Student Professional Identity Research Articles

Motivation of students’ professional self-determination in the process of professional preparation in high education institutions of Ukraine

The purpose of the article is to theoretically substantiate and study the peculiarities of the motivational sphere of pedagogical faculty students’ development in the process of professional training in higher education institutions. In the context of the raised problem the questions connected with a self-determination of the student's youth in the professional choice, its awareness, responsibility are investigated; their plans for further work in the specialty, readiness for independent activity and how motivated it is, i.e. what role does motivation play in this process. The peculiarities of motivation development and the specifics of the motivational sphere of students are empirically revealed; peculiarities of pedagogical faculties’ students professional identity development, the level of professional identity components formation; type of career orientation; readiness to private practice; level of motivation to achieve; the guidelines that the students in their activities use are studied.

The Role for Simulation in Professional Identity Formation in Medical Students.

Authentic clinical experiences and reflection are critical for medical student professional identity formation (PIF). Individualized learning plans and competency-based education accelerate time to graduation, thus creating more demand for students to gain PIF experiences early in medical education. This pilot study investigated student professional identity experiences related to participation in a clinical simulation during the first week of medical school. All first-year medical students at an academic health center participated in a clinically relevant simulation-based orientation to medical school (SOMS). Participants completed evaluation surveys measuring PIF-related experiences during the SOMS. All participants completed the survey (N = 186). Students agreed that the SOMS helped them feel what it is like to be a doctor (90%) and transition to the role of student-physician (91%). Student comments about the SOMS-reflected PIF-related processes, such as building a sense of a community of practice among their peers in their roles as a healthcare team. Students also valued the opportunity to engage in reflection about their roles as student-physicians. Simulation experiences can be used as a trigger for self-reflection to assist in medical student professional identity development as early as the first weeks of medical school. Simulation exercises may improve PIF and could further enhance medical student PIF by adding them longitudinally into the curriculum.

ФІЛОСОФСЬКІ ПРИНЦИПИ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНЬОГО ВЧИТЕЛЯ ПОЧАТКОВИХ КЛАСІВ

У статті досліджуються наукові підходи до структурування методологічного аналізу педагогічної діяльності. Використання дефініції “ідентичність” у різних наукових сферах дає можливість створювати, диференціювати, систематизувати нові поняття та категорії. Особлива увага надавалася співвідносним категоріям, які органічно поєднанні між собою, дають уявлення про закономірності та інтегративний зв’язок між ними, який виявляється у процесі пізнання. Шляхом онтологічного аналізу діалектичних законів і категорій визначено загальні методологічні принципи (засадничі ідеї, що формуються у процесі пізнання): конкретності, історизму, науковості, діалектичності.

КОРПОРАТИВНА КУЛЬТУРА ЯК ФАКТОР РОЗВИТКУ ПРОФЕСІЙНОЇ ІДЕНТИЧНОСТІ СТУДЕНТА У ЗАКЛАДІ ВИЩОЇ ОСВІТИ

The article is devoted to identifying ways to improve the implementation of corporate culture tools in the formation of student's professional identity in higher education. Theoretical analysis of the categories "corporate culture of free economic zone", "professional identity of a student" is carried out; a description of the relationship between the corporate culture of free economic education and the formation of professional identity of students in the learning process is given. It is determined that corporate culture is not only an important tool for educating students at university, but also a means of creating opportunities for personal development strategy in higher education. On the basis of the conducted experimental research among 4th year undergraduate and 2nd year master's students of Taras Shevchenko National University of Kyiv (areas of training: social pedagogy, psychology, political science, social rehabilitation, philosophy, software engineering, cybernetics) some problems in the process of corporate culture formation were identified and possible ways to solve them were described. The results of the survey, in particular, show that student's professional identity is formed under the influence of many factors and is not limited to obtaining a degree in higher education, respondents assess existing problems of professional identity, pedagogical conditions of successful self-knowledge and self-seeking to ensure professionalism. prevention of negative manifestations of their personality (disinterest in the learning process, low performance, etc.). In terms of corporate culture, a professional identity is formed, which is based on the personal development strategy of the student and involves its development as a key competence in the learning process through the use of modern information and communication technologies (including coaching and others).

