Article
Education & Educational Research
Annemarie Moll-Jongerius, Kirsten Langeveld, Esther Helmich, Tahir Masud, Anneke W. M. Kramer, Wilco P. Achterberg
Summary: By participating in a nursing home community of practice, medical students are able to develop a more holistic understanding of patient care, which enhances their professional identity formation and promotes patient-centered care.
BMC MEDICAL EDUCATION
(2023)
Article
Education, Scientific Disciplines
Gila Yakov, Arieh Riskin, Anath A. Flugelman
Summary: This study identified three major mechanisms in the formation of medical students' professional identity: linking current experiences to past, comparing different types of knowledge, doctors or medicine, and considering future perspectives. Understanding these mechanisms can help medical educators better support students in forming their professional identities.
Article
Primary Health Care
Amrapali Maitra, Steven Lin, Tracy A. Rydel, Erika Schillinger
Summary: This study examined medical students' attitudes toward professionalism through written reflections on patient encounters. The findings suggest that professionalism is viewed as a balance of forces, involving interactions with patients, inner qualities, and health systems. Interpersonal challenges and systems challenges are predominant, highlighting the importance of communication and the impact of team behaviors on professional identity formation in medical training.
Article
Education & Educational Research
Mats Hordvik, Tim Fletcher, Anders Lund Haugen, Lasse Moller, Berit Engebretsen
Summary: This research explores the process of becoming teacher educators through collaborative teaching and research practices. By using collaborative self-study and rhizomatics, the study highlights how these methods produce evolving practices, learning, and relationships leading to collaborative, committed, and innovative teacher educators.
TEACHING AND TEACHER EDUCATION
(2021)
Article
Health Care Sciences & Services
Moshe Feldman, Cherie Edwards, Alice Wong, Jessica Randolph, Christopher Woleben, Andrew Nguyen, Catherine Grossman
Summary: This study investigated the professional identity experiences of medical students during their first week of medical school through clinical simulations. The results showed that simulation experiences can aid in early self-reflection and promote professional identity development. Students reported that the simulations helped them feel what it is like to be a doctor and transition into the role of a student-physician.
SIMULATION IN HEALTHCARE-JOURNAL OF THE SOCIETY FOR SIMULATION IN HEALTHCARE
(2022)
Article
Education & Educational Research
Ardi Findyartini, Nadia Greviana, Estivana Felaza, Muhammad Faruqi, Taris Zahratul Afifah, Mutiara Auliya Firdausy
Summary: This study assesses professional identity formation (PIF) among medical students in Indonesia at different stages of study and explores the factors that contribute to or inhibit PIF. The results show that higher-level students have higher scores in some aspects of PIF, and highlight the importance of both internal and external factors for PIF in medical education.
BMC MEDICAL EDUCATION
(2022)
Article
Multidisciplinary Sciences
Diantha Soemantri, Nadia Greviana, Ardi Findyartini, Tiara Berliana Azzahra, Kemal Akbar Suryoadji, Rita Mustika, Estivana Felaza
Summary: This study aims to explore how medical students respond to professional dilemmas during their clinical clerkships and the extent to which culture influences their responses. The results identified the impact of dilemmas on students' emotions and concerns, their responses towards professional dilemmas, and factors affecting responses to dilemmas in clinical clerkships, confirming the role of culture in shaping students' responses.
Review
Health Care Sciences & Services
Shiva Sarraf-Yazdi, Yao Neng Teo, Ashley Ern Hui How, Yao Hao Teo, Sherill Goh, Cheryl Shumin Kow, Wei Yi Lam, Ruth Si Man Wong, Haziratul Zakirah Binte Ghazali, Sarah-Kei Lauw, Javier Rui Ming Tan, Ryan Bing Qian Lee, Yun Ting Ong, Natalie Pei Xin Chan, Clarissa Wei Shuen Cheong, Nur Haidah Ahmad Kamal, Alexia Sze Inn Lee, Lorraine Hui En Tan, Annelissa Mien Chew Chin, Min Chiam, Lalit Kumar Radha Krishna
Summary: Professional identity formation in medical students is influenced by various factors and it is crucial for medical schools to provide systematic and strategic support for PIF. Factors that promote or hinder PIF have been identified through research, and medical schools need to take comprehensive measures to support PIF, including long-term monitoring and mentoring.
JOURNAL OF GENERAL INTERNAL MEDICINE
(2021)
Article
Education, Scientific Disciplines
Sheri L. Price, Sarah Meaghan Sim, Victoria Little, Joan Almost, Cynthia Andrews, Harriet Davies, Katherine Harman, Hossein Khalili, Evelyn Sutton, Jeffery LeBrun
Summary: Despite the recognized importance of IPC in health professional training, students have limited understanding of their professional roles and are more focused on developing a uniprofessional identity rather than an interprofessional one. Clinical experiences, role models, and exposure to teamwork are essential in contextualizing collaborative practice and enhancing the development of an interprofessional identity.
Article
Education & Educational Research
Na Zhu, Zhiyuan Zhang, Jun Xie, Yangli Ou, Jia Tan, Hong Gao
Summary: This study investigates the relationship between medical students' attention to COVID-19, sources of confidence in overcoming COVID-19, and improvement of medical students' professional identity. The results show that there is a positive association between these factors, with medical students' attention to COVID-19 partially mediating the relationship.
BMC MEDICAL EDUCATION
(2023)
Article
Nursing
Susanne Lundell Rudberg, Margareta Westerbotn, Taina Sormunen, Max Scheja, Hanna Lachmann
Summary: This study investigates the experiences of nursing students in developing their professional competence during education. The results show that students' professional role develops gradually, with a discrepancy between theoretical education and clinical practice. Students expressed a desire for more evidence-based practice. The findings suggest an emerging awareness and development of professionalism among students.
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, Scientific Disciplines
William E. Bynum, Joseph A. Jackson, Lara Varpio, Pim W. Teunissen
Summary: This study explored the experience of shame in premedical students applying to medical school. The findings suggest that self-concept plays a central role in shame experiences, and shame can destabilize an individual's present self-concept. The authors call for the inclusion of self-esteem contingencies in conceptualizations of professional identity formation and the provision of training on shame for faculty and prehealth advisors.
Article
Education & Educational Research
Annalena Lonn, Maria Weurlander, Astrid Seeberger, Hakan Hult, Robert Thornberg, Annika Wernerson
Summary: During work-based learning, medical students often encounter emotionally challenging situations that can evoke negative feelings. Managing these emotions is crucial for their professional identity formation. This study analyzed medical students' experiences of emotionally challenging situations in work-based learning and the impact on their professional identities.
ADVANCES IN HEALTH SCIENCES EDUCATION
(2023)
Article
Education & Educational Research
Linda Barman, Maria Weurlander, Henrik Lindqvist, Annalena Lonn, Robert Thornberg, Hakan Hult, Astrid Seeberger, Annika Wernersson
Summary: This study examines the impact of emotionally challenging experiences in work-based education on the professional development of student teachers and medical students. The findings reveal that students' ideal view of their roles clashed with existing practices, causing emotional distress. Both medical students and student teachers faced emotional challenges in professional decision-making and legitimacy, albeit for different reasons. This study sheds light on the general and specific aspects of students' perceptions of their future role in the welfare sector and the difficult dimensions of professional practice. It raises questions about how professional education can support students' professional development in relation to their emotional challenges.
VOCATIONS AND LEARNING
(2023)