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Developing professional identity among undergraduate medical students in a competency-based curriculum: Educators' perspective
Professional identity formation (PIF) refers to the possession and exhibition of the conduct of a medical professional. It's an external representation of a medical personnel's feelings, beliefs, experiences, and values that influence the provision of holistic patient care. Apart from trai...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Wolters Kluwer - Medknow
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9818684/ https://www.ncbi.nlm.nih.gov/pubmed/36618475 http://dx.doi.org/10.4103/jehp.jehp_329_22 |
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author | Krishnasamy, Narendiran Hasamnis, Ameya A. Patil, Sapna S. |
author_facet | Krishnasamy, Narendiran Hasamnis, Ameya A. Patil, Sapna S. |
author_sort | Krishnasamy, Narendiran |
collection | PubMed |
description | Professional identity formation (PIF) refers to the possession and exhibition of the conduct of a medical professional. It's an external representation of a medical personnel's feelings, beliefs, experiences, and values that influence the provision of holistic patient care. Apart from training medical students to be competent and skilled physicians, one of the goals of today's medical education must be to encourage them to achieve professional identity formation. Many medical schools across the globe have made this explicit during the clinical years of study, but we believe that professional identity formation starts as early as day one of medical school. So, for educators, apart from delivering basic science subject content during early years of study, the creation of learning opportunities and pedagogic space in the curriculum to enhance competencies of PIF becomes mandatory. This competency-based educational approach will help medical students transform and reconsider their own values and beliefs by relating to the behaviors that are expected by the profession, colleagues, and patients when they graduate as medical doctors. In this paper, we discuss how a competency-based curriculum should provide opportunities for students to interact and communicate effectively with patients and colleagues, to self-reflect on their own personal identity before creating a professional identity that is unique to the profession, to make the right judgment and confidently practice medicine in a business-based healthcare system. |
format | Online Article Text |
id | pubmed-9818684 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Wolters Kluwer - Medknow |
record_format | MEDLINE/PubMed |
spelling | pubmed-98186842023-01-07 Developing professional identity among undergraduate medical students in a competency-based curriculum: Educators' perspective Krishnasamy, Narendiran Hasamnis, Ameya A. Patil, Sapna S. J Educ Health Promot Review Article Professional identity formation (PIF) refers to the possession and exhibition of the conduct of a medical professional. It's an external representation of a medical personnel's feelings, beliefs, experiences, and values that influence the provision of holistic patient care. Apart from training medical students to be competent and skilled physicians, one of the goals of today's medical education must be to encourage them to achieve professional identity formation. Many medical schools across the globe have made this explicit during the clinical years of study, but we believe that professional identity formation starts as early as day one of medical school. So, for educators, apart from delivering basic science subject content during early years of study, the creation of learning opportunities and pedagogic space in the curriculum to enhance competencies of PIF becomes mandatory. This competency-based educational approach will help medical students transform and reconsider their own values and beliefs by relating to the behaviors that are expected by the profession, colleagues, and patients when they graduate as medical doctors. In this paper, we discuss how a competency-based curriculum should provide opportunities for students to interact and communicate effectively with patients and colleagues, to self-reflect on their own personal identity before creating a professional identity that is unique to the profession, to make the right judgment and confidently practice medicine in a business-based healthcare system. Wolters Kluwer - Medknow 2022-11-26 /pmc/articles/PMC9818684/ /pubmed/36618475 http://dx.doi.org/10.4103/jehp.jehp_329_22 Text en Copyright: © 2022 Journal of Education and Health Promotion https://creativecommons.org/licenses/by-nc-sa/4.0/This is an open access journal, and articles are distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 License, which allows others to remix, tweak, and build upon the work non-commercially, as long as appropriate credit is given and the new creations are licensed under the identical terms. |
spellingShingle | Review Article Krishnasamy, Narendiran Hasamnis, Ameya A. Patil, Sapna S. Developing professional identity among undergraduate medical students in a competency-based curriculum: Educators' perspective |
title | Developing professional identity among undergraduate medical students in a competency-based curriculum: Educators' perspective |
title_full | Developing professional identity among undergraduate medical students in a competency-based curriculum: Educators' perspective |
title_fullStr | Developing professional identity among undergraduate medical students in a competency-based curriculum: Educators' perspective |
title_full_unstemmed | Developing professional identity among undergraduate medical students in a competency-based curriculum: Educators' perspective |
title_short | Developing professional identity among undergraduate medical students in a competency-based curriculum: Educators' perspective |
title_sort | developing professional identity among undergraduate medical students in a competency-based curriculum: educators' perspective |
topic | Review Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9818684/ https://www.ncbi.nlm.nih.gov/pubmed/36618475 http://dx.doi.org/10.4103/jehp.jehp_329_22 |
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