MPRO: A Professionalism Curriculum to Enhance the Professional Identity Formation of University Premedical Students

ABSTRACT Limited opportunities exist for university premedical students to gain exposure to the realities of clinical practice through physician shadowing or through a formal curriculum. Medical Professionalism and Observership utilizes didactics, reflective writing, small- and large- group discussions, and clinical observerships to enhance the process of professional identity formation during a critical developmental window of late- adolescence. The pilot semester included a sample of 135 students, all in their sophomore, junior, or senior years of study at Rice University. Students were selected through an application process and paired with physicians at Houston Methodist Hospital based on specialty preference and availability. Students were required to participate in biweekly lectures and discussions and to submit a weekly reflection on topics discussed in the course and their shadowing experiences. Student evaluations were administered to survey changes in students’ knowledge and perceptions of the curriculum. Selected reflections were read for evidence of professional identity formation. Lectures increased students’ exposure to core competencies within the medical profession and influenced their desire to become physicians. Reflective writings demonstrated integration of these core competencies into the professional identity of students. Structured reflection and didactics, when coupled with physician shadowing, appear to promote integration of the values, beliefs, and attitudes of medical professionalism. Future studies should seek to demonstrate how such a curriculum affects professional identity formation through established measures, and to assess whether such a curriculum may influence students’ preparedness for medical training and practice as they progress along their careers.

Viewing the complexities of nursing student professional identity formation: using reflexive photography across learning spaces

The purpose of this paper is to report on how reflexive photography can enhance communication of the complexities involved in student professional identity formation. A cohort of pre-registration nursing students were situated within a major teaching hospital for the duration of their tertiary degree. Three of these students participated in the combined data collection methods of (i) photo elicitation (photographs), (ii) photo feedback (analytical, reflective captioning) (collectively, ‘Visual Participatory Methods’ ‘VPM’), and (iii) a follow-up individual, semi-structured interview. The strength of using VPM were that place-based memories became more vivid and evoked emotions. Discussions were more in-depth and insightful by using photographic depictions and accompanied reflections. Such pairings can be valuable when investigating the role of places in professional identity formation. The findings of this study support the argument for a more integrated and consistent, sociocultural approach to learning and teaching for nursing students.

O fazer dos estágios curriculares na formação em psicologia: uma experiência coletiva

O presente trabalho apresenta a concepção e o fazer dos estágios básicos e específicos do curso de Psicologia da Escola Bahiana de Medicina e Saúde Pública (EBMSP), instituição vocacionada para a saúde. Em seguida, descreve o funcionamento das referidas práticas, apresentando o contexto na qual elas estão inseridas e o processo de gestão do processo. Os estágios ocupam um lugar diferenciado na organização curricular do curso de Psicologia da EBMSP, pois oferecem aos discentes possibilidades de articulação entre teoria e prática de maneira crítica e reflexiva, conforme orientação das Diretrizes Curriculares Nacionais para os Cursos de Graduação de Psicologia. Os componentes fazem parte do eixo pré-profissionalizante e possibilitam a experiência em espaços e processos diversos de trabalho, nas duas ênfases do curso, Saúde e Trabalho. As atividades acontecem ao longo do quarto e quinto ano e são mediadas por vários participantes: corpo discente, corpo docente, coordenação e supervisor de campo. É a organização acadêmica e pedagógica dos estágios que permite a oferta de experiências práticas diferenciadas para o desenvolvimento de competências relacionadas ao fazer do Psicólogo. Observa-se que ao longo dos 20 anos do curso de Psicologia da EBMSP, os estágios estão em aprimoramento contínuo com foco na construção da identidade profissional do discente. Evidencia-se, a partir da avaliação dos discentes, docentes e dos supervisores de campo que o egresso do curso de Psicologia da EBMSP, apresenta uma formação generalista, com competências práticas adquiridas para atuarem nos campos da saúde e trabalho com elevado nível técnico, integrados de forma crítica à sociedade, à realidade e ao mundo de trabalho.

