Perceptions of professional identity: a story from paediatrics

Abstract

How can teaching construct professional identity? In a large Australian teaching hospital, a support program for trainee paediatricians who themselves conduct clinical (bedside) tutorials for groups of medical students invites them to focus on their professional identities as teachers, separately from their identities as clinicians, and to critically reflect on contemporary approaches to workplace‐based medical education. The notion of the Guide emerges in the findings, as the paediatricians meld their clinical and their pedagogical expertise in highly relational and situational judgements.

Notes

Corresponding author. Faculty of Education, University of Melbourne, Melbourne, Victoria 3010, Australia. Email: [email protected]