate zero-carbon targets alongside multiple other priorities. Hence, any focus on the single criterion of zero carbon in isolation of other considerations risks being untenable. Built-environment professionals will hence limit their ability to influence if they allow themselves to become single-issue activists. This remains true irrespective of the severity of the pending climate crisis. But there are positive steps that can be taken. University educators could do much more to encourage students to embrace the quest for zero carbon as an essential part of their professional identity, and to encourage them to project this identity by continuously challenging the status quo.

In the Name of Family Medicine: A Nationwide Survey of Registered Names of Family Medicine Clinics in Taiwan.

Family medicine is officially a specialty, but is often not regarded as a specialty by the general public. Past studies have usually investigated the opinions of medical students and resident physicians regarding family medicine, whereas few have focused on practicing family physicians themselves, especially in terms of analyzing how they represent themselves. This study aimed to investigate the patterns of clinic names to better apprehend whether general practitioners see themselves as being on an equal footing with other medical specialists. The registered names, medical specialties, and levels of urbanization of all clinics of Western medicine in Taiwan were collected. For clinics of each specialty, we examined whether their names contained the corresponding specialty designation. For example, a family medicine clinic was checked to determine whether its name contained the term “family medicine” or its abbreviation. The naming of family medicine clinics was then compared with that of clinics with other specialties. Of the 9867 Western medicine clinics included in this study, two-thirds (n = 6592) were single-specialty clinics. In contrast to the high percentages of single-specialty clinics of other specialties with specialty-containing names (97.5% for ophthalmology, 94.8% for dermatology, and 94.7% for otolaryngology), only 13.3% (132/989) of the family medicine clinics had such names. In addition, the urban family medicine clinics had a higher proportion (15.2%, 74/487) of specialty-containing names than the suburban (12.6%, 44/349) and rural family medicine clinics (9.2%, 14/153). Overall, a low percentage of family medicine clinics in Taiwan included “family medicine” in their names. This issue of professional identity deserves further qualitative investigation.

A Seat at the Table: Information Literacy Assessment and Professional Legitimacy

This qualitative study explores academic librarians’ perceptions of and experiences with information literacy assessment, focusing primarily on issues of professional identity, agency, and power. Findings from in-depth interviews reveal that instruction librarians view teaching as integral to their professional identity and use assessment to legitimize that identity, both personally and at the institutional level. While this suggests that assessment has the potential to elevate the status of librarians on campus, the interviews also highlight ongoing professional and organizational tensions that hinder assessment efforts and inhibit librarian agency. The authors recommend more transparent communication, among other strategies, to address these challenges.

The Meaning and Practice of Professionalism of EFL Teachers in the Saudi Context

During the Preparatory Year Program (PYP) year, the English Language Institute (ELI) concentrates on raising the level of English of new students so that they are able to adequately cope with studying in their desired department in the following years. Such a drastic change in the institution’s goals has led to some changes in the professional development programme in order to handle these new changes. For the first part of this research study, a review of the past and current research studies on professional development and professional identity issues will be presented. The second part of this paper will report on a small-based inquiry conducted with four (two male and two female) ELI teachers aiming to explore two important and related issues. First, there is the issue concerning the role of English as a Foreign Language (EFL) teachers in planning and structuring the professional development programmes offered by the ELI, while the second looks to examine the professional identity of the teachers as sensed by the teachers themselves. In the third and final section, a reflection on how this inquiry can lead to the awareness of the teachers’ role (male and female) in training and professional development programmes as well as professional identity perceived by the teachers, which ultimately, should lead to a much deeper interpretation of the status of the English language teacher profession.

A survey of the characteristics and professional practices of members in the Canadian psychological association’s section on counselling psychology

ABSTRACT We administered a questionnaire to 78 counselling psychologists who were members of the Section for Counselling Psychology of the Canadian Psychological Association (CPA), achieving a 35.4% response rate. There was high satisfaction with the profession and no evidence of gender differences in satisfaction. The sampled counselling psychologists tended to see counselling psychology as moderately different from allied professions with academics and older counselling psychologists reporting the strongest distinctiveness. Respondents were concerned about other professions’ increasingly overlapping scope of practice, and thought that the most important next step was advocacy for the profession and its core values. The results of this study can be used to better address training and professional identity issues adversely impacting the field (e.g. counselling psychologists with graduate degrees in subjects other than counselling psychology, trained counselling psychologists who license as other types of professionals), promote the profession, and prepare for future challenges to the field. The results also are relevant for those seeking to increase their knowledge of the profession in other countries to learn ways to better expand and promote the profession in their own country and for those looking to create country-specific surveys to better elucidate the profession in their own country.