Influência dos currículos (formal e oculto) na formação da identidade profissional dos estudantes de medicina

INTRODUÇÃO: A identidade profissional do estudante de medicina é formada durante a graduação e está sujeita à interferência de fatores inclusos no currículo formal e currículo informal do estudante. OBJETIVOS: Descrever as influências que o currículo formal e o currículo oculto exercem na formação da identidade profissional dos estudantes do curso de medicina da Escola Bahiana de Medicina e Saúde Pública. MÉTODOS: Trata-se de um estudo transversal, descritivo, com metodologia qualitativa-quantitativa. Foi aplicado um questionário para avaliação dos estudantes sobre atividades práticas e teóricas ocorridas durante a graduação, inserção do humanismo na prática acadêmica além da descrição sócio demográfica e do perfil do grupo, sendo essas perguntas enviadas a 200 participantes. Os dados quantitativos foram analisados com o programa estatístico SPSS 20.0, considerando como estatisticamente significante p<0,05 e os dados qualitativos pela análise e categorização de conteúdo. RESULTADOS: 111/200 estudantes responderam o questionário, sendo a maioria proveniente do 8° semestre da instituição. Houve percepção da influência de mentores, da contribuição do currículo formal e informal e da socialização na formação da identidade profissional do estudante. A análise das falas dos participantes mostrou a internalização da humanização se dá principalmente através a importância do exemplo, o contato com o paciente e a importância da formação prévia de caráter e personalidade do estudante. CONCLUSÃO: Conclui-se que há influência da matriz curricular e do corpo docente na construção da identidade profissional do estudante de medicina, além da evidência da necessidade de novas pesquisas que descrevam o impacto do currículo oculto.

CONDITIONS FOR THE FORMATION OF PROFESSIONAL IDENTITY OF LAW STUDENTS

The article is devoted to the study of the relationship between the organization of the educationalprocess and the formation of the professional identity of law students. Of particular importance forthe formation of professional identity is the period of study at the university. The multidimensionalnature of legal activity makes it necessary to create an idea of the peculiarities of work in the field ofjurisprudence at the stage of higher education. The creation of an idea of specific activities in variouslegal specialties by students during the training process is a guarantee of the correct choice of the fieldof activity and the successful professional implementation of graduates of law universities. The articleconsiders the most significant conditions for achieving the professional identity of students masteringeducational programs in the field of training Jurisprudence. Based on the analysis of regulatory legalacts, the authors propose an option for organizing the educational process in legal universities, allowingthe student to identify himself with a certain professional community and make a choice of the futuredirection of activity

Western University Schulich School of Medicine & Dentistry.

Western University Schulich School of Medicine & Dentistry.

Keck School of Medicine of the University of Southern California.

Keck School of Medicine of the University of Southern California.

TCU and UNTHSC School of Medicine.

TCU and UNTHSC School of Medicine.

Requiring the Healer's Art Curriculum to Promote Professional Identity Formation Among Medical Students.

The Healer's Art curriculum (HART) is one of the best-known educational strategies to support medical student professional identity formation. HART has been widely used as an elective curriculum. We evaluated students' experience with HART when the curriculum was required. All one hundred eleven members of the class of 2019 University of New Mexico School of Medicine students were required to enroll in HART. We surveyed the students before and after the course to assess its self-reported impact on key elements of professional identity formation such as empathy towards patients and peers, commitment to service, and burnout. A majority of students (n=53 of 92, 57.6%) reported positive effects of the course on their empathy towards other students. This finding was significantly associated with self-reported willingness to have elected the course had it not been required. One-half of respondents (n=46 of 92, 50.0%) reported positive effects on their empathy towards future patients. At least one-quarter to one-third of respondents reported positive influences on commitment to service, conceptions about being a physician, and self-perceived burnout. Students report benefits on their professional identity formation after participating in a required course on humanism. Empathy-building among peers is one valuable outcome of such curricula.

