Coaching has emerged in medical education as a strategy for trainees’ development and has been endorsed by the Coalition for Physician Accountability and the American Medical Association. However, ...there is a lack of literature on how coaching impacts residents’ professional identity formation (PIF). The purpose of this study was to explore how longitudinal clinical coaching impacted the professional identity of residency graduates.
In July to November 2020, we conducted an Institutional Review Board-approved qualitative study with semistructured interviews of residency graduates from 2 pediatric programs who participated in a longitudinal coaching program. We inductively analyzed the transcripts using thematic analysis, guided by the sensitizing principles of PIF. We did a member check to enhance trustworthiness.
We interviewed 34 residency graduates from 2 institutions and identified 4 themes on how coaches influenced residency graduates’ PIF by 1) the presence of a trusting relationship; 2) creating trust and sense of belonging through longitudinal encounters, supportive reflection, and formative feedback; 3) integrating clinical skill, career interests, and work-life integration; and 4) reflecting on their own personal and professional identities. Residency graduates highlighted coaching strategies that coaches, coaching programs, and residents themselves can take to promote resident PIF during residency.
Residency coaches have the potential to influence residents’ PIF through their longitudinal relationship grounded in trust. Coaching strategies can be used to enhance resident clinical and professional development during residency training.
This study explores different perceptions of pre-service and beginning teachers’ professional identity in relation to their decisions to leave the profession. Teachers’ professional identity was ...further broken down into six factors: value, efficacy, commitment, emotions, knowledge and beliefs, and micropolitics. This study employed mixed-methods which included 84 participant surveys, and 27 interviews from four groups of participants at different stages of teaching. The findings of this study showed that pre-service teachers tended to have naïve and idealistic perceptions of teaching, and dropout teachers showed most emotional burnout. Implications for improvement of teacher education and retention of beginning teachers are discussed.
Este artigo investigou a influência exercida pelo contexto de origem nas trajetórias de carreira de prestadoras de serviço de limpeza. Adotou-se, enquanto quadro teórico, a abordagem disposicional ...neobourdieusiana proposta por Jessé Souza. A abordagem metodológica privilegiou o uso de histórias de vida para analisar as trajetórias profissionais estudadas. Os resultados obtidos ilustram que os contextos de origem das entrevistadas, caracterizados por reduzidos volumes de capital e acentuada desorganização social, condicionaram suas trajetórias profissionais, marcadas por inserções pouco qualificadas em um mercado de trabalho competitivo. Tais resultados contribuem para colocar em xeque abordagens voluntaristas de carreiras que enfatizam a agência individual.
When philosophers address personal identity, they usually explore numerical identity: what are the criteria for a person's continuing existence? When non-philosophers address personal identity, they ...often have in mind narrative identity: Which characteristics of a particular person are salient to her self-conception? This book develops accounts of both senses of identity, arguing that both are normatively important, and is unique in its exploration of a range of issues in bioethics through the lens of identity. Defending a biological view of our numerical identity and a framework for understanding narrative identity, DeGrazia investigates various issues for which considerations of identity prove critical: the definition of death; the authority of advance directives in cases of severe dementia; the use of enhancement technologies; prenatal genetic interventions; and certain types of reproductive choices. He demonstrates the power of personal identity theory to illuminate issues in bioethics as they bring philosophical theory to life.
This paper proposes internship crafting as a strategy for addressing a range of challenges encountered by students, host organizations, and educators involved in the planning and undertaking of ...internships. Challenges include work that lacks relevance to students' aspirations, host organizations' difficulty in judging the amounts and types of work to provide, and educators' uncertainty regarding how to support the required negotiations. Internship crafting is explored as an opportunity to position students as active agents in the design of their internship experiences. The concept draws on the idea of job crafting, by which employees proactively co-design their tasks with colleagues and superiors to better align their strengths and interests with the needs of their organizations, for mutual benefit. Transposing job crafting onto internships creates a framework with the potential to empower students to co-design their internship experiences to advance both the needs of their host organizations and their own professional growth.
Background
Professional identity formation (PIF) in medical students is a multifactorial phenomenon, shaped by ways that clinical and non-clinical experiences, expectations and environmental factors ...merge with individual values, beliefs and obligations. The relationship between students’ evolving professional identity and self-identity or personhood remains ill-defined, making it challenging for medical schools to support PIF systematically and strategically. Primarily, to capture prevailing literature on PIF in medical school education, and secondarily, to ascertain how PIF influences on medical students may be viewed through the lens of the ring theory of personhood (RToP) and to identify ways that medical schools support PIF.
Methods
A systematic scoping review was conducted using the systematic evidence-based approach. Articles published between 1 January 2000 and 1 July 2020 related to PIF in medical students were searched using PubMed, Embase, PsycINFO, ERIC and Scopus. Articles of all study designs (quantitative and qualitative), published or translated into English, were included. Concurrent thematic and directed content analyses were used to evaluate the data.
Results
A total of 10443 abstracts were identified, 272 full-text articles evaluated, and 76 articles included. Thematic and directed content analyses revealed similar themes and categories as follows: characteristics of PIF in relation to professionalism, role of socialization in PIF, PIF enablers and barriers, and medical school approaches to supporting PIF.
Discussion
PIF involves iterative construction, deconstruction and inculcation of professional beliefs, values and behaviours into a pre-existent identity. Through the lens of RToP, factors were elucidated that promote or hinder students’ identity development on individual, relational or societal levels. If inadequately or inappropriately supported, enabling factors become barriers to PIF. Medical schools employ an all-encompassing approach to support PIF, illuminating the need for distinct and deliberate longitudinal monitoring and mentoring to foster students’ balanced integration of personal and professional identities over time.
The purpose of this study was to create a new scale with a validated construct to measure professional identity development in students being prepared to become new practitioners. Using the new ...survey instrument (named the Professional Identity Five-Factor Scale), data were collected from a polytechnic with students enrolled in a wide range of professions. The confirmatory factor analysis found the construct valid and stable across independent samples from the same student population. When the sample was divided into two groups (high and low scores) based on the overall Professional Identity score, the stronger professional identity group scored significantly higher than the other group in all five factors. Our analysis also found the measure reliable using coefficient H as the indicator. Besides a new scale to measure, the underlying construct can also be used as a general guide or framework for the development and evaluation of professional education programmes.
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