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Supporting doctors' professional identity development through specialist training.

Shemona Y Rozario1,2, Melanie K Farlie3,4, Mahbub Sarkar4,5

  • 1Centre of Human Anatomy Education (CHAE), Department of Anatomy and Developmental Biology, Biomedical Discovery Institute, Faculty of Medicine, Nursing, and Health Sciences, Monash University, Clayton, Victoria, Australia.

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Summary
This summary is machine-generated.

Understanding professional identity development in anatomical pathology (AP) trainees is crucial for addressing specialist workforce shortages. Key factors influencing this development include learning opportunities, environment, and mentorship, with disconnectedness being a significant challenge.

Keywords:
anatomical pathologynarrative inquirypostgraduate trainingprofessional identityqualitative researchspecialty training

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Area of Science:

  • Medical Education
  • Specialist Training
  • Professional Identity Development

Background:

  • Anatomy-centric medical specialties face workforce shortages, partly due to trainee attrition.
  • Limited research exists on the specific factors contributing to trainee attrition in these fields.
  • Professional identity (PI) development is a potential area to explore for understanding and mitigating attrition.

Purpose of the Study:

  • To explore factors affirming and challenging professional identity (PI) development in anatomical pathology (AP) trainees.
  • To use AP as a model for understanding specialist PI development in anatomy-centric fields.
  • To identify actionable insights for supporting trainees and reducing attrition.

Main Methods:

  • Qualitative research approach utilizing narrative inquiry.
  • Interviews conducted with AP trainees and consultants in Australia and New Zealand.
  • Thematic analysis of interview data using framework analysis, interpreted through a 're-storying' process.

Main Results:

  • Three dominant themes emerged: learning opportunities, learning environment/context, and people influencing learning.
  • 'Learning opportunities' significantly impacted PI development.
  • Key challenges included perceived incompetence, dependence during transition, and a sense of disconnectedness.

Conclusions:

  • Learning opportunities are central to PI development in AP trainees.
  • Addressing perceptions of incompetence, dependence, and disconnectedness is vital for supporting trainees.
  • Disconnectedness may be an under-researched factor contributing to trainee attrition and warrants further investigation.