Mechanisms involved in the formation of professional identity by medical students

Abstract

Background

Despite in-depth discussions regarding professional identity of doctors, there is still a gap in our understanding of how this professional identity actually evolves.

Objective

To outline some major mechanisms involved in formation of medical students' professional identity.

Methods

A qualitative study based on thematic analysis. 296 diary entries, written by eight medical students as part of the three-year course 'Becoming a Physician,' were reviewed. The course, conducted in small groups, gradually exposes students to the clinical field, and emphasizes awareness to marginalized populations, and interpersonal communication skills.

Results

Following the social constructivist learning theory, where learners individually and socially construct meaning attributed to their experiences, we identified three major mechanisms based on students' written reflections. These include linking current experiences to past; comparing different types or aspects of knowledge, doctors or medicine; and future perspective taking.

Conclusions

This study sheds light on the possible mechanisms used by medical students in forming their professional identity prior to their clinical training. Knowing these mechanisms can help medical educators better understand and support their students in formation of their professional identities. Conducting reflective writing could serve as an effective tool for learners to comprehend the meanings of their experiences.

Keywords:

• Formation of professional identity
• medical students
• reflective writing

Disclosure statement

The authors report no declarations of interest.

Statements

1. The manuscript has not been previously published and is not under consideration in any other journal.

2. All listed authors are qualified for authorship, and take full responsibility for the content of this manuscript.

Glossary

Professional identity formation in medical students: Is the process of internalizing the medical profession’s core values and beliefs. It is an ongoing developmental process that is shaped by the beliefs and values of the individual as well as by the healthcare services environment, and social forces. Professional identity formation is a developmental process that increases the consistency between knowing and behaving. Through this process a set of core values and beliefs about professional responsibilities are increasingly internalized and can be used to guide behaviour.

Additional information

Notes on contributors

Gila Yakov

Gila Yakov, PhD in medical ethics, lecturer at Max Stern Yezreel Valley College and teaching advisor at the Ruth & Bruce Rappaport Faculty of Medicine of the Technion. She serves as Head of the Center for the Advancement of Teaching at Max Stern Yezreel Valley College.

Arieh Riskin

Arieh Riskin, MD, MHA, PhD, is an Associate Clinical Professor at the Rappaport Faculty of Medicine. He is a neonatologist and director of Neonatal Intensive Care Unit in the Department of Neonatology at Bnai Zion Medical Center, Haifa. Master in healthcare administration and PhD in organizational behavior.

Anath A. Flugelman

Anath A. Flugelman, MD, MPH, is an instructor at the Rappaport Faculty of Medicine. She is a specialist in family medicine and in public health. She is a senior physician in BRCA carrier clinic in Rambam Medical Center. Main interests are medical education and bio-ethics.