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Nasiri E, Shokrpour N. Identification of Factors Influencing Professional Identity Development in Medical Students at Basic Sciences Stage. JOURNAL OF ADVANCES IN MEDICAL EDUCATION & PROFESSIONALISM 2024; 12:45-50. [PMID: 38313421 PMCID: PMC10837470 DOI: 10.30476/jamp.2023.99829.1856] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Received: 08/13/2023] [Accepted: 11/29/2023] [Indexed: 02/06/2024]
Abstract
Introduction Medical education is beyond gaining a certain level of knowledge and mastering a specific set of skill. Medical students should try to improve the self and system, which necessitates personal growth and professional identity development. In this study, we aimed to investigate the factors which contribute to the formation of professional identity of medical students in basic sciences stage and finding out the significance of each factor. Methods In this cross-sectional practical survey, semi-structured interviews were done with 10 medical students. The interview results yielded several items, which were used to make a 14-item questionnaire, the validity and reliability of which were verified. The contribution of the items to the factors was verified through factor analysis, the prerequisites of which were KMO and Bartlett test, which were done and approved. The significance of the factors obtained was evaluated and ranked through one sample t-test and Friedman test, respectively. Results The result showed that professional identity development in the stage of basic sciences was influenced by several factors, including educational, socioeconomic, personal, and familial ones. Also, the personal factor ranked first, followed by socioeconomic, educational, and familial factors, respectively. Conclusion In this study, it was concluded that the participants were more influenced by their own personal attitudes as compared to their familial, socioeconomic, or educational factors. Moreover, the factors which contributed to the professional identity of medical students were not at the same level of significance. To train physicians with high professional identity, medical education authorities are recommended to consider the above-mentioned factors.
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Affiliation(s)
- Elham Nasiri
- Department of English Language, School of Paramedical Sciences, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Nasrin Shokrpour
- Department of English Language, School of Paramedical Sciences, Shiraz University of Medical Sciences, Shiraz, Iran
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Pirzadeh A, Kamran A, Hasanzadeh M. The Relationship between Professional Identity, Performance and Attitude to Medical Errors Self-reporting among Medical Students. JOURNAL OF ADVANCES IN MEDICAL EDUCATION & PROFESSIONALISM 2023; 11:61-67. [PMID: 36685145 PMCID: PMC9846100 DOI: 10.30476/jamp.2022.94403.1584] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Received: 01/20/2022] [Accepted: 08/18/2022] [Indexed: 06/17/2023]
Abstract
INTRODUCTION Medical errors are a serious problem in providing medical care and ensuring the health of society, and discovering the causes of errors to minimize the possibility of their occurrence is one of the main challenges in the field of treating patients. This study aimed to determine the relationship between professional identity, performance and attitude to self-reported medical errors among medical interns of Ardabil University of Medical Sciences. METHODS This cross-sectional analytical study was conducted on 187 medical interns with census method in five Ardabil educational hospitals in the second semester of 2020-2021. Data collection tool was a questionnaire consisting of 3 parts (demographic, self-reported attitude towards medical errors and professional identity). The validity of the questionnaire was evaluated using Content validity index (CVI) and Content validity ratio (CVR). The reliability of the attitude section was 0.78 and 0.86 for professional identity section. Data analyses were performed using the IBM SPSS Statistics, version 21 by descriptive statistics, such as mean and standard deviation and independent T-test, chi-square and one-way ANOVA. P-values <0.05 were considered statistically significant. RESULTS The mean scores of students' attitudes towards self-report and professional identity were 55.6±8.8 and 60.4±9.8. Less than 50% of the students declared the possibility of reporting their medical errors. There were no significant differences in the mean scores of self-reported attitude, medical error and professional identity according to grade point average, type of faculty and students' gender (P>0.05). CONCLUSION The attitude and performance of students regarding the self-disclosure of medical errors was not satisfactory, and it seems that the analysis of the educational programs in the education of medical errors and the legal and ethical aspects of errors needs serious attention.
