Who am I? Key influences on the formation of academic identity within a faculty development program

Susan LieffUniversity of Toronto in the Li Ka Shing International Healthcare Education Centre at St. Michael's Hospital, Toronto, Ontario, Canada;University of Toronto, Toronto, Ontario, Canada; SUSAN LIEFF, MD, MEd, MMan, is the Director of Academic Leadership Development at the Centre for Faculty Development, Faculty of Medicine, University of Toronto in the Li Ka Shing International Healthcare Education Centre at St. Michael's Hospital. She is also a Professor in the Department of Psychiatry.Correspondence[email protected]

Lindsay BakerUniversity of Toronto in the Li Ka Shing International Healthcare Education Centre at St. Michael's Hospital, Toronto, Ontario, Canada; LINDSAY BAKER, MEd, is an Education Research Associate at the Centre for Faculty Development, Faculty of Medicine, University of Toronto in the Li Ka Shing International Healthcare Education Centre at St. Michael's Hospital.

Brenda MoriUniversity of Toronto in the Li Ka Shing International Healthcare Education Centre at St. Michael's Hospital, Toronto, Ontario, Canada;University of Toronto, Toronto, Ontario, Canada; BRENDA MORI, BScPT, MSc, is the Director of Clinical Education and Community Affairs at the Department of Physical Therapy at the University of Toronto and leads the clinical education curriculum for the entry level MScPT degree program. She is also the Director of the Education Scholars Program in the Centre for Faculty Development, Faculty of Medicine, University of Toronto in the Li Ka Shing International Healthcare Education Centre at St. Michael's Hospital.

Eileen Egan-LeeUniversity of Toronto in the Li Ka Shing International Healthcare Education Centre at St. Michael's Hospital, Toronto, Ontario, Canada; EILEEN EGAN-LEE, MEd, is an Education Research Associate at the Centre for Faculty Development, Faculty of Medicine, University of Toronto in the Li Ka Shing International Healthcare Education Centre at St. Michael's Hospital.

Kevin ChinMcGill University, Montreal, Quebec, Canada; KEVIN CHIN, PhD, was a Medical Council of Canada postdoctoral fellow with the Centre for Medical Education in the Faculty of Medicine at McGill University. He is currently Knowledge and Evaluation Officer with the J.W. McConnell Family Foundation.

Scott ReevesUniversity of California, San Francisco, California, USA; Dr SCOTT REEVES, PhD, MSc, PGCE, is Director at the Center for Innovation in Interprofessional Healthcare Education, University of California and Editor-in-Chief of the Journal of Interprofessional Care. He is the former Director of Research at the Centre for Faculty Development, Faculty of Medicine, University of Toronto in the Li Ka Shing International Healthcare Education Centre at St. Michael's Hosptial and a former scientist at the Li Ka Shing Knowledge Institute and Wilson Centre for Research In Education.

Abstract

Introduction: Professional identity encompasses how individuals understand themselves, interpret experiences, present themselves, wish to be perceived, and are recognized by the broader professional community. For health professional and health science educators, their ‘academic’ professional identity is situated within their academic community and plays an integral role in their well being and productivity. This study aims to explore factors that contribute to the formation and growth of academic identity (AI) within the context of a longitudinal faculty development program.

Methods: Using a qualitative case study approach, data from three cohorts of a 2-year faculty development program were explored and analyzed for emerging issues and themes related to AI.

Results: Factors salient to the formation of AI were grouped into three major domains: personal (cognitive and emotional factors unique to each individual); relational (connections and interactions with others); and contextual (the program itself and external work environments).

Discussion: Faculty development initiatives not only aim to develop knowledge, skills, and attitudes, but also contribute to the formation of academic identities in a number of different ways. Facilitating the growth of AI has the potential to increase faculty motivation, satisfaction, and productivity. Faculty developers need to be mindful of factors within the personal, relational, and contextual domains when considering issues of program design and implementation.

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Who am I? Key influences on the formation of academic identity within a faculty development program

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