Main Article Content
Objective: To measure the strength of professional identity across five years of MBBS course at Foundation University Medical College.
Methodology: This cross-sectional study was conducted at Foundation University Medical College (FUMC) from January 2015 to September 2019. The study included medical students from first to final year MBBS through survey sampling. The questionnaire consisted of two components; PIS score measured the strength of Professional identity and PSIQ score measured the strength of PI as it is reflected in different professional activities. SPSS 20 was used for data analysis.
Results: Study included 613 medical students whose mean age was 20.54±1.70 years and 26.4% were males. Professional identity starts forming right from the beginning of MBBS program and there was an overall increase in professional identity scores from first to final year; with mean PIS of 3.68 (i.e. close to “neutral”) in first year and 4.03 (i.e. into “agree” range) in final year. The increase in PIS score was statistically significant at two transitions; from 1st to 2nd and then from 3rd to 4th year. Clinical years (fourth and final year) were mainly responsible for most of the increase in PI and PSIQ scores.
Conclusion: The professional identity scores increase over the five years of MBBS program. Clinical years significantly increase PI scores hence clinical clerkships should be introduced early through vertical integration.
Work published in JPMI is licensed under a
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Yakov G, Riskin A, Flugelman AA. Mech¬anisms involved in the formation of pro¬fessional identity by medical students. Med Teach. 2021; 43(4):428-38.
Sarraf-Yazdi S, Teo YN, How AE, Teo YH, Goh S, Kow CS, et al. A Scoping Review of Professional Identity Formation in Un¬dergraduate Medical Education. J Gen Intern Med. 2021; 36(11):3511-21.
Iserson KV. Talking about profession¬alism through the lens of profession¬al identity. AEM Educ Train. 2019; 3(1):105-112.
Cruess SR, Cruess RL, Steinert Y. Sup¬porting the development of a profes¬sional identity: General principles. Med Teach. 2019; 41(6):641-9.
Chandran L, Iuli RJ, Strano-Paul L, Post SG. Developing “a Way of Being”: De¬liberate approaches to professional identity formation in medical education. Academic Psychiatry. 2019; 43(2):1-7.
Jarvis-Selinger S, MacNeil KA, Costello GRL, Lee K, Holmes CL. Understanding Professional Identity Formation in Ear¬ly Clerkship: A Novel Framework. Acad Med. 2019; 94(10):1574-80.
Kay D, Berry A, Coles NA. What expe¬riences in medical school trigger pro¬fessional identity development? Teach Learn Med. 2019; 31(1):17-25.
Adams K, Hean S, Sturgis P, Clark JM. Investigating the factors influencing professional identity of first-year health and social care students. Learning in Health and Social Care. 2006; 5(2):55- 68.
Crossley J, Vivekananda-Schmidt P. The development and evaluation of a Professional Self Identity Question¬naire to measure evolving professional self-identity in health and social care students. Med Teach. 2009; 3:603–7.
Samantha C, Ian N, Trevor M, Sheila K, Elizabeth M, Enkanah S, et al. Interpro¬fessional attitudes amongst undergrad¬uate students in the health professions: A longitudinal questionnaire survey. Int J Nurs Stud. 2008; 45:1667-81.
Hind M, Norman I, Cooper S, Gill E, Hil¬ton R, Judd P. Interprofessional percep¬tions of health care students. J Interprof Care. 2003; 17:21–34.
Barone MA, Vercio C, Jirasevijinda T. Supporting the development of profes¬sional identity in the millennial learner. Pediatrics. 2019; 143(3):e20183988.
Fergus KB, Teale B, Sivapragasam M, Mesina O, Stergiopoulos E. Medical stu¬dents are not blank slates: Positionality and curriculum interact to develop pro¬fessional identity. Perspect Med Educ. 2018; 7(1):5-7.
Gibson DM, Dollarhide CT, Moss JM. Professional identity development: A grounded theory of transformational tasks of new counselors. Couns Educ Superv. 2010; 50:21-38.
Niemi PM. Medical students’ profes¬sional identity: self-reflection during the preclinical years. Med Educ. 1997; 31:408–15.
White MT, Borges NJ, Geiger S. Per¬ceptions of factors contributing to professional identity development and specialty choice: A survey of third- and fourth-year medical students. Ann Be¬hav Sci Med Educ. 2011; 17:18-23.
Haidet P. Professional identity. Med En¬counter. 2015; 19:39.
Hatem DS, Halpin T. Becoming Doctors: Examining student narratives to under¬stand the process of professional iden¬tity formation within a learning com¬munity. J Med Educ Curric Dev. 2019; 6:2382120519834546.
Azmand S, Ebrahimi S, Iman M, Asema¬ni O. Learning professionalism through hidden curriculum: Iranian medical stu¬dents’ perspective. J Med Ethics Hist Med. 2018; 11:10.
Ginsburg S, Lingard L. ‘Is that normal?’ Pre-clerkship students’ approaches to professional dilemmas. Med Educ. 2011; 45:362–71.
Wald HS, White J, Reis SP, Esquibel AY, Anthony D. Grappling with complexity: Medical students’ reflective writings about challenging patient encounters as a window into professional identity formation. Med Teach. 2019; 41(2):152- 160.