Professional Identity Formation of Early Career Music Therapists

2021 ◽  
Author(s):  
Cassandra Byers ◽  
Anthony Meadows
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Early Career ◽  
Professional Identity Formation ◽  
Music Therapists ◽  
Career Identity ◽  
Professional Experiences ◽  
Key Characteristics ◽  
And Training ◽  
Single Approach

Abstract In this study, 15 early career music therapists were interviewed about their academic, clinical, personal, and early professional experiences to define the key characteristics of their professional identity formation. Subsequent analysis of these data revealed that for these music therapists, early career identity formation was characterized by 3 developmental tasks: (1) formulating a professional identity, (2) identifying and practicing a preferred working style, and (3) moving from a single approach to practice and drawing from a variety of theories and approaches. Furthermore, their early career identity formation was characterized by 4 sequential subphases: (1) openness to change, (2) experiencing complexity, (3) freeing up, and (4) increased confidence. Barriers to healthy identity formation were also discussed. Implications for education and training, along with the importance of facilitating mentorship opportunities for early career professionals, were proposed to connect the findings to academic and professional life.

scholarly journals Becoming Global Lawyers: A Comparative Study of Civic Professionalism

2021 ◽  
pp. 1-24
Author(s):  
John Bliss
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Professional Education ◽  
The United States ◽  
Mapping Method ◽  
Professional Identity Formation ◽  
The Us ◽  
Corporate Lawyers ◽  
Civic Professionalism ◽  
And Training

Through their professional education and training, new lawyers are generally encouraged to adopt a civic vision of professional identity. This article explores convergences and divergences in how new lawyers entering an increasingly globalized legal profession conceive of their civic roles in different national contexts. In particular, I draw on interviews and a cross-cultural identity-mapping method to examine the lived experiences of civic professionalism among corporate-lawyers-in-training in the United States and China. I found that professional identity formation in the US sample is largely marked by role distancing and a sense of constrained public-interest expression. In contrast, Chinese respondents generally identified strongly with their civic roles, while framing their public contributions in pragmatic, state-aligned terms. I conclude with a comparative analysis of young lawyers’ bottom-up efforts to expand their civic impact.

Struggling for professional identity

Babel ◽  
2020 ◽  
Vol 66 (4-5) ◽  
pp. 674-688
Author(s):  
Sulyoung Hong ◽  
Eunah Choi
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Cultural Context ◽  
Job Insecurity ◽  
Professional Identity Formation ◽  
Professional Experiences ◽  
Personal Experiences ◽  
Male Experience ◽  
Predominantly Female ◽  
Shed Light

Abstract Despite growing academic interest in the personal experiences of translators and interpreters with a focus on status, identity, role and ethics, and job satisfaction, there have been few academic attempts to inquire into the experiences of respective genders in the profession. Also, outside of T&I studies, most occupational research has examined the experience of women in male-dominated fields. Thus, the current study aims to shed light on the professional experiences and challenges of male interpreters working in a predominantly female profession in Korea. Taking a qualitative approach to interpret the male experience from a temporal, spatial, and cultural context, a narrative inquiry was conducted with male conference interpreters currently working in Korea to closely examine the struggles they experience in the process of their professional identity formation. Data analysis reveals that male interpreters face extreme gender bias and stereotypes at work, and struggle with issues such as emotional remoteness with colleagues, job insecurity, and crisis of identity stemming from an unstable social status for male interpreters.

scholarly journals A Scoping Review of Professional Identity Formation in Undergraduate Medical Education

2021 ◽  
Author(s):  
Shiva Sarraf-Yazdi ◽  
Yao Neng Teo ◽  
Ashley Ern Hui How ◽  
Yao Hao Teo ◽  
Sherill Goh ◽  
...  
Keyword(s):  
Medical Students ◽  
Identity Development ◽  
Medical School ◽  
Professional Identity ◽  
Identity Formation ◽  
Scoping Review ◽  
Medical Schools ◽  
Professional Identity Formation ◽  
Enabling Factors ◽  
Content Analyses

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.

