Understanding Professional Identity Formation in Early Clerkship: A Novel Framework
Understanding Professional Identity Formation in Early Clerkship: A Novel Framework
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DOI：
10.1097/acm.0000000000002835
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发表时间：
2019-10-01
影响因子：
7.4
通讯作者：
Holmes, Cheryl L.
中科院分区：
文献类型：
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作者：
Jarvis-Selinger, Sandra;MacNeil, Kimberley A.;Holmes, Cheryl L.
目的医学教育工作者应培养学生的专业态度，因为如果这些价值观已经内化，个体就更有可能按照医学的专业价值观行事。尽管如此，关于学生如何审视和协商他们正在形成的身份，还有很多东西需要了解。本研究探讨三年级医学生在实习期间的专业认同形成经验。方法：作者依靠解释主义的角度，告知扎根理论的方法，分析数据，这是从一个试点课程，旨在支持医学生的努力，以“揭露”隐藏的课程，他们的发展作为医学生和新兴的专业人士。结果12名三年级医学生与3名教师，一名住院医生和一名四年级学生（2015-2016）进行了10次协作讨论。讨论促进了学生对他们的专业旅程的反思。分析转录的讨论产生了一个概念框架，有助于探索和理解学生对他们的PIF的思考。通过分析学生的经验，作者确定了构成PIF故事的四个组成部分：背景，焦点，催化剂，过程。结论分析导致了一个概念框架和不同的身份形成主题的发展。离散的反思集中在学生的当前身份（存在）或他们对未来自我的感觉（成为）。这项研究确定了引发参与者反思或处理身份的催化剂。在学生中产生深刻意识的时刻往往是其他人无法识别（即使是事后）的时刻。
Purpose Medical educators should foster students' professional attitudes because individuals are more likely to act in accordance with medicine's professional values if these values have been internalized. Still, there is much to be learned about how students examine and negotiate their emerging identities. This study examined third-year medical students' experiences of professional identity formation (PIF) during clinical clerkship. Method The authors relied on an interpretivist perspective, informed by a grounded theory approach, to analyze data, which were collected from a pilot course designed to support medical students' efforts to "unhide" the hidden curriculum in relation to their development as medical students and emerging professionals. Results Twelve third-year medical students engaged in 10 collaborative discussions with 3 faculty members, a resident, and a fourth-year student (2015-2016). Discussions facilitated students' reflection on their professional journeys. Analysis of transcribed discussions resulted in a conceptual framework useful for exploring and understanding students' reflections on their PIF. Through analyzing students' experiences, the authors identified 4 components that constituted PIF stories: context, focus, catalyst, process. Conclusions The analysis resulted in the development of a conceptual framework and distinct identity formation themes. Discrete reflections focused on either students' current identity (being) or their sense of future self (becoming). The study identified catalysts that sparked participants' introspection about, or their processing of, identity. The moments that generate profound feelings of awareness in students are often moments that would not be recognizable (even post hoc) as remarkable by others.