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. 2021 Nov;36(11):3511-3521.
doi: 10.1007/s11606-021-07024-9.

A Scoping Review of Professional Identity Formation in Undergraduate Medical Education

Shiva Sarraf-Yazdi  1 , Yao Neng Teo  2   3 , Ashley Ern Hui How  3   4 , Yao Hao Teo  2   3 , Sherill Goh  2   3 , Cheryl Shumin Kow  2   3 , Wei Yi Lam  2   3 , Ruth Si Man Wong  2   3 , Haziratul Zakirah Binte Ghazali  3 , Sarah-Kei Lauw  2   3 , Javier Rui Ming Tan  2   3 , Ryan Bing Qian Lee  2   3 , Yun Ting Ong  2   3   5 , Natalie Pei Xin Chan  2   3 , Clarissa Wei Shuen Cheong  2   3 , Nur Haidah Ahmad Kamal  2   3 , Alexia Sze Inn Lee  6 , Lorraine Hui En Tan  2   3 , Annelissa Mien Chew Chin  7 , Min Chiam  6 , Lalit Kumar Radha Krishna  8   9   10   11   12   13   14   15
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A Scoping Review of Professional Identity Formation in Undergraduate Medical Education

Shiva Sarraf-Yazdi et al. J Gen Intern Med. 2021 Nov.

Abstract

Background: Professional identity formation (PIF) in medical students is a multifactorial phenomenon, shaped by ways that clinical and non-clinical experiences, expectations and environmental factors merge with individual values, beliefs and obligations. The relationship between students' evolving professional identity and self-identity or personhood remains ill-defined, making it challenging for medical schools to support PIF systematically and strategically. Primarily, to capture prevailing literature on PIF in medical school education, and secondarily, to ascertain how PIF influences on medical students may be viewed through the lens of the ring theory of personhood (RToP) and to identify ways that medical schools support PIF.

Methods: A systematic scoping review was conducted using the systematic evidence-based approach. Articles published between 1 January 2000 and 1 July 2020 related to PIF in medical students were searched using PubMed, Embase, PsycINFO, ERIC and Scopus. Articles of all study designs (quantitative and qualitative), published or translated into English, were included. Concurrent thematic and directed content analyses were used to evaluate the data.

Results: A total of 10443 abstracts were identified, 272 full-text articles evaluated, and 76 articles included. Thematic and directed content analyses revealed similar themes and categories as follows: characteristics of PIF in relation to professionalism, role of socialization in PIF, PIF enablers and barriers, and medical school approaches to supporting PIF.

Discussion: PIF involves iterative construction, deconstruction and inculcation of professional beliefs, values and behaviours into a pre-existent identity. Through the lens of RToP, factors were elucidated that promote or hinder students' identity development on individual, relational or societal levels. If inadequately or inappropriately supported, enabling factors become barriers to PIF. Medical schools employ an all-encompassing approach to support PIF, illuminating the need for distinct and deliberate longitudinal monitoring and mentoring to foster students' balanced integration of personal and professional identities over time.

Keywords: PIF; personhood; professional identity; professional identity formation; ring theory of personhood.

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Conflict of interest statement

SS, YNT, AEHH, YHT, SG, CSK, WYL, RSMW, HZBG, SL, JRMT, RBQL, YTO, NPXC, CWSC, NHAK, ASIL, LHET, AMCC, MC, LKRK have no competing interests and no funding was received for this review.

Figures

Figure 1
Figure 1
The four rings of personhood in RToP
Figure 2
Figure 2
A schematic of the steps involved in systematic evidence-based approach (SEBA). Abbreviations: TA, thematic analysis; DCA, directed content analysis; BEME, Best Evidence Medical Education; STORIES, Structured approach to the Reporting In healthcare education of Evidence Synthesis
Figure 3
Figure 3
Integration of personal and professional identity entails a longitudinal, developmental process influenced by enabling (+) and disabling (−) factors that impact one’s personhood along the continuum of medical education
See this image and copyright information in PMC

References

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