FUTURE PSYCHOLOGISTS PROFESSIONAL SDENITY FORMATION

Abstract. The article is devoted to the professional identity mechanism formation features study of future psy-chologists during their studies in higher educational institutions (HEIs). Systematization of psychological knowledge about the development and formation of personality as a professional activity subject is extremely important. The author considers it expedient and perspective to supplement and expand this knowledge, aiming at improving and innovatively filling the higher education modern information educational space resources. After all, one of the key points of providing and receiving education is the creation of effective psychological conditions for the future professionals professional competence formation. Investigating the socio-professional adaptation of students of psychology, scientists pay special attention to the formation of their professional identity, as one of the most important factors in the future professionals professionalism and competitiveness formation. Despite the growing interest of researchers in professional identity, the question of forming the future practical psychologists professional identity remains open. Based on empirical and theo-retical research, the author attempted to identify features and stages of psychological aspects formation of professional identity in students of psychology, as well as to analyze the that determine the formation of personal and social identity in adolescence and early adulthood. Theoretical aspects of the relationship between professional identity and adaptation as a prerequisite for successful identification of a future psychologist are also analyzed. According to scientists, the iden-tity of a person is based on the culture with which he interacts, so there is an inseparable link between identity and socio-cultural environment. By the analogy, we can assume that professional identity develops in the interaction process with the professional environment, and this process begins at the stage of optation. The formed professional identity is the result of professional self-determination and adaptation complex processes, which is manifested in the awareness of the chosen profession and the professional community representative, ready to perform professional duties.

Identity in lockdown: supporting primary care professional identity development in the COVID-19 generation

ABSTRACT The current COVID-19 pandemic has dramatically impacted undergraduate medical studies. Whilst challenges for knowledge and clinical skills are being actively addressed, wider considerations such as the impact on professional identity development have been mostly neglected thus far. A robust professional identity is linked to professional behaviour and has been shown to reduce burnout and be an important factor for general practice career choice amongst medical students. The Communities of Practice Model is a sociocultural approach that conceptualises the formation of professional identity through student engagement within a community. We argue the current suspension of clinical placements holds the potential to negatively influence such identity acquisition. In this commentary we explore how the Communities of Practice Model may inform professional identity development of medical students within the COVID-19 environment, considering digital communities and volunteering roles within primary care. We further encourage educators and institutions to consider professional identity in future planning to address the challenges posed by the current situation, both in terms of placement loss but also changes in the way primary care is delivered. Such considerations will be essential if we are to avoid problems relating to poor medical student professional identity development in future.

What does it mean to be a physician? Exploring social imaginaries of first-year medical students.

ObjectivesTo explore if community embedded discussions with local community members reshape the social imaginary of medicine among students and contribute positively to their professional identity MethodsThis explorative, qualitative study involved 35 first-year medical students who volunteered to attend a 2-hour forum at a local church to ask community members about their experiences with doctors and healthcare systems. Student participants were asked to reflect on five structured questions. The written reflections were submitted for analysis, de-identified, and analyzed using Glaser’s classic grounded theory, constant comparative analysis, and Taylor’s model of modern social imaginaries as an analytical lens. ResultsThe results indicate that student participants identified seven main themes regarding what community members expect from their doctors, including active listening (n=22), physical touch (n=18), and compassion (n=16). Responses also indicated that only 5.6% of the students felt that the preclinical curriculum was adequately preparing them for what local community members identified as important to patient care. However, students recognized that two aspects of the curriculum, Physical Diagnosis (n=12) and volunteering/community engagement (n=9), were congruent with the expectations of future patients. ConclusionsThe results suggest that students identified educational experiences that were congruent with the social imaginary of patients. However, patient expectations were discordant to some aspects of the medical imaginary of medical students. The experience and subsequent reflections may be salient to contributing to each student’s professional identity and provide a model for other medical schools to explore how the curriculum is fulfilling the community’s perception of ideal patient care.

Research and assessment of the level of self-determination of the student's personality for future professional activity

Presentation of research scientists towards the study of the development potential of the individual and her professional identity; provide a description of the various types of self-determination, justifies the common and what distinguishes professional and personal identity. The authors describe a complex of research and assessment of the level of professional orientation of students and undergraduates of Plekhanov Russian University of Economics. The authors presented the author's vision of 3 blocks of psychotechnologies: teaching, developing and information and communication, the use of which in the educational process of the University, will increase the level of their professional orientation and identity. The empirical part shows the selection, methods and procedure of the process of changing professional orientation and identity, as well as the procedure for processing the data obtained. The article also presents the results of a psychodiagnostic study of professional self-determination and professional identity in students of Economics, direction, students of technical orientation in the field of IT technologies, students of psychology: after conducting classes using various psychotechnologies-the results in the group of IT students have not changed much, most students have a pronounced status of "achieved professional identity"; most psychology students have become more understanding of their professional activities-they are characterized by the status of "moratorium"; the vast majority of Economics students have shown a formed professional identity and a high level of professional readiness.

