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Professional identity formation among undergraduate pre-medical students: a scoping review protocol

BACKGROUND: Professional Identity formation is the process by which learners internalize a profession’s values, behaviors, and perceptions. With respect to physicians, this occurs at multiple levels of medical education, including the undergraduate, graduate, and continuing medical education stages....

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Autores principales: Endalcachew, Meklit, Deberg, Jennifer, Swee, Melissa, Suneja, Manish, Kumar, Bharat
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10517468/
https://www.ncbi.nlm.nih.gov/pubmed/37740229
http://dx.doi.org/10.1186/s13643-023-02329-8
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author Endalcachew, Meklit
Deberg, Jennifer
Swee, Melissa
Suneja, Manish
Kumar, Bharat
author_facet Endalcachew, Meklit
Deberg, Jennifer
Swee, Melissa
Suneja, Manish
Kumar, Bharat
author_sort Endalcachew, Meklit
collection PubMed
description BACKGROUND: Professional Identity formation is the process by which learners internalize a profession’s values, behaviors, and perceptions. With respect to physicians, this occurs at multiple levels of medical education, including the undergraduate, graduate, and continuing medical education stages. Professional identity formation likely starts even earlier, during the undergraduate pre-medical years but, to date, no known scoping or systematic review has been conducted on this topic. The objective of this scoping review is to systematically map the literature on professional identity formation among undergraduate pre-medical students. METHODS: This review protocol has been designed following the Arksey and O’Malley framework. We will search MEDLINE, CINAHL, Embase, and Scopus, as well as relevant grey literature, conference proceedings, and citations of selected articles. Inclusion criteria are articles (1) written in the English language, (2) involving undergraduate pre-medical students in the USA and Canada, and (3) containing original data about professional identity formation. Two independent reviewers will evaluate the titles, abstracts, and full articles for eligibility. A third reviewer will help resolve any disputes. Once the full text of articles are obtained, data will be abstracted using a standardized form. A narrative summary of findings will then be conducted, as well as a consultation exercise with university pre-medical students, pre-med advisors, and first-year medical students. DISCUSSION: By conducting this scoping review, we expect to gain a better understanding of how the experiences of undergraduate pre-medical students impact their professional identity formation. These findings will help to identify gaps in the literature, to better characterize professional identity formation in the specific context of the undergraduate pre-medical track, and to outline potential approaches to facilitate professional identity formation among undergraduate pre-medical students. SYSTEMATIC REVIEW REGISTRATION: The protocol is registered with the Open Science Framework (htps://osf.io/nfzxc). SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s13643-023-02329-8.
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spelling pubmed-105174682023-09-24 Professional identity formation among undergraduate pre-medical students: a scoping review protocol Endalcachew, Meklit Deberg, Jennifer Swee, Melissa Suneja, Manish Kumar, Bharat Syst Rev Protocol BACKGROUND: Professional Identity formation is the process by which learners internalize a profession’s values, behaviors, and perceptions. With respect to physicians, this occurs at multiple levels of medical education, including the undergraduate, graduate, and continuing medical education stages. Professional identity formation likely starts even earlier, during the undergraduate pre-medical years but, to date, no known scoping or systematic review has been conducted on this topic. The objective of this scoping review is to systematically map the literature on professional identity formation among undergraduate pre-medical students. METHODS: This review protocol has been designed following the Arksey and O’Malley framework. We will search MEDLINE, CINAHL, Embase, and Scopus, as well as relevant grey literature, conference proceedings, and citations of selected articles. Inclusion criteria are articles (1) written in the English language, (2) involving undergraduate pre-medical students in the USA and Canada, and (3) containing original data about professional identity formation. Two independent reviewers will evaluate the titles, abstracts, and full articles for eligibility. A third reviewer will help resolve any disputes. Once the full text of articles are obtained, data will be abstracted using a standardized form. A narrative summary of findings will then be conducted, as well as a consultation exercise with university pre-medical students, pre-med advisors, and first-year medical students. DISCUSSION: By conducting this scoping review, we expect to gain a better understanding of how the experiences of undergraduate pre-medical students impact their professional identity formation. These findings will help to identify gaps in the literature, to better characterize professional identity formation in the specific context of the undergraduate pre-medical track, and to outline potential approaches to facilitate professional identity formation among undergraduate pre-medical students. SYSTEMATIC REVIEW REGISTRATION: The protocol is registered with the Open Science Framework (htps://osf.io/nfzxc). SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s13643-023-02329-8. BioMed Central 2023-09-23 /pmc/articles/PMC10517468/ /pubmed/37740229 http://dx.doi.org/10.1186/s13643-023-02329-8 Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
spellingShingle Protocol
Endalcachew, Meklit
Deberg, Jennifer
Swee, Melissa
Suneja, Manish
Kumar, Bharat
Professional identity formation among undergraduate pre-medical students: a scoping review protocol
title Professional identity formation among undergraduate pre-medical students: a scoping review protocol
title_full Professional identity formation among undergraduate pre-medical students: a scoping review protocol
title_fullStr Professional identity formation among undergraduate pre-medical students: a scoping review protocol
title_full_unstemmed Professional identity formation among undergraduate pre-medical students: a scoping review protocol
title_short Professional identity formation among undergraduate pre-medical students: a scoping review protocol
title_sort professional identity formation among undergraduate pre-medical students: a scoping review protocol
topic Protocol
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10517468/
https://www.ncbi.nlm.nih.gov/pubmed/37740229
http://dx.doi.org/10.1186/s13643-023-02329-8
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