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Narrative Mentorship and Professional Identity Formation: Reflections from a National Educational Event in Qatar
Fatima Al-Mohammed1, Hessa Al-Thani1, Ruben Peralta2,3
1Weill-Cornell Medical School, Doha, Qatar.
Abstract:
Professional identity formation is a central goal of medical education, shaping how learners understand the meaning and values of clinical practice. During a national educational event in Qatar, an experienced surgeon shared his personal professional journey with more than 700 students, focusing on uncertainty, failure, mentorship, and resilience rather than technical achievement. This manuscript presents a reflective perspective on that educational encounter rather than a formal empirical study. The narrative prompted open student reflections on fear, belonging, and the realities of a medical career, revealing the strong emotional and educational impact of narrative mentorship. This experience highlights how authentic clinician stories can strengthen professional identity, address the hidden curriculum, and support whole-person development within educational settings. As healthcare continues to advance technologically, intentional integration of narrative mentorship into health professions education remains essential for cultivating reflective and resilient future clinicians.
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