Investigating Paramedic Student Professional Identity

Introduction A robust professional identity is a known predictor of personal and professional satisfaction and is viewed as foundational to successful practice in health occupations. Despite this, there is a gap in the research on paramedic identity (PI). Using the Macleod Clark Professional Identity Scale (MCPIS-9), the primary objective of this study was to measure the self-reported professional identity of paramedic students during their university studies. A secondary objective was to determine potential predictor variables for professional identity. Method A convenience sample of 102 paramedic students at a single university campus participated in this descriptive cross sectional study. An electronic, purpose designed survey recorded demographic information, background characteristics as well as the self-reported strength of student PI using the MCPIS-9. Results 66.7% of participants were women and 46% were between the ages of 19–24 years; 75% reported no prior education in health care and 82% indicated paramedicine was their first choice of study. Most students (82%) had no prior paramedic-related work or volunteer experience. The mean MCPIS-9 score was 38.8/45 with a standard deviation of 4.9. There were no statistical differences associated with PI scores and demographics or background factors, however, some interesting trends were observed in the data. The only variable found as a significant predictor of MCPIS-9 scores was the student's year of study. Conclusion Paramedic students in our study reported a strong sense of professional identity which had a tendency to increase from year-to-year. There appears to be a predictive relationship between year of study and strength of professional identity. We found that the self-reported strength of paramedic students’ identity does not specifically correlate with gender or previous education. However, those with prior paramedic type experience who selected paramedicine as their first choice of study may experience a stronger professional identity. Further studies and subsequent replication of our findings will determine whether or not we can make solid inferences from our sample to paramedic students in general.

Surgical Identity Play: The Anatomy Lab Revisited

The anatomy lab has been studied by sociologists interested in professional socialization since the 1950s. This is because the act of dissecting a cadaver is thought to be foundational for both the student's medical knowledge and the development of the student's professional identity. In this paper, I revisit the anatomy lab both historically and ethnographically. Drawing on theoretical insights from the laboratory ethnography tradition within science and technology studies, I show that students use material artifacts in the lab to support their “surgical identity play.” This activity is structured by the laboratory's performative architecture even while it is unsupervised by anatomy faculty. While many analyses of professional socialization focus on how students learn to interact with patients during their training, I show that the anatomy lab experience is an important form of professional socialization because here students learn to employ surgical instruments, language, and dress, and begin to relate to each other as colleagues.

Development and Evaluation of a Simulation-Based Acute Care Course in a Physical Therapist Education Program

Introduction. Delivery of acute care content in physical therapist (PT) education programs varies greatly. A new course included a series of 6 progressively complex, high fidelity, immersive acute care simulation-based learning experiences (SBLEs) using standardized patients. The primary purpose of this study was to examine the students' perceived value of the SBLEs in relationship to their acute care clinical experiences (CEs). Self-efficacy and clinical performance were also measured to further evaluate course outcomes. Participants. Students completing acute care CEs were recruited from 3 consecutive cohorts of a Doctor of Physical Therapy (DPT) program. The control group completed the curriculum before implementing the new course. The experimental groups participated in the first and second years of the course, respectively. Methods. A total of 60 students across the 3 cohorts completed the study. Experimental groups completed the course before their acute care CE. Focus groups were conducted to explore student perspectives with both experimental groups on completion of their respective CEs. Self-efficacy was assessed using the Acute Care Confidence Survey before the course, after course completion, and midterm of the CE. Clinical performance was evaluated using the PT Clinical Performance Instrument rating scale at both midterm and final of the CE. Results. Qualitative analysis revealed 2 main themes: (1) SBLEs foster self-efficacy in application of the 3 domains of learning and (2) students develop a wider perspective of the dynamic professional roles of the acute care PT. Self-efficacy significantly increased, and there was an upward trend, although no significant difference, in clinical performance for students who completed the course. Conclusions. Student performance in the acute care setting was positively influenced by a series of SBLEs. A simulation-based acute care course can be effectively incorporated into a DPT curriculum to foster student's professional identity in multiple domains.