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Affiliation(s)
- Akbar Pirzadeh
- Department of Surgery, School of Medicine, Fatemi Hospital, Ardabil University of Medical Sciences, Ardabil, Iran
| | - Aziz Kamran
- Department of Community Medicine, School of Medicine, Ardabil University of Medical Sciences, Ardabil, Iran
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Findyartini A, Greviana N, Felaza E, Faruqi M, Zahratul Afifah T, Auliya Firdausy M. Professional identity formation of medical students: A mixed-methods study in a hierarchical and collectivist culture. BMC MEDICAL EDUCATION 2022; 22:443. [PMID: 35676696 PMCID: PMC9175156 DOI: 10.1186/s12909-022-03393-9] [Citation(s) in RCA: 14] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/21/2021] [Accepted: 04/19/2022] [Indexed: 05/13/2023]
Abstract
BACKGROUND Professional identity formation (PIF) has been recognized as an integral part of professional development in medical education. PIF is dynamic: it occurs longitudinally and requires immersion in the socialization process. Consequently, in the medical education context, it is vital to foster a nurturing learning environment that facilitates PIF. AIM This study assesses PIF among medical students in various stages of study and explores their perceptions of PIF, with its contributing and inhibiting factors. METHOD This mixed-methods study uses a sequential explanatory approach with undergraduate (years 2, 4, and 6) and postgraduate medical students in Indonesia. We examine the subjects by administering an adapted questionnaire on PIF. We completed a series of FGDs following questionnaire administration. Quantitative and thematic analyses were conducted sequentially. RESULTS & DISCUSSION A total of 433 respondents completed the questionnaire. There were statistically significant differences among subjects on the subscales "Recognition and internalization of professional roles" and "Self-control in professional behavior"; the more senior students had higher scores. We conducted 6 FGDs in total. The results characterize PIF as a complex, dynamic, and longitudinal journey to becoming a medical doctor that is closely related to a student's motivation. The FGDs also highlight the importance of both internal factors (students' values, attributes, and personal circumstances) and external factors (curriculum, the learning environment, workplace-based learning, and external expectations) for PIF in medical education. CONCLUSION Higher-level students show higher scores in some aspects of PIF, which further validates the potential use of the questionnaire to monitor PIF, a dynamic process influenced by internal and external factors. Generating awareness among medical students and encouraging reflection on their PIF stage may be crucial for PIF processes.
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Affiliation(s)
- Ardi Findyartini
- Medical Education Center, Faculty of Medicine, Indonesia Medical Education and Research Institute, Universitas Indonesia, Jakarta, Indonesia.
- Department of Medical Education, Faculty of Medicine Universitas Indonesia, Jakarta, Indonesia.
| | - Nadia Greviana
- Medical Education Center, Faculty of Medicine, Indonesia Medical Education and Research Institute, Universitas Indonesia, Jakarta, Indonesia
- Department of Medical Education, Faculty of Medicine Universitas Indonesia, Jakarta, Indonesia
| | - Estivana Felaza
- Medical Education Center, Faculty of Medicine, Indonesia Medical Education and Research Institute, Universitas Indonesia, Jakarta, Indonesia
- Department of Medical Education, Faculty of Medicine Universitas Indonesia, Jakarta, Indonesia
| | - Muhammad Faruqi
- Department of Medical Education, Faculty of Medicine Universitas Indonesia, Jakarta, Indonesia
- Undergraduate Medical Program, Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia
| | - Taris Zahratul Afifah
- Department of Medical Education, Faculty of Medicine Universitas Indonesia, Jakarta, Indonesia
- Undergraduate Medical Program, Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia
| | - Mutiara Auliya Firdausy
- Department of Medical Education, Faculty of Medicine Universitas Indonesia, Jakarta, Indonesia
- Undergraduate Medical Program, Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia
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Orsmond P, McMillan H, Zvauya R. It's how we practice that matters: professional identity formation and legitimate peripheral participation in medical students: a qualitative study. BMC MEDICAL EDUCATION 2022; 22:91. [PMID: 35139839 PMCID: PMC8830078 DOI: 10.1186/s12909-022-03107-1] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/20/2021] [Accepted: 01/03/2022] [Indexed: 06/01/2023]
