Clinical teachers' professional identity formation: an exploratory study using the 4S transition framework

Area of Science:

• Medical Education
• Health Professions Education
• Professional Identity Development

Background:

• Clinical teachers face unique challenges during their transition from practitioner to educator.
• Understanding the factors influencing professional identity is crucial for supporting these educators.

Purpose of the Study:

• To explore factors influencing professional identity formation in clinical teachers.
• To specifically examine the transition period from practitioner to teacher.

Main Methods:

• Descriptive qualitative study using Schlossberg's 4S framework (situation, self, support, strategies).
• Conducted in Indonesian teaching hospitals with 30 clinical teachers selected via maximum variation sampling.
• Data collected through focus-group discussions and in-depth interviews, analyzed using thematic analysis.

Main Results:

• Thematic analysis identified 12 subthemes related to the 4S framework influencing clinical teachers' identity.
• Reflective ability (self factor) and community of practice (strategy factor) emerged as the most significant influences.
• These factors are particularly important during the critical transition phase.

Conclusions:

• Both internal and external factors significantly impact clinical teacher professional identity.
• Faculty development programs should integrate elements like communities of practice and teaching portfolios to foster reflective practice.
• Supporting these factors can enhance the professional identity formation of clinical teachers.