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Adolescents from ethnic minority backgrounds face a multifaceted journey in forming their identities, shaped by the intersections of cultural expectations and personal exploration. For these adolescents, identity formation involves not only typical developmental challenges but also navigating the perceptions and attitudes of the majority culture. As they grow, adolescents in ethnic minority groups often become increasingly aware of stereotypes, social biases, and discrimination, all of which...
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Adolescence is a pivotal period of identity formation, during which individuals begin to answer questions central to their sense of self, such as "Who am I?" and "Who do I hope to become?" Both parents and peers play critical roles in guiding adolescents through this complex developmental phase.
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Erik Erikson's fifth stage of psychosocial development, "identity versus role confusion," is crucial during adolescence (ages 12 to 18). In this stage, adolescents face the developmental task of forging a distinct personal identity, a process influenced by social, psychological, and biological changes typical of this period. Adolescents naturally explore different roles, behaviors, and ideologies as they navigate complex questions of self-concept, asking, "Who am I?" and...
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Defining Doctoral-Prepared Health Scientists' Identity.

Genevieve Pinto Zipp1, Beverly W Henry, Lynda Goodfellow

  • 1Dep. of Interprofessional Health Sciences and Health Administration, School of Health and Medical Sciences, Seton Hall University, 123 Metro Boulevard Rm 0432, Nutley, NJ 07110, USA. Tel 973-275-2457. Genevieve.Zipp@shu.edu.

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The health science doctorate prepares professionals for interprofessional practice. Doctoral-prepared health scientists advance teamwork by acting as knowledge brokers and change agents in healthcare.

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Area of Science:

  • Health Professions Education
  • Interprofessional Practice
  • Doctoral Studies

Background:

  • Quality healthcare delivery increasingly demands interdisciplinary teamwork skills.
  • Health professions faculty must prepare graduates for interprofessional practice and scholarship.
  • Traditional doctoral programs are discipline-specific, contrasting with the need for interprofessional collaboration.

Purpose of the Study:

  • To describe the identity and role of the health scientist in advancing interprofessional education and practice.
  • To highlight the importance of doctoral-prepared health scientists as facilitators of interprofessional collaboration.

Main Methods:

  • This commentary paper synthesizes current understanding of interprofessional education.
  • It defines the scholar-practitioner role within the health science doctorate framework.

Main Results:

  • Doctoral-prepared health scientists function as knowledge brokers, translators, and change agents.
  • They exemplify interprofessional research and communication, crucial for team-based care.
  • These scholars enhance health professions education through improved reasoning and data analysis.

Conclusions:

  • The health science doctorate is essential for fostering interprofessional collaboration in healthcare.
  • Faculty must equip students with skills for complex problem-solving and team-based care.
  • Doctoral-prepared health scientists are pivotal in advancing healthcare quality through interprofessional models.