The ideology of professional identity formation (PIF) is trending in pharmacy education. Therefore, we must initiate conversations about how the PIF framework impacts minoritized students. PIF is applied at default through the white racial frame, which is why making PIF inclusive is difficult. The concept of PIF itself is Eurocentric and relies on normative colonial systems, order, and viewpoints. Due to white centering, the PIF framework then becomes a tool of assimilation. This socially conditions marginalized and minoritized individuals to participate in the dominant culture's society according to those norms. Here we review the capitalistic angles of PIF, how PIF encourages assimilation, the interplay of role modeling on student development, and how to adjust the PIF framework to be more inclusive for minoritized learners.
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Stimulating Medical Student Professional Identity Formation Through Mentored Longitudinal Partnerships With Patient Teachers.
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R.H. Kon is associate professor of medicine, Department of Medicine, University of Virginia School of Medicine, Charlottesville, Virginia; ORCID: https://orcid.org/0000-0002-3326-5203.
Article Synopsis
- Longitudinal patient relationships can enhance medical students' professional identity formation and understanding of illness, but implementing a traditional longitudinal integrated clerkship (LIC) may not always be possible.
- The Patient Student Partnership (PSP) program at the University of Virginia School of Medicine pairs students with chronic illness patients over four years, blending experiential learning with the existing block curriculum.
- Student feedback indicates that the PSP program fosters connections between classroom theory and clinical practice, improves communication skills, and enhances self-reflection on their future roles, with 80.6% agreeing it allowed them to observe the impact of chronic illness on patients' lives.
- Future research is needed to assess the program’s effectiveness in promoting professional identity formation similar to LICs and to improve student
Nurturing humanism and professionalism in a clinical setting: A multicenter study to develop a framework for a learning module for clinical students.
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Department of Medical Education, Universitas Andalas, Padang, Indonesia.
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View Article and Find Full Text PDFEnhancing professional identity formation in health professions: A multi-layered framework for educational and reflective practice.
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Faculty of Dentistry, SEGi University, Petaling Jaya, Malaysia.
Professional identity formation (PIF) is a multi-dimensional and dynamic process central to health professions education. It involves integrating personal values with societal expectations and professional responsibilities. This article introduces a novel multi-layered conceptual framework-drawing on evolutionary economics, systems theory, and information architecture-to address a gap in current competency-based education models.
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Centre for Medical Education, University of Dundee, Dundee, Scotland.
Background: The professional identity of doctors is evolving with physicians now required to be 'scholars', facilitating the education of students and healthcare teammates as educators. Mentoring is widely practiced and is postulated to facilitate professional identity formation (PIF) through socialization. Preliminary literature review suggested few studies looking into how formal mentoring programmes affect PIF of novice clinician educators, particularly an Asian context.
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Introduction: Residency programmes are in transition to a framework for competency-based medical education (CBME). The intersection of CBME with transformational learning (TL) experiences and professional identity formation (PIF) - particularly within senior learners in transitional states - is unknown but important to understand in order to develop and implement strategies to support trainees' professional development.
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