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dc.contributor.authorHatem, David S.
dc.contributor.authorHalpin, Thomas
dc.date2022-08-11T08:09:52.000
dc.date.accessioned2022-08-23T16:47:02Z
dc.date.available2022-08-23T16:47:02Z
dc.date.issued2019-03-26
dc.date.submitted2019-05-16
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.issn2382-1205 (Linking)
dc.identifier.doi10.1177/2382120519834546
dc.identifier.pmid30937388
dc.identifier.urihttp://hdl.handle.net/20.500.14038/41001
dc.description.abstractBackground: 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.isoen_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.rightsCopyright © 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.urihttp://creativecommons.org/licenses/by-nc/4.0/
dc.subjectProfessional identity formation
dc.subjectmedical education
dc.subjectmedical students
dc.subjectprofessional development
dc.subjectMedical Education
dc.titleBecoming Doctors: Examining Student Narratives to Understand the Process of Professional Identity Formation Within a Learning Community
dc.typeJournal Article
dc.source.journaltitleJournal of medical education and curricular development
dc.source.volume6
dc.identifier.legacyfulltexthttps://escholarship.umassmed.edu/cgi/viewcontent.cgi?article=4812&amp;context=oapubs&amp;unstamped=1
dc.identifier.legacycoverpagehttps://escholarship.umassmed.edu/oapubs/3798
dc.identifier.contextkey14516647
refterms.dateFOA2022-08-23T16:47:02Z
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.submissionpathoapubs/3798
dc.contributor.departmentDepartment of Obstetrics and Gynecology
dc.contributor.departmentDepartment of Medicine, Division of General Medicine and Primary Care
dc.source.pages2382120519834546


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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).
Except where otherwise noted, this item's license is described as 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).