Abstract
BACKGROUND The process of Legitimate Peripheral Participation (LPP) within a community of practice framework (CoP) was used to explore graduate entry medical students' professional identity formation (PIF) during their first year of study. A conceptual model has been developed that can be used by medical educators to better understand PIF and to aid the explicit incorporation of PIF activity within the undergraduate curriculum. METHODS Ten students from one UK medical school participated in the longitudinal study and were interviewed at three points during the first year. Semi-structured group interviews were used to explore students' experience of the clinical environment and the nature of their interactions with both clinicians and patients in a community-based medicine practice. The interviews were audio recorded and transcribed. Thematic analysis was used to identify overarching themes which are represented as facets in the model of PIF. RESULTS Results demonstrate that students are legitimately peripherally participating within both medical student CoPs and wider medical CoPs. Themes identified within the narratives have allowed the development of a new model to understand PIF within the context of LPP in a CoP. This has five facets: Awareness, Collaboration, Negotiation, Evaluation and Realisation. Sophisticated reflection-in-action is shown to be an important aspect of PIF and enables a more conscious understanding of the change that is occurring in our students. CONCLUSION PIF is a complex, non-linear process that is supported by reflection-in-action and early student introduction to clinical practice. It can be recognised in students' narratives in their changing use of language, their understanding of the medical COP, and their evolving relational participation with those around them. This study adds to those that have previously explored PIF. The model of PIF developed in this study illustrates how experiences in the clinical environment support PIF. Medical educators may find this model helpful when considering how PIF can be explicitly encouraged in the medical curriculum and how reflection may be used for the purpose of identity change.
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Affiliation(s)
- Paul Orsmond
- College of Medical and Dental Sciences, University of Birmingham, Birmingham, B15 2 TT UK
- Staffordshire Centre of Learning and Pedagogic Practice, Institute of Education Brindley Building, Staffordshire University, ST4 2DF Stoke-on-Trent, England
| | - Helen McMillan
- College of Medical and Dental Sciences, University of Birmingham, Birmingham, B15 2 TT UK
| | - Remigio Zvauya
- College of Medical and Dental Sciences, University of Birmingham, Birmingham, B15 2 TT UK
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Abstract
Professional identity formation (PIF) is a dynamic developmental process by which individuals merge the knowledge and skills of clinical practice with the values and behaviors of their personal identity. For an individual physician, this process is a continuum which begins with their nascent interest in the field of medicine and extends through the end stages of a medical career. The impact of PIF has become a growing focus of medical education research in the last decade, and in that time, little attention has been paid to the influence underrepresented in medicine (UIM) identities may have on this fundamental process. Importantly, in discussions of how medical educators can support and encourage successful PIF, there is little discussion on the distinct challenges and different needs UIM learners may have. The purpose of this paper is to address the current literature around PIF for UIM trainees. This review explores various threats to identity formation, including identity fusion, stereotype threat, minority tax, implicit bias, and lack of mentorship. Evidence-based strategies to mitigate these challenges is also presented, including furthering institutional support for PIF, building the community of practice, supporting an inclusive environment, and developing PIF assessment tools. Through exploring these challenges and solutions, we are better able to address the needs of UIM trainees and physicians as they proceed in their PIF during their lifelong journey in medicine.
