Article
Education & Educational Research
Annelies E. van Ede, Roy J. M. Claessen, Merel van Gils, Wim J. M. J. Gorgels, Rob P. B. Reuzel, Annemieke G. J. M. Smeets, Petra J. M. van Gurp
Summary: The study aimed to develop a 3-year longitudinal personal-professional development program to promote the personal and professional growth of (bio)medical students. Through self-directed, transformative and experiential learning, patient involvement and teamwork, the program created a safe learning environment that encouraged self-exploration, diversity and connection, preparing students for future challenges.
BMC MEDICAL EDUCATION
(2023)
Article
Education, Scientific Disciplines
Pieter C. Barnhoorn, Vera Nierkens, Mattijs E. Numans, Yvonne Steinert, Walther N. K. A. van Mook
Summary: This study explores the perceptions of supervisors in General Practice (GP) training regarding the formation of residents' professional identity. Three themes emerged: supervising with the goal of GP training in mind, role modeling and mentoring as key strategies, and the value of developing bonds of trust. The findings highlight the pivotal roles of supervisors in residents' professional identity formation.
Article
Nursing
Connie Mcluckie, Yvonne Kuipers
Summary: The construction of professional identity is linked to self-esteem, self-efficacy, professional value, confidence, and success in midwifery practice. Discourses related to midwifery education and practice are influenced by socio-political and historical contexts in policy, professionalism, and learning discussions.
NURSE EDUCATION IN PRACTICE
(2024)
Article
Education, Scientific Disciplines
Kristin K. Janke, Timothy J. Bloom, Eric G. Boyce, Jessica L. Johnson, Karen Kopacek, Teresa A. O'Sullivan, Heather M. W. Petrelli, David R. Steeb, Libby J. Ross
Summary: Professional identity formation involves internalizing and demonstrating the norms, standards, and values of a professional community, influencing how a professional perceives and presents themselves. There is a need to further clarify a universal and distinctive pharmacist identity to better support pharmacists and learners in explaining the pharmacist's scope of practice and opportunities for practice change.
AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION
(2021)
Article
Education & Educational Research
Gabrielle Leite Silveira, Verna Monson, Paula Cristina Eiras Poco, Ahmed Haydar, Sigisfredo Luis Brenelli, Fabiana Moreira Passos Succi, Guilherme de Menezes Succi, Milton de Arruda Martins, Patricia Zen Tempski
Summary: This study translated and adapted the Professional Identity Essay (PIE) into Brazilian Portuguese. The questionnaire was found to be easy to interpret, promoting self-reflection and fostering students' own development. The PIE was perceived as reliable and useful in different cultures, making it a potential tool for educators.
BMC MEDICAL EDUCATION
(2023)
Article
Education & Educational Research
Gyu Mi Park, Ah Jeong Hong
Summary: This study explores how medical students' learning experiences in medical school affect their professional identity development. The findings reveal that students undergo a process of shifting from societal perceptions of their identities to considering their own perceptions and the meaning of becoming a doctor. Students develop their professional identities through informal learning experiences, such as active interaction with patients, senior doctors, and individuals outside the medical community.
BMC MEDICAL EDUCATION
(2022)
Article
Education & Educational Research
Gia Merlo, Hanjun Ryu, Toi B. Harris, John Coverdale
Summary: Limited opportunities exist for university premedical students to gain exposure to clinical practice, but a Medical Professionalism and Observership program at Rice University uses didactics, reflective writing, discussions, and clinical observerships to enhance professional identity formation. This pilot program involved 135 students and showed that lectures increased exposure to medical core competencies and influenced students' desire to become physicians. Structured reflection and didactics, combined with physician shadowing, appear to promote integration of medical professionalism values, beliefs, and attitudes.
