Becoming Doctors: Examining Student Narratives to Understand the Process of Professional Identity Formation Within a Learning Community
dc.contributor.author | Hatem, David S. | |
dc.contributor.author | Halpin, Thomas | |
dc.date | 2022-08-11T08:09:52.000 | |
dc.date.accessioned | 2022-08-23T16:47:02Z | |
dc.date.available | 2022-08-23T16:47:02Z | |
dc.date.issued | 2019-03-26 | |
dc.date.submitted | 2019-05-16 | |
dc.identifier.citation | <p>J Med Educ Curric Dev. 2019 Mar 26;6:2382120519834546. doi: 10.1177/2382120519834546. eCollection 2019 Jan-Dec. <a href="https://doi.org/10.1177/2382120519834546">Link to article on publisher's site</a></p> | |
dc.identifier.issn | 2382-1205 (Linking) | |
dc.identifier.doi | 10.1177/2382120519834546 | |
dc.identifier.pmid | 30937388 | |
dc.identifier.uri | http://hdl.handle.net/20.500.14038/41001 | |
dc.description.abstract | Background: Professional identity formation is a key aim of medical education, yet empiric data on how this forms are limited. Methods: Our study is a qualitative analysis of student reflections written during the final session of our Becoming a Physician curriculum. After reading their medical school admission essay and their class oath, students wrote about a "time, or times during your third year when you felt like a doctor." The reflections were qualitatively analyzed by the evaluation team, looking for themes found in the reflections. Results: Narrative themes separated into 4 distinct categories, specifically that performing physician tasks can make one feel like a doctor, demonstrating caring is a fundamental task of doctors, integrating personal ideals with professional values promotes professional identity formation, and the theme of never feeling like a doctor. Subsets of these broad categories provide further insight into individual and integrative tasks. Patients, patient families, and students through their own reflection prompted learners to feel like doctors in 74% of narratives, whereas physicians or the care team did so in 26% of our narratives. Conclusion: Students are able to reflect on times during their principal clinical year where they feel like doctors, taking a step toward forming a professional identity. Having faculty prompt and support such reflection can help faculty understand the student experience of their principal clinical year and promote professional identity formation. | |
dc.language.iso | en_US | |
dc.relation | <p><a href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&cmd=Retrieve&list_uids=30937388&dopt=Abstract">Link to Article in PubMed</a></p> | |
dc.rights | Copyright © The Author(s) 2019. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (http://www.creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage). | |
dc.rights.uri | http://creativecommons.org/licenses/by-nc/4.0/ | |
dc.subject | Professional identity formation | |
dc.subject | medical education | |
dc.subject | medical students | |
dc.subject | professional development | |
dc.subject | Medical Education | |
dc.title | Becoming Doctors: Examining Student Narratives to Understand the Process of Professional Identity Formation Within a Learning Community | |
dc.type | Journal Article | |
dc.source.journaltitle | Journal of medical education and curricular development | |
dc.source.volume | 6 | |
dc.identifier.legacyfulltext | https://escholarship.umassmed.edu/cgi/viewcontent.cgi?article=4812&context=oapubs&unstamped=1 | |
dc.identifier.legacycoverpage | https://escholarship.umassmed.edu/oapubs/3798 | |
dc.identifier.contextkey | 14516647 | |
refterms.dateFOA | 2022-08-23T16:47:02Z | |
html.description.abstract | <p>Background: Professional identity formation is a key aim of medical education, yet empiric data on how this forms are limited.</p> <p>Methods: Our study is a qualitative analysis of student reflections written during the final session of our Becoming a Physician curriculum. After reading their medical school admission essay and their class oath, students wrote about a "time, or times during your third year when you felt like a doctor." The reflections were qualitatively analyzed by the evaluation team, looking for themes found in the reflections.</p> <p>Results: Narrative themes separated into 4 distinct categories, specifically that performing physician tasks can make one feel like a doctor, demonstrating caring is a fundamental task of doctors, integrating personal ideals with professional values promotes professional identity formation, and the theme of never feeling like a doctor. Subsets of these broad categories provide further insight into individual and integrative tasks. Patients, patient families, and students through their own reflection prompted learners to feel like doctors in 74% of narratives, whereas physicians or the care team did so in 26% of our narratives.</p> <p>Conclusion: Students are able to reflect on times during their principal clinical year where they feel like doctors, taking a step toward forming a professional identity. Having faculty prompt and support such reflection can help faculty understand the student experience of their principal clinical year and promote professional identity formation.</p> | |
dc.identifier.submissionpath | oapubs/3798 | |
dc.contributor.department | Department of Obstetrics and Gynecology | |
dc.contributor.department | Department of Medicine, Division of General Medicine and Primary Care | |
dc.source.pages | 2382120519834546 |