Professional identity formation of medical teachers in a non-Western setting

2021 ◽  
pp. 1-6
Author(s):  
Mardiastuti H. Wahid ◽  
Ardi Findyartini ◽  
Diantha Soemantri ◽  
Rita Mustika ◽  
Estivana Felaza ◽  
...  
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Professional Identity Formation ◽  
Medical Teachers

scholarly journals The use of text mining to detect key shifts in Japanese first-year medical student professional identity formation through early exposure to non-healthcare hospital staff

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Yayoi Shikama ◽  
Yasuko Chiba ◽  
Megumi Yasuda ◽  
Maham Stanyon ◽  
Koji Otani
Keyword(s):  
Text Mining ◽  
Professional Identity ◽  
Identity Formation ◽  
Role Models ◽  
Healthcare Professionals ◽  
Clinical Work ◽  
Working Environment ◽  
First Year ◽  
Professional Identity Formation ◽  
The Impact

Abstract Background Professional identity formation is nurtured through socialization, driven by interaction with role models, and supported through early clinical exposure (ECE) programmes. Non-healthcare professionals form part of the hospital community but are external to the culture of medicine, with their potential as role models unexplored. We employed text mining of student reflective assignments to explore the impact of socialization with non-healthcare professionals during ECE. Methods Assignments from 259 first-year medical students at Fukushima Medical University, Japan, underwent hierarchical cluster analysis. Interrelationships between the most-frequently-occurring words were analysed to create coding rules, which were applied to elucidate underlying themes. Results A shift in terms describing professional characteristics was detected, from “knowledge/skill” towards “pride [in one’s work]” and “responsibility”. Seven themes emerged: contribution of non-healthcare professionals, diversity of occupation, pride, responsibility, teamwork, patient care and gratitude. Students mentioning ‘contribution of non-healthcare professionals’ spoke of altruistic dedication and strong sense of purpose. These students expressed gratitude towards non-healthcare professionals for supporting clinical work, from a doctor’s perspective. Conclusion Socialization with non-healthcare professionals provides important insights into the hospital working environment and cultural working norms. Through role modelling altruism and responsibility, non-healthcare professionals positively influenced student professional identity formation, promoting self-conceptualisation as a doctor.

scholarly journals On Teaching the Sum While Paying Attention to the Parts: Whole Person Care through Ethnography in Medical Education

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Vasiliki Nataly Rahimzadeh ◽  
David Lessard ◽  
Peter Nugus
Keyword(s):  
Medical Students ◽  
Family Medicine ◽  
Medical School ◽  
Professional Identity ◽  
Identity Formation ◽  
Medical Training ◽  
Academic Discipline ◽  
Professional Identity Formation ◽  
Patient Centered ◽  
Whole Person

Objective—This article provides a reflection on medical teaching opportunities for whole person care based on our experiences mentoring 2nd-year medical students through an Ethnography Practicum at a Canadian university.                                                                  Background—The Ethnography Practicum is a new addition to the Family Medicine Transition to Clinical Practice (TCP) curriculum introduced in the second year of medical school at McGill University. It involves 30 hours of instruction (6 hours in lectures with an instructor, and 24 hours in small-group tutorials with the authors), and 9 hours of fieldwork observations in various community health settings across Montreal, QC. The primary aims of the Practicum converge with those of the TCP generally in two important ways: to inculcate in students the concepts of patient centered care, and to promote family medicine as both an academic discipline and career option.                    Results and Discussion— Our experiences illustrate two tensions that shape students’ expectations and experiences throughout their involvement in the Practicum and, in turn, highlight the implications for teaching whole-person care. First, ethnography as a combination of different methods has itself been the locus of tensions between positivist and critical traditions in the three last decades. Second, the Practicum is situated precisely at the crossroads of key moments on the professional identity formation continuum for our students. Such a crossroads is disruptive to the status quo of medical traineeship characteristic of the first two years in medical school, and thus reorients professional identity formation. The above tensions reveal how ethnography is not only a revered research tradition in the humanities, but can also be a conduit to whole person care-inspired clinical practice.Conclusion—As instructors and mentors involved in this Ethnography Practicum, we are continually forging a new relevance for organizational ethnography in medical training, where medical students can reflect and act on competencies beyond clinical ones. The Practicum provides a space for students to wrestle with alternative epistemologies to understanding the social world in which medicine is embedded. We lastly provide pragmatic ways to better address these tensions in an effort to support students as they proceed through the (multifaceted) development of their professional identities as future physicians.

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