Reflections: an inquiry into medical students’ professional identity formation
Article first published online: 9 APR 2014
© 2014 John Wiley & Sons Ltd
Volume 48, Issue 5, pages 489–501, May 2014
How to Cite
Medical Education 2014: 48: 489–501 doi:10.1111/medu.12382
- Issue published online: 9 APR 2014
- Article first published online: 9 APR 2014
- Manuscript Accepted: 16 SEP 2013
- Manuscript Revised: 1 MAR 2013
- Manuscript Revised: 1 OCT 2012
- Manuscript Received: 12 JUL 2012
Professional identity formation plays a crucial role in the transition from medical student to doctor. At McMaster University, medical students maintain a portfolio of narrative reflections of their experiences, which provides for a rich source of data into their professional development. The purpose of this study was to understand the major influences on medical students’ professional identity formation.
Sixty-five medical students (46 women; 19 men) from a class of 194 consented to the study of their portfolios. In total, 604 reflections were analysed and coded using thematic narrative analysis. The codes were merged under subthemes and themes. Common or recurrent themes were identified in order to develop a descriptive framework of professional identity formation. Reflections were then analysed longitudinally within and across individual portfolios to examine the professional identity formation over time with respect to these themes.
Five major themes were associated with professional identity formation in medical students: prior experiences, role models, patient encounters, curriculum (formal and hidden) and societal expectations. Our longitudinal analysis shows how these themes interact and shape pivotal moments, as well as the iterative nature of professional identity from the multiple ways in which individuals construct meaning from interactions with their environments.
Our study provides a window on the dynamic, discursive and constructed nature of professional identity formation. The five key themes associated with professional identity formation provide strategic opportunities to enable positive development. This study also illustrates the power of reflective writing for students and tutors in the professional identity formation process.