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A scoping review and theory‐informed conceptual model of professional identity formation in medical education.

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Title: A scoping review and theory‐informed conceptual model of professional identity formation in medical education.
Authors: Sarraf‐Yazdi, Shiva, Pisupati, Anushka, Goh, Chloe Keyi, Ong, Yun Ting, Toh, You Ru, Goh, Suzanne Pei Lin, Krishna, Lalit Kumar Radha
Source: Medical Education. Oct2024, Vol. 58 Issue 10, p1151-1165. 15p.
Subjects: Medical information storage & retrieval systems, Medical education, Professional identity, Systematic reviews, Medical students, Hospital medical staff, MEDLINE, Mathematical models, Theory, Online information services, Self-perception
Abstract: Introduction: Professional identity formation (PIF) is a central tenet of effective medical education. However, efforts to support, assess and study PIF are hindered by unclear definitions and conceptualisations of what it means to 'think, act, and feel like a physician'. Gaps in understanding PIF, and by extension, its support mechanisms, can predispose individuals towards disengaged or unprofessional conduct and institutions towards short‐sighted or reactionary responses to systemic issues. Methods: A Systematic Evidence‐Based Approach‐guided systematic scoping review of PIF theories was conducted related to medical students, trainees and practising doctors, published between 1 January 2000 and 31 December 2021 in PubMed, Embase, ERIC and Scopus databases. Results: A total of 2441 abstracts were reviewed, 607 full‐text articles evaluated and 204 articles included. The domains identified were understanding PIF through the lens of pivotal theories and characterising PIF by delineating the underlying factors that influence it and processes that define it. Conclusions: Based on regnant theories and frameworks related to self‐concepts of identity and personhood, the relationships between key PIF influences, processes and outcomes were examined. A theory‐backed integrated conceptual model was proposed to delineate the interconnected relationships among these, aiming to untangle some of the complexities inherent to PIF, to shed light on existing practices and to identify shortcomings in our understanding so as to develop mechanisms in support of its multifaceted, interlinked components. Upon scoping the literature, the authors propose a theory‐backed conceptual model to delineate the interconnected relationships between key factors affecting the professional identity formation of physicians [ABSTRACT FROM AUTHOR]
Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: A scoping review and theory‐informed conceptual model of professional identity formation in medical education.
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  Data: <searchLink fieldCode="AR" term="%22Sarraf‐Yazdi%2C+Shiva%22">Sarraf‐Yazdi, Shiva</searchLink><br /><searchLink fieldCode="AR" term="%22Pisupati%2C+Anushka%22">Pisupati, Anushka</searchLink><br /><searchLink fieldCode="AR" term="%22Goh%2C+Chloe+Keyi%22">Goh, Chloe Keyi</searchLink><br /><searchLink fieldCode="AR" term="%22Ong%2C+Yun+Ting%22">Ong, Yun Ting</searchLink><br /><searchLink fieldCode="AR" term="%22Toh%2C+You+Ru%22">Toh, You Ru</searchLink><br /><searchLink fieldCode="AR" term="%22Goh%2C+Suzanne+Pei+Lin%22">Goh, Suzanne Pei Lin</searchLink><br /><searchLink fieldCode="AR" term="%22Krishna%2C+Lalit+Kumar+Radha%22">Krishna, Lalit Kumar Radha</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Medical+Education%22">Medical Education</searchLink>. Oct2024, Vol. 58 Issue 10, p1151-1165. 15p.
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  Data: Introduction: Professional identity formation (PIF) is a central tenet of effective medical education. However, efforts to support, assess and study PIF are hindered by unclear definitions and conceptualisations of what it means to 'think, act, and feel like a physician'. Gaps in understanding PIF, and by extension, its support mechanisms, can predispose individuals towards disengaged or unprofessional conduct and institutions towards short‐sighted or reactionary responses to systemic issues. Methods: A Systematic Evidence‐Based Approach‐guided systematic scoping review of PIF theories was conducted related to medical students, trainees and practising doctors, published between 1 January 2000 and 31 December 2021 in PubMed, Embase, ERIC and Scopus databases. Results: A total of 2441 abstracts were reviewed, 607 full‐text articles evaluated and 204 articles included. The domains identified were understanding PIF through the lens of pivotal theories and characterising PIF by delineating the underlying factors that influence it and processes that define it. Conclusions: Based on regnant theories and frameworks related to self‐concepts of identity and personhood, the relationships between key PIF influences, processes and outcomes were examined. A theory‐backed integrated conceptual model was proposed to delineate the interconnected relationships among these, aiming to untangle some of the complexities inherent to PIF, to shed light on existing practices and to identify shortcomings in our understanding so as to develop mechanisms in support of its multifaceted, interlinked components. Upon scoping the literature, the authors propose a theory‐backed conceptual model to delineate the interconnected relationships between key factors affecting the professional identity formation of physicians [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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        Value: 10.1111/medu.15399
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        Text: English
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        PageCount: 15
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        Type: general
      – SubjectFull: Medical education
        Type: general
      – SubjectFull: Professional identity
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      – SubjectFull: Systematic reviews
        Type: general
      – SubjectFull: Medical students
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      – SubjectFull: Hospital medical staff
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      – SubjectFull: MEDLINE
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      – SubjectFull: Online information services
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      – SubjectFull: Self-perception
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              M: 10
              Text: Oct2024
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