PROFESSIONAL IDENTIFICATION: PREREQUISITES OF MODELING

The process of professional identification is derived from the process of primary socialization with appropriate impact of such agents of socialization as a family, a small social group, and an education establishment. The relevance of the study is due to the definition of professional identity of young people in the contemporary socio-economic conditions of formation of the labor force. In this context, this article aims to identify and disclose the key criteria that determine the success of professional identification of the young man, which is reflected in the personal context of his professional satisfaction, and in the state - in the growth of social capital, the development of social potential of the nation and the expansion of social and economic social life trajectories. The research is interdisciplinary in nature. The leading approach in this regard to the study of social problems is economic modeling of social processes, enabling complex to address issues of professional identity in the context of the formation of the labor force. The article presents the methodological background of socio-economic modeling, revealed features of perception of professional identity as the explained variable formed regression identified covariates considered the socio-economic model, a reasonable opportunity to use this approach to study the key trajectories of social development and forecasting possible trends.Article Submissions are of practical value to researchers of socio-economic modeling as common socio-economic processes, and the processes of personality formation and development of the youth strata in society.

The professional learning process of enhancing mental health literacy and its application to youth work practice: a grounded theory study

Youth workers provide services to youth and their families in different fields such as recreation, social justice, mental health. They play an important role in the well-being of youth and thus, mental health literacy (MHL) should be an integral part of professional preparation. The present grounded theory study examined how a MHL curriculum, specifically designed for youth work, is applied in interventions with young people suffering from suicidality or mental health concerns. Thirteen participants involved in higher education programmes and engaged in youth work practice participated in the study. Over 60 sources of data (i.e. interviews, written reflections, creative artefacts, observations) were used in the analysis. Findings suggest that the process of becoming and being in youth work is comprised of two sub-categories: struggling to become and being a youth worker. Conditions such as learning activities and specific content in the curriculum shaped and influenced the process and, consequentially, participants’ movement therein. These findings imply that promoting MHL and professional identity development are intertwined learning processes such that mental health education must integrate issues of professional identity.

Professional identity and shared decision making among psychiatry residents: designing a brief teaching module

PurposeThe purpose of this paper is to increase awareness of shared decision making, the initial aim of the study was to understand how psychiatrists-in-training defined themselves as unique among physicians with an eye on how professional identity might shape approach to care. The second aim was to use those definitions and descriptions related to professional identity and tailor a brief training module to promote awareness of the shared decision making model.Design/methodology/approachThe authors do this by first conducting focus groups to ascertain how psychiatric residents characterize their professional identity and unique disciplinary characteristics. The authors then designed a brief training session that exploits the relationship between how they define themselves as physicians and how they approach clinical decision making with patients.FindingsThree major themes that emerged from the focus group data: the central role of societal and treatment contexts in shaping their professional identity and approaches to care, a professional identity characterized by a great sense of pride, and a strong commitment to systematic decision-making processes in practice. While the assessment of the training module is preliminary and lacks rigor for any generalizability or statements of causality, responses likely affirm the training tailored around professional identity as a possible vehicle for effective exposure to the concept of shared decision making and served as a useful avenue for self-reflection about needed changes to more fully embrace the practice.Research limitations/implicationsMore inquiry may be needed into the association between trust, relationship longevity and power and paternalism, as a way to bring greater insight into the adoption of shared decision making. Future research will have to investigate whether or not including identity-related content is empirically connected to successful training on shared decision making. Likewise, future research should also look at the reciprocal impact of effectively using shared decision making on the affirmation of professional identity among psychiatrists, and indeed all who embrace patient-centered care.Originality/valueThis is the one of the first papers to investigate issues of professional identity among psychiatry residents, and also among the first papers to consider the relationship between professional identity and use of shared decision making.