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Toben D, Mak-van der Vossen M, Wouters A, Kusurkar RA. Validation of the professional identity questionnaire among medical students. BMC MEDICAL EDUCATION 2021; 21:359. [PMID: 34182987 PMCID: PMC8240200 DOI: 10.1186/s12909-021-02704-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/24/2020] [Accepted: 04/29/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Professionalism represents a cornerstone of the medical profession, prompting medical educators to actively develop instruments to measure professional identity formation among medical students. A quantitative approach to this problem has been lacking. Hence in this study, we investigate the validity and reliability of using Brown et al.'s [1986] Professional Identity Questionnaire (PIQ) to measure professional identity among medical students. METHODS We used the American Psychological Association's account of validity and reliability to examine the PIQ in terms of its internal structure, its relation to a validated motivation scale, its content, and its internal consistency. To this end, we performed two factor analyses, a Pearson's correlation test, an expert evaluation and measured Cronbach's alpha, respectively.. RESULTS Factor analysis revealed two latent factors underlying the items of the PIQ. We found a negative to positive spectrum of Pearson's correlations corresponding to increasingly internal qualities of motivation. Experts unanimously rated four out of ten of the PIQ's items as relevant, reliability analysis yielded a Cronbach's alpha value of 0.82. CONCLUSION Despite poor ratings by experts in the field, these results illustrate the PIQ as a valid and reliable quantitative measure of medical students' professional identity; its two factors reflecting the measure of attached and detached attitudes towards the medical profession. Educators may use the instrument as a tool for monitoring PIF among their students, as well as for designing and evaluating their medical curriculum. Future research might build on the current findings by investigating other dimensions of the PIQ's validity, including response process validity, predictive validity and consequential validity.
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Affiliation(s)
- Daan Toben
- Faculty of Health and Life Sciences, Vrije Universiteit Amsterdam, Polanenstraat 54F, 1013, VZ, Amsterdam, The Netherlands.
| | - Marianne Mak-van der Vossen
- Amsterdam UMC, Faculty of Medicine Vrije Universiteit Amsterdam, Research in Education, Amsterdam, the Netherlands
- LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, VU University Amsterdam, Amsterdam, the Netherlands
| | - Anouk Wouters
- Amsterdam UMC, Faculty of Medicine Vrije Universiteit Amsterdam, Research in Education, Amsterdam, the Netherlands
- LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, VU University Amsterdam, Amsterdam, the Netherlands
| | - Rashmi A Kusurkar
- Amsterdam UMC, Faculty of Medicine Vrije Universiteit Amsterdam, Research in Education, Amsterdam, the Netherlands
- LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, VU University Amsterdam, Amsterdam, the Netherlands
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Loosveld LM, Van Gerven PWM, Driessen EW, Vanassche E, Artino AR. MERIT: a mentor reflection instrument for identifying the personal interpretative framework. BMC MEDICAL EDUCATION 2021; 21:144. [PMID: 33663496 PMCID: PMC7934546 DOI: 10.1186/s12909-021-02579-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/10/2020] [Accepted: 02/16/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Essential to the professional development of mentors is making explicit and critically challenging the knowledge and beliefs underpinning their mentoring practice. This paper reports on the development of a survey instrument called MERIT, MEntor Reflection InstrumenT, which was designed to support mentors' systematic reflection on the how, what and why of their practice. METHODS In 2019, a twenty-item survey instrument was developed and piloted. Initial validation data (N = 228) were collected by distributing the survey through the authors' network. An exploratory factor analysis (EFA) was conducted and internal consistency reliability coefficients were calculated. RESULTS The Principal Axis EFA with Direct Oblimin rotation (Delta = 0) resulted in four factors: 1) supporting personal development, 2) modelling professional development, 3) fostering autonomy, and 4) monitoring performance. The four factors explained 43% of the total variance of item scores. The Cronbach's alphas for the subscale scores were between .42 and .75. CONCLUSIONS The MERIT can help mentors reflect on their beliefs and professional knowhow. These reflections can serve as input for the faculty development initiatives mentors undertake, which may ultimately improve their knowledge and skills as a mentor.
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Affiliation(s)
- Lianne M Loosveld
- Department of Educational Development & Research, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Universiteitssingel 60, 6229 ER, Maastricht, the Netherlands.
