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Measuring professional identity formation early in medical school
Adina Kalet1, Lynn Buckvar-Keltz1, Victoria Harnik2
1a Division of General Internal Medicine and Clinical Innovation , New York University School of Medicine , New York , NY , USA.
Medical Teacher
|December 31, 2016
Summary
Measuring professional identity formation (PIF) in medical students is feasible and useful. Early medical education can assess PIF and moral reasoning, showing students reflect meaningfully on their development.
Area of Science:
- Medical Education Research
- Professional Identity Development
- Moral Reasoning Assessment
Background:
- Professional identity formation (PIF) is crucial for medical students.
- Assessing PIF early in medical school is important for curriculum development.
- Understanding the relationship between PIF and moral reasoning is key.
Purpose of the Study:
- To evaluate the feasibility of measuring baseline PIF in early medical students.
- To determine the utility of PIF measurement within a theory-based professionalism curriculum.
- To explore the relationship between PIF and moral reasoning scores.
Main Methods:
- 132 entering medical students completed the professional identity essay (PIE) and Defining Issues Test (DIT2).
- Students received feedback and wrote reflections after a PIF construct review.
- PIE scores were assigned PIF stages (1-5); DIT2 measured ethical reasoning.
Main Results:
- PIF scores distributed across stages 2/3 to 4; no scores in stages 1, 2, 4/5, or 5.
- Mean DIT2 score was 53%; a small but significant correlation (ρ=0.18, p=0.03) existed between PIF stage and DIT score.
- Students with an analytic approach and awareness of novice status responded more positively to feedback.
Conclusions:
- PIF scores align with novice levels in other professions, indicating feasibility.
- Developmental-theory based PIF and moral reasoning measures are related.
- Students' meaningful reflections suggest the utility of measuring PIF in medical education.
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