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From College Graduate to Physician: Professional Identity Formation.

James Ward1, Virginia Randall1

  • 1Uniformed Services University of the Health Sciences.

Mededpublish (2016)
|December 11, 2023
PubMed
Summary

Medical students

Area of Science:

  • Medical Education
  • Physician Development

Background:

  • Medical students undergo a significant transition from college students to physicians over four years.
  • Guidance and understanding of this transition, particularly professional identity formation (PIF), are limited.
  • There is a need to explore how medical education systems can support students during this critical period.

Purpose of the Study:

  • To describe and understand the longitudinal process of medical students' professional identity formation (PIF) from the first to the fourth year.
  • To identify developmental stages and faculty support mechanisms crucial for successful PIF.
  • To provide a framework for medical educators to enhance curricula supporting PIF.

Main Methods:

  • A qualitative thematic analysis was employed.
Keywords:
medical studentsprofessional identity formationthematic qualitative analysistransformative experience

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  • Data were collected longitudinally through surveys in anatomy labs (years 1-2), reflective essays during clerkships (year 3), and surveys from a realistic field exercise (year 4).
  • A grounded theory approach was used to analyze responses from 162 medical students.

    • Main Results:

    • Four developmental/transformational stages of PIF were identified: Building, Becoming, Bridging, and Being.
    • The end result of PIF is a physician who is confident, resilient, and embraces their professional identity.
    • Three key faculty supports were identified: promoting self-reflection, promoting mastery of difficult tasks, and availability.

    Conclusions:

    • Successful transition to physician identity is linked to transformational experiences supported by faculty.
    • Faculty support, including self-reflection and task mastery, is crucial for propelling students toward PIF.
    • The identified stages and supports offer a framework for developing curricula to foster positive PIF in medical students.