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Professional identity formation: creating a longitudinal framework through TIME (Transformation in Medical Education)
Mark D Holden1, Era Buck, John Luk
1M.D. Holden is vice chair, Undergraduate and Continuing Medical Education, and professor and director, General Internal Medicine, University of Texas Medical Branch, Galveston, Texas. E. Buck is senior medical educator, Office of Educational Development, University of Texas Medical Branch, Galveston, Texas. J. Luk is assistant professor of medicine and assistant dean for interprofessional integration, University of Texas Dell Medical School, Austin, and clinical associate professor of pediatrics and assistant dean for regional medical education, University of Texas Medical Branch, Galveston, Texas. F. Ambriz is clinical assistant professor and chair, Physician Assistant Department, University of Texas Pan American, Edinburg, Texas. E.V. Boisaubin is distinguished teaching professor of medicine, University of Texas Medical School at Houston, Houston, Texas. M.A. Clark is visiting scholar, Lincoln Center for Applied Ethics, Arizona State University, Tempe, Arizona. A.P. Mihalic is associate dean for student affairs and professor of pediatrics, Department of Pediatrics, University of Texas Southwestern Medical Center, Dallas, Texas. J.Z. Sadler is professor of psychiatry and clinical sciences and Daniel W. Foster, MD Professor of Medical Ethics, University of Texas Southwestern Medical Center, Dallas, Texas. K.J. Sapire is professor of anesthesiology and perioperative medicine, University of Texas MD Anderson Cancer Center, Houston, Texas. J.P. Spike is professor, McGovern Center for Humanities and Ethics, University of Texas Medical School at Houston, Houston, Texas. A. Vince is medical anthropologist and director, University Health Professions Office, University of Texas at San Antonio, San Antonio, Texas. J.L. Dalrymple is assistant dean for clinical integration, and associate professor and division director of gynecologic oncology, Department of Obstetrics and Gynecology, University of Texas Dell Medical School, Austin, Texas.
The Transformation in Medical Education (TIME) initiative developed a framework to guide professional identity formation (PIF) in aspiring physicians. This framework supports PIF development across undergraduate, clerkship, and graduating medical student phases.
Area of Science:
- Medical Education
- Physician Development
- Professional Identity Formation
Background:
- The University of Texas System's Transformation in Medical Education (TIME) initiative aims to reconfigure medical education.
- Emphasis on professional identity formation (PIF) at the premedical level is a key proposed change.
- An interdisciplinary task force was formed to explore PIF fundamentals and strategy development.
Purpose of the Study:
- To define professional identity formation (PIF) in the context of medical education.
- To develop a comprehensive framework for characterizing physician identity.
- To formulate strategies for promoting and assessing PIF across different educational stages.
Main Methods:
- An interdisciplinary task force defined PIF and developed a framework.
- The framework includes 10 aspects, 6 domains, and 30 subdomains.
- The framework was mapped onto three developmental phases: undergraduate, clerkship, and graduating medical student.
Main Results:
- A detailed framework for physician identity was created.
- Strategies for PIF promotion and assessment were provided for each subdomain and phase.
- Recommendations for longitudinal, formative assessment were emphasized.
Conclusions:
- Professional identity formation (PIF) is crucial for exemplary medical practice and well-being.
- The developed framework and strategies support the integration of PIF into medical curricula.
- Longitudinal, formative assessment is vital for effective PIF development.
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