Related Experiment Videos
Medical students' professional identity development from being actors in an objective structured teaching exercise
Jehanne De Grasset1, Marie-Claude Audetat1,2, Nadia Bajwa1,2
1a Institute of Primary Care , Geneva University Hospitals , Genève , Switzerland.
Medical Teacher
|April 24, 2018
Summary
Participating in Objective Structured Teaching Exercises (OSTEs) as simulated residents positively impacts medical students' professional identity. This experience enhances their sense of belonging and readiness to engage in learning and teaching environments.
Area of Science:
- Medical Education
- Professional Identity Development
- Health Professions Education
Background:
- Medical students develop professional identity through various interactions.
- The influence of structured teaching exercises on this development is not fully understood.
Purpose of the Study:
- To explore the impact of participating in Objective Structured Teaching Exercises (OSTEs) as simulated residents on medical students' professional identity development.
Main Methods:
- Medical students involved in OSTEs were interviewed in focus groups.
- Qualitative analysis of transcripts was conducted using Goldie's personality and social structure perspective model.
Main Results:
- Students reported increased institutional belonging and recognized their ability to influence teaching interactions.
- Participants viewed errors as learning opportunities and felt better prepared for faculty feedback.
Conclusions:
- Participation in OSTEs as simulated residents positively influences students' perception of the learning environment and their role within it.
- OSTEs foster professional identity development in learning and teaching and support faculty development.