Acceptance of lean redesigns in primary care: A contextual analysis.

Lean is a leading change strategy used in health care to achieve short-term efficiency and quality improvement while promising longer-term system transformation. Most research examines Lean intervention to address isolated problems, rather than to achieve broader systemic changes to care delivery. Moreover, no studies examine contextual influences on system-wide Lean implementation efforts in primary care. The aim of this study was to identify contextual factors most critical to implementing and scaling Lean redesigns across all primary care clinics in a large, ambulatory care delivery system. Over 100 interviews and focus groups were conducted with frontline physicians, clinical staff, and operational leaders. Data analysis was guided by a modified Consolidated Framework for Implementation Research (CFIR), a popular implementation science framework. On the basis of expert recommendations, the modified framework targets factors influencing the implementation of process redesigns. This modified framework, the CFIR-PR, informed our identification of contextual factors that most impacted Lean acceptance among frontline physicians and staff. Several domains identified by the CFIR-PR were critical to acceptance of Lean redesigns. Regarding the implementation process acceptance was influenced by time and intensity of exposure to changes, "top-down" versus "bottom-up" implementation styles, and degrees of employee engagement in developing new workflows. Important factors in the inner setting were the clinic's culture and style of leadership, along with availability of information about Lean's effectiveness. Last, implementation efforts were impacted by individual and team characteristics regarding changed work roles and related issues of professional identity, authority, and autonomy. This study underscores the need for change leaders to consider the contextual factors that surround efforts to implement Lean in primary care. As Lean redesigns are scaled across a system, special attention is warranted with respect to the implementation approach, internal clinic setting, and implications for professional roles and identities of physicians and staff.

Framing professional programs within development projects: driving longer term recognition and integration.

BackgroundOptometry has, over the past ten years, emerged as a profession strategically positioned to address the burden of uncorrected refractive error in developing countries. Estimates suggest that 285 million people in the world are needlessly visually impaired, mainly due to the lack of trained eye health professionals in the developing world. Development initiatives in eye care have therefore moved away from vertical, service delivery approaches to supporting the establishment of more sustainable, locally owned training programs. This research is based on one the evaluation of one such initiative known as the Mozambique Eyecare Project.MethodsThis study followed a qualitative research design. Ethical approval was granted by the Research Ethics Committee at the Dublin Institute of Technology, which followed the tenets of the Declaration of Helsinki. A qualitative, interview-based study was undertaken between 2012 and 2014 with eighteen key informants involved in the design, planning and implementation of the project. A semi-structured interview guide was developed to explore, inter alia, challenges relating to the establishment of the new profession of optometry in Mozambique. Data was coded and analysed thematically and results derived from a process of descriptive-interpretive analysis.ResultsThe establishment of a new profession within the ambit of a development project presents several challenges, principally the establishment of the profession's identity in relation to similar professional cadres' in-country. The risk of not addressing professional regulatory requirements for new programs, where equal or similar qualifications have not previously existed, are that the profession may not be officially recognised by the relevant health authorities and therefore not mainstreamed into public health services, or that training standards and scope of practice may be inappropriate to local needs. Overall, the public may become vulnerable to unscrupulous health care practices.ConclusionsHealth professions are regulated in order to ensure patient safety, as well as minimum standards of care and training within professions. Development projects must address issues of professional identity and official recognition of health professions and their respective qualifications through relevant local authorities, so that graduate qualifications are legitimised and the longer term objectives of the development investment are supported.

О готовности юношества северного региона России к профессиональному выбору

An issue of professional identity as a prerequisite for the success and competitiveness in contemporary social and economic realities remains relevant in psychological research. This article examines the organization of training directions for students of various educational institutions of the city of Surgut, Khanty-Mansiysk Autonomous District-Ugra focused on the choice of profession. Based on the analysis of scientific papers by leading career guidance and profession counseling experts, we distinguish factors determine the content of the basic units of professional identity issues analysis. We analyze the empirical study results on the readiness of young people in the northern region to make their profession choice. It is noted that many institutions provide professional guidance and engaged in a number of related activities, yet practice shows poor performance of this work. We analyze the reasons for this situation and the necessity of building a new model of career guidance.