MEDICAL EDUCATION ONLINE
(2021)
Article
Education & Educational Research
Lalit Kumar Radha Krishna, Anushka Pisupati, Ong Yun Ting, Kelly Jia Hui Teo, Mac Yu Kai Teo, Vaishnavi Venktaramana, Chrystie Wan Ning Quek, Keith Zi Yuan Chua, Vijayprasanth Raveendran, Harpreet Singh, Sabine Lauren Chyi Hui Wong, Victoria Wen Wei Ng, Eleanor Kei Ying Loh, Ting Ting Yeoh, Jasmine Lerk Juan Owyong, Min Chiam, Eng Koon Ong, Gillian Li Gek Phua, Ruaraidh Hill, Stephen Mason, Simon Yew Kuang Ong
Summary: New data suggests that structured mentoring programs can contribute to the development of professional identity formation (PIF) in medical students. This article proposes a study to investigate the impact of the Palliative Medicine Initiative (PMI) on PIF in mentees.
BMC MEDICAL EDUCATION
(2023)
Review
Education & Educational Research
Shaista Salman Guraya, Salman Yousuf Guraya, Muhamad Saiful Bahri Yusoff
Summary: Healthcare professionals are increasingly using social media, but with a rise in unprofessional behaviors; social media has a negative impact on digital professionalism, blurring the values, behaviors, and identity of medical professionals in the digital era; there is a lack of guidelines for teaching and assessing digital professionalism.
BMC MEDICAL EDUCATION
(2021)
Article
Education, Scientific Disciplines
Daniel T. Kim, Megan K. Applewhite, Wayne Shelton
Summary: This article analyzes the issue of professional identity formation in medical education and highlights the importance of moral development. By incorporating insights from virtue ethics, the authors argue that nurturing students' moral character and professional ethics can better prepare them to become excellent physicians.
TEACHING AND LEARNING IN MEDICINE
(2023)
Article
Public, Environmental & Occupational Health
Tanzim Bhuiya, Xiaoyue Zhong, Gabrielle Pollack, Alice Fornari, Taranjeet Kalra Ahuja
Summary: This study aimed to characterize the impact of patient-student conversations in the Tell Me More (TMM) (R) program on medical students. Through analysis of their written reflections, it was found that the program enhanced students' awareness of empathy and compassion, contributing to their professional identity formation as future physicians.
PATIENT EDUCATION AND COUNSELING
(2022)
Article
Psychology, Multidisciplinary
Zehang Chen, Yin Sun, Zhenhui Jia
Summary: This study explores the reciprocal interaction between emotions and professional identity in student-teachers. The findings suggest that course-related factors trigger emotional experiences in student-teachers, and these emotions play a crucial role in the development of their professional identities. The implications of these findings for initial teacher education programs are discussed.
FRONTIERS IN PSYCHOLOGY
(2022)
Article
Dentistry, Oral Surgery & Medicine
Jennifer H. Kwon, Charles F. Shuler, HsingChi Bergmann
Summary: This qualitative study explored the components of professional identity formation among dental students, identifying five key contributors: domain-specific self-efficacy, role modeling and mentoring, professional socialization with peers, learning environment, and reflection. Understanding students' concerns and improving the learning environment are crucial for guiding professional identity development. Findings from this study can inform educators on important aspects of dental curricula and guide future research on professional identity assessment tools.
JOURNAL OF DENTAL EDUCATION
(2022)
Article
Surgery
Samantha J. Rivard, C. Ann Vitous, Ana C. De Roo, Michaela C. Bamdad, Sara M. Jafri, Mary E. Byrnes, Pasithorn A. Suwanabol
Summary: Professional identity formation of surgeons is a complex process influenced by various factors, starting before residency training and continuing to evolve in practice.
AMERICAN JOURNAL OF SURGERY
(2022)
Article
Education, Scientific Disciplines
Mardiastuti H. Wahid, Ardi Findyartini, Diantha Soemantri, Rita Mustika, Estivana Felaza, Yvonne Steinert, Dujeepa D. Samarasekera, Nadia Greviana, Rachmadya Nur Hidayah, Umatul Khoiriyah, Daniel Ardian Soeselo
Summary: This study explored professional identity formation among medical teachers in Indonesia, identifying key factors such as intrinsic values, external influences, early socialization, workplace learning, and envisioning the future. The process of professional identity formation was found to be similar for basic science and clinical teachers. Teachers' values and beliefs, along with socialization factors, played significant roles in shaping their professional identities.