Cargando…

Professional identity formation of medical students: A mixed-methods study in a hierarchical and collectivist culture

BACKGROUND: Professional identity formation (PIF) has been recognized as an integral part of professional development in medical education. PIF is dynamic: it occurs longitudinally and requires immersion in the socialization process. Consequently, in the medical education context, it is vital to fos...

Descripción completa

Detalles Bibliográficos
Autores principales: Findyartini, Ardi, Greviana, Nadia, Felaza, Estivana, Faruqi, Muhammad, Zahratul Afifah, Taris, Auliya Firdausy, Mutiara
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9175156/
https://www.ncbi.nlm.nih.gov/pubmed/35676696
http://dx.doi.org/10.1186/s12909-022-03393-9
_version_ 1784722396419194880
author Findyartini, Ardi
Greviana, Nadia
Felaza, Estivana
Faruqi, Muhammad
Zahratul Afifah, Taris
Auliya Firdausy, Mutiara
author_facet Findyartini, Ardi
Greviana, Nadia
Felaza, Estivana
Faruqi, Muhammad
Zahratul Afifah, Taris
Auliya Firdausy, Mutiara
author_sort Findyartini, Ardi
collection PubMed
description BACKGROUND: Professional identity formation (PIF) has been recognized as an integral part of professional development in medical education. PIF is dynamic: it occurs longitudinally and requires immersion in the socialization process. Consequently, in the medical education context, it is vital to foster a nurturing learning environment that facilitates PIF. AIM: This study assesses PIF among medical students in various stages of study and explores their perceptions of PIF, with its contributing and inhibiting factors. METHOD: This mixed-methods study uses a sequential explanatory approach with undergraduate (years 2, 4, and 6) and postgraduate medical students in Indonesia. We examine the subjects by administering an adapted questionnaire on PIF. We completed a series of FGDs following questionnaire administration. Quantitative and thematic analyses were conducted sequentially. RESULTS & DISCUSSION: A total of 433 respondents completed the questionnaire. There were statistically significant differences among subjects on the subscales “Recognition and internalization of professional roles” and “Self-control in professional behavior”; the more senior students had higher scores. We conducted 6 FGDs in total. The results characterize PIF as a complex, dynamic, and longitudinal journey to becoming a medical doctor that is closely related to a student’s motivation. The FGDs also highlight the importance of both internal factors (students’ values, attributes, and personal circumstances) and external factors (curriculum, the learning environment, workplace-based learning, and external expectations) for PIF in medical education. CONCLUSION: Higher-level students show higher scores in some aspects of PIF, which further validates the potential use of the questionnaire to monitor PIF, a dynamic process influenced by internal and external factors. Generating awareness among medical students and encouraging reflection on their PIF stage may be crucial for PIF processes. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-022-03393-9.
format Online
Article
Text
id pubmed-9175156
institution National Center for Biotechnology Information
language English
publishDate 2022
publisher BioMed Central
record_format MEDLINE/PubMed
spelling pubmed-91751562022-06-08 Professional identity formation of medical students: A mixed-methods study in a hierarchical and collectivist culture Findyartini, Ardi Greviana, Nadia Felaza, Estivana Faruqi, Muhammad Zahratul Afifah, Taris Auliya Firdausy, Mutiara BMC Med Educ Research BACKGROUND: Professional identity formation (PIF) has been recognized as an integral part of professional development in medical education. PIF is dynamic: it occurs longitudinally and requires immersion in the socialization process. Consequently, in the medical education context, it is vital to foster a nurturing learning environment that facilitates PIF. AIM: This study assesses PIF among medical students in various stages of study and explores their perceptions of PIF, with its contributing and inhibiting factors. METHOD: This mixed-methods study uses a sequential explanatory approach with undergraduate (years 2, 4, and 6) and postgraduate medical students in Indonesia. We examine the subjects by administering an adapted questionnaire on PIF. We completed a series of FGDs following questionnaire administration. Quantitative and thematic analyses were conducted sequentially. RESULTS & DISCUSSION: A total of 433 respondents completed the questionnaire. There were statistically significant differences among subjects on the subscales “Recognition and internalization of professional roles” and “Self-control in professional behavior”; the more senior students had higher scores. We conducted 6 FGDs in total. The results characterize PIF as a complex, dynamic, and longitudinal journey to becoming a medical doctor that is closely related to a student’s motivation. The FGDs also highlight the importance of both internal factors (students’ values, attributes, and personal circumstances) and external factors (curriculum, the learning environment, workplace-based learning, and external expectations) for PIF in medical education. CONCLUSION: Higher-level students show higher scores in some aspects of PIF, which further validates the potential use of the questionnaire to monitor PIF, a dynamic process influenced by internal and external factors. Generating awareness among medical students and encouraging reflection on their PIF stage may be crucial for PIF processes. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-022-03393-9. BioMed Central 2022-06-08 /pmc/articles/PMC9175156/ /pubmed/35676696 http://dx.doi.org/10.1186/s12909-022-03393-9 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis 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 Research
Findyartini, Ardi
Greviana, Nadia
Felaza, Estivana
Faruqi, Muhammad
Zahratul Afifah, Taris
Auliya Firdausy, Mutiara
Professional identity formation of medical students: A mixed-methods study in a hierarchical and collectivist culture
title Professional identity formation of medical students: A mixed-methods study in a hierarchical and collectivist culture
title_full Professional identity formation of medical students: A mixed-methods study in a hierarchical and collectivist culture
title_fullStr Professional identity formation of medical students: A mixed-methods study in a hierarchical and collectivist culture
title_full_unstemmed Professional identity formation of medical students: A mixed-methods study in a hierarchical and collectivist culture
title_short Professional identity formation of medical students: A mixed-methods study in a hierarchical and collectivist culture
title_sort professional identity formation of medical students: a mixed-methods study in a hierarchical and collectivist culture
topic Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9175156/
https://www.ncbi.nlm.nih.gov/pubmed/35676696
http://dx.doi.org/10.1186/s12909-022-03393-9
work_keys_str_mv AT findyartiniardi professionalidentityformationofmedicalstudentsamixedmethodsstudyinahierarchicalandcollectivistculture
AT greviananadia professionalidentityformationofmedicalstudentsamixedmethodsstudyinahierarchicalandcollectivistculture
AT felazaestivana professionalidentityformationofmedicalstudentsamixedmethodsstudyinahierarchicalandcollectivistculture
AT faruqimuhammad professionalidentityformationofmedicalstudentsamixedmethodsstudyinahierarchicalandcollectivistculture
AT zahratulafifahtaris professionalidentityformationofmedicalstudentsamixedmethodsstudyinahierarchicalandcollectivistculture
AT auliyafirdausymutiara professionalidentityformationofmedicalstudentsamixedmethodsstudyinahierarchicalandcollectivistculture