| | - Pascal W M Van Gerven
- Department of Educational Development & Research, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Universiteitssingel 60, 6229 ER, Maastricht, the Netherlands
| | - Erik W Driessen
- Department of Educational Development & Research, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Universiteitssingel 60, 6229 ER, Maastricht, the Netherlands
| | - Eline Vanassche
- Faculty of Psychology and Educational Sciences, campus Kulak, University of Leuven, Etienne Sabbelaan 51, P.O. Box 7654, 8500, Kortrijk, Belgium
| | - Anthony R Artino
- Department of Health, Human Function, and Rehabilitation Sciences, The George Washington University School of Medicine and Health Sciences, 2600 Virginia Avenue NW, Suite 104, Washington, DC, 20037, USA
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Matsuyama Y, Nakaya M, Leppink J, van der Vleuten C, Asada Y, Lebowitz AJ, Sasahara T, Yamamoto Y, Matsumura M, Gomi A, Ishikawa S, Okazaki H. Limited effects from professional identity formation-oriented intervention on self-regulated learning in a preclinical setting: a randomized-controlled study in Japan. BMC MEDICAL EDUCATION 2021; 21:30. [PMID: 33413338 PMCID: PMC7791888 DOI: 10.1186/s12909-020-02460-3] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/05/2020] [Accepted: 12/16/2020] [Indexed: 06/07/2023]
Abstract
BACKGROUND Developing self-regulated learning in preclinical settings is important for future lifelong learning. Previous studies indicate professional identity formation, i.e., formation of self-identity with internalized values and norms of professionalism, might promote self-regulated learning. We designed a professional identity formation-oriented reflection and learning plan format, then tested effectiveness on raising self-regulated learning in a preclinical year curriculum. METHODS A randomized controlled crossover trial was conducted using 112 students at Jichi Medical University. In six one-day problem-based learning sessions in a 7-month pre-clinical year curriculum, Groups A (n = 56, female 18, mean age 21.5y ± 0.7) and B (n = 56, female 11, mean age 21.7y ± 1.0) experienced professional identity formation-oriented format: Group A had three sessions with the intervention format in the first half, B in the second half. Between-group identity stages and self-regulated learning levels were compared using professional identity essays and the Motivated Strategies for Learning Questionnaire. RESULTS Two-level regression analyses showed no improvement in questionnaire categories but moderate improvement of professional identity stages over time (R2 = 0.069), regardless of timing of intervention. CONCLUSIONS Professional identity moderately forms during the pre-clinical year curriculum. However, neither identity nor self-regulated learning is raised significantly by limited intervention.
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Affiliation(s)
- Yasushi Matsuyama
- Medical Education Center, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi Japan
| | - Motoyuki Nakaya
- The department of Psychology and Human Developmental Sciences, Nagoya University, Furo-cho, Chikusa-ku, Nagoya, Japan
| | - Jimmie Leppink
- Hull York Medical School, University of York, Heslington, York, UK
| | - Cees van der Vleuten
- Department of Educational Development and Research, Faculty of Health, Medicine, and Life Sciences, Maastricht University, 6200 MD Maastricht, The Netherlands
| | - Yoshikazu Asada
- Center for Information, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi Japan
| | - Adam Jon Lebowitz
- Department of General Education, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi Japan
| | - Teppei Sasahara
- Department of Infection and Immunity, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi Japan
| | - Yu Yamamoto
- Division of General Medicine, Center for Community Medicine, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi Japan
| | - Masami Matsumura
- Division of General Medicine, Center for Community Medicine, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi Japan
| | - Akira Gomi
- Department of Pediatric Neurosurgery, Jichi Children’s Medical Center Tochigi, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi Japan
| | - Shizukiyo Ishikawa
- Medical Education Center, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi Japan
| | - Hitoaki Okazaki
- Medical Education Center, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi Japan
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Haruta J, Ozone S, Hamano J. Doctors' professional identity and socialisation from medical students to staff doctors in Japan: narrative analysis in qualitative research from a family physician perspective. BMJ Open 2020; 10:e035300. [PMID: 32665385 PMCID: PMC7365484 DOI: 10.1136/bmjopen-2019-035300] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022] Open
Abstract
OBJECTIVE Becoming a doctor involves transforming a lay person into a medical professional, which is known as professional socialisation. However, few studies have clarified differences in the professional socialisation process in detail. The aim of this study was to clarify the process of professional socialisation of medical students to residents to staff doctors. DESIGN We used narrative analysis in qualitative research as a theoretical framework. SETTING This study was conducted in Japan. PARTICIPANTS Participants were collected using a purposive sample of doctors with over 7 years of medical experience. We conducted semistructured interviews from September 2015 to December 2016, then used a structured approach to integrate the sequence of events into coherent configurations. RESULTS Participants were 13 males and 8 females with medical careers ranging from 8 to 30 years. All participants began to seriously consider their own career and embodied their ideal image of a doctor through clinical practice. As residents, the participants adapted as a member of the organisation of doctors. Subsequently, doctors exhibited four patterns: first, they smoothly transitioned from 'peripheral' to 'full' participation in the organisation; second, they could no longer participate peripherally but developed a professional image from individual social interactions; third, they were affected by outsiders' perspectives and gradually participated peripherally; fourth, they could not regard the hospital as a legitimate organisation and could not participate fully. CONCLUSION The professional socialisation process comprises an institutional theory, professional persona, legitimate peripheral participation and threshold concepts. These findings may be useful in supporting professional development.
