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Area of Science:

  • Medical Education
  • Professional Identity Formation
  • Sociology of Medicine

Background:

  • Medical training often imposes a deterministic view of professional socialization, leading to identity struggles among learners.
  • Dysfunctional norms and conflicting ideologies in medical education disproportionately affect women and underrepresented groups, exacerbating identity challenges.
  • Symbolic interactionism provides a framework for understanding identity construction influenced by socio-contextual factors.

Purpose of the Study:

  • To explore how residents navigate professional identity struggles during their training.
  • To understand the lived experiences of residents in constructing their professional identities within academic medical institutions.

Main Methods:

  • Qualitative study involving 12 residents across three specialties and institutions in the United States.
  • Employed rich picture drawings and semi-structured one-on-one interviews for data collection.
  • Utilized thematic analysis of interview transcripts to identify key experiences and challenges.

Main Results:

  • Identified three core themes: the weight and isolation of identity work, and navigation strategies (with or against socio-contextual currents).
  • Residents perceived identity work as a heavy, overwhelming, and often isolating process.
  • Residents employed agency to either conform to existing paths or resist and forge new ones.

Conclusions:

  • Contextual factors significantly enable and constrain professional identity construction, leading to dissonance.
  • Reconciling identity dissonance requires substantial effort, necessitating adjustments in training programs and enhanced resident support.
  • Addressing dysfunctional cultural norms and engaging in collective identity work are crucial for reimagining the medical profession's identity.