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Professional identity formation within Longitudinal Integrated Clerkships: a scoping review protocol
Megan El Brown1, Paul Whybrow2, Gavin Kirwan3
1Health Professions Education Unit, Hull York Medical School, University of York, York, UK. hymb2@hyms.ac.uk.
This scoping review examines professional identity development in medical education within Longitudinal Integrated Clerkships (LICs). It synthesizes current knowledge to identify impacts and guide future research on this educational model.
Area of Science:
- Medical Education Research
- Health Professions Education
- Professional Identity Formation
Background:
- Professional identity development is crucial for physicians, involving the internalization of medical values.
- Longitudinal Integrated Clerkships (LICs) are an emerging educational model with potential impact on identity.
- Current literature lacks reviews on professional identity development specifically within LICs.
Purpose of the Study:
- To conduct a scoping review of professional identity formation in medical education within LICs.
- To evaluate the known impact of LICs on professional identity development.
- To map research on identity within LICs and identify knowledge gaps.
Main Methods:
- Utilizing Arksey and O'Malley's scoping review framework.
- Comprehensive literature search across multiple databases (MEDLINE, EMBASE, PubMed, etc.).
- Inclusion of diverse study designs (quantitative, qualitative, reviews) focusing on health profession students in LICs.
Main Results:
- Synthesizing current knowledge on professional identity development within LICs.
- Evaluating the influence of the LIC model on identity formation.
- Mapping theoretical orientations and research trends in LIC-based identity studies.
Conclusions:
- Highlighting the current state of research on professional identity in LICs.
- Identifying gaps in understanding the impact of LICs on identity development.
- Providing a foundation for future research directions in this area.
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