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Affiliation(s)
- Junji Haruta
- Medical Education Center, Keio University, Shinjuku, Tokyo, Japan
- Faculty of Medicine, University of Tsukuba, Tsukuba, Ibaraki, Japan
| | - Sachiko Ozone
- Department of General Medicine and Primary Care, Faculty of Medicine, University of Tsukuba, Tsukuba, Ibaraki, Japan
| | - Jun Hamano
- Division of Clinical Medicine, Faculty of Medicine, University of Tsukuba, Tsukuba, Ibaraki, Japan
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Esteves JE, Zegarra-Parodi R, van Dun P, Cerritelli F, Vaucher P. Models and theoretical frameworks for osteopathic care – A critical view and call for updates and research. INT J OSTEOPATH MED 2020. [DOI: 10.1016/j.ijosm.2020.01.003] [Citation(s) in RCA: 44] [Impact Index Per Article: 11.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
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Tagawa M. Scales to evaluate developmental stage and professional identity formation in medical students, residents, and experienced doctors. BMC MEDICAL EDUCATION 2020; 20:40. [PMID: 32041597 PMCID: PMC7011234 DOI: 10.1186/s12909-020-1942-y] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/09/2019] [Accepted: 01/21/2020] [Indexed: 05/26/2023]
Abstract
BACKGROUND To respond to the growing need to cultivate medical trainees with professional identity, it is necessary to evaluate professional identity formation (PIF) in medical trainees to understand their state of PIF and apply this to medical education. Previous qualitative studies indicated that Kegan's human development model could explain medical trainees' PIF. I proposed a development scale (DS) to quantitatively evaluate the degree of maturation and socialization as a physician; however, one scale is not enough to illustrate the helical and complex process of development. METHODS Using Kegan's model as the conceptual framework, scales that evaluate stage 2, 3, and 4, and higher stage-specific attributes were developed using data collected in a self-administered questionnaire (322 respondents), reliability analysis, group comparison, and analysis of individual DS scores. The respondents were 4th- and 6th-year medical students and 2nd-year residents at Kagoshima University, and experienced medical doctors (instructors). RESULTS In addition to the DS, one self-administered questionnaire consisting of 27 items for stage 2, 3, 4, and higher stage-specific attribute scales was created. Students had the highest mean score in stage 2, and instructors had the highest mean score in stage 4 and higher stage scales. Individual analysis indicated that there were respondents with varied attributes in each group, that the average medical student might have inclusion preference typically seen at stage 3, and that the average instructor might have independent preference typically seen at stage 4 more than inclusion preference. CONCLUSIONS Combining multiple stage attribute-specific scales and DS scores could quantify the complexity and divergent processes of PIF. These scales could provide meaningful information about individuals, groups, and education in terms of professional development that is different from assessment data of medical knowledge or professional skills.
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Affiliation(s)
- Masami Tagawa
- Center for Innovation in Medical and Dental Education, Graduate School of Medical and Dental Sciences, Kagoshima University, 8-35-1 Sakuragaoka, Kagoshima, 890-8544, Japan.
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