Development of a Novel Mentorship Platform to Foster Relational Mentoring, Empowered Vulnerability, and Professional Identity Formation in Undergraduate Medical Education

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Jie Jane Chen ◽  
Jonathan J. Kusner ◽  
Fidencio Saldaña ◽  
Jennifer Potter
Keyword(s):  
Medical Education ◽  
Professional Identity ◽  
Identity Formation ◽  
Undergraduate Medical Education ◽  
Professional Identity Formation ◽  
Relational Mentoring

Developing “a Way of Being”: Deliberate Approaches to Professional Identity Formation in Medical Education

2019 ◽  
Vol 43 (5) ◽  
pp. 521-527 ◽  
Author(s):  
Latha Chandran ◽  
Richard J. Iuli ◽  
Lisa Strano-Paul ◽  
Stephen G. Post
Keyword(s):  
Medical Education ◽  
Professional Identity ◽  
Identity Formation ◽  
Professional Identity Formation

The Formation of Medical “Professionals”

Afflicted ◽  
2018 ◽  
Author(s):  
Nicole M. Piemonte
Keyword(s):  
Medical Education ◽  
Professional Identity ◽  
Identity Formation ◽  
Patient Care ◽  
Virtue Ethics ◽  
Personal Development ◽  
Medical Professionals ◽  
Professional Identity Formation ◽  
Existential Anxiety ◽  
Recent Trends

Chapter four explores how educators might help cultivate the capacity for authentic patient care among doctors-in-training, including a comportment of humility, openness, and gratitude for patients. The argument is made that the curative ethos of medicine and its preoccupation with calculative thinking will persist until educators can cultivate within clinicians and clinicians-in-training the capacity to face their vulnerability and the reality of existential anxiety. It is through a pedagogy that values and fosters vulnerability and reflexivity that this capacity can be cultivated. Although recent trends in the professionalism movement, including that of “professional identity formation,” have made progress toward these ends, these movements actually may serve to reinforce calculative thinking, due to their focus on outcomes and assessment. This chapter looks critically at such trends in medical education and contends that ideas concerning professionalism can be enriched and expanded through an understanding of virtue ethics and the Aristotelian concept of phronesis, which emphasize personal development, experiential and habitual learning, and quality mentorship.

scholarly journals A Tutorial for the Creation of a Student-Run Medical Education Podcast (Preprint)

2021 ◽  
Author(s):  
Kevin John Milligan ◽  
Robert Scott Daulton ◽  
Zachary Taylor St. Clair ◽  
Madison Veronica Epperson ◽  
Rachel Holloway ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Professional Identity ◽  
Identity Formation ◽  
Professional Identity Formation ◽  
Student Community ◽  
Novel Approach ◽  
Twitter Account ◽  
The Creation

BACKGROUND Podcasting has become a popular medium for medical education content. Educators and trainees at all levels are turning to podcasts for high quality asynchronous content. While numerous medical education podcasts have emerged in recent years, few exist which are student-run. Student-run podcasts are a novel approach to supporting medical students. Near-peer mentoring has been shown to promote medical student personal and professional identity formation. Student-run podcasts offer a new medium to deliver near-peer advice to medical students in an enduring and accessible way. OBJECTIVE This article describes the creation of the UnsCripted Medicine Podcast (UMP), a student-run medical education podcast at a large public medical school. METHODS Planning and preparatory phases spanned six months. Defining a target audience and establishing a podcast mission were key first steps. Efforts were then directed towards securing funding, obtaining necessary equipment, and navigating the technical considerations of recording, editing, and publishing a podcast. In order to ensure high professionalism standards, key partnerships were created with faculty in the College of Medicine (COM). RESULTS The UnsCripted Medicine Podcast has published 53 episodes in its first two years. The number of episodes released per month ranges from 0 to 5 with a mean of 2.0. The podcast has a Twitter account with 217 followers. The show has an average 4.8/5 rating on Apple Podcasts from 24 ratings. The podcast has hosted 70 unique guests including medical students, resident physicians, attending physicians, nurses, physicians’ family members, GME leadership, and educators. CONCLUSIONS Medical student-run podcasts are a novel way to support medical student community and foster professional identity formation. Podcasts are widely available and convenient for listeners. Additionally, podcast creators can publish content with low barriers of entry compared to other forms of publishing. Medical schools should consider supporting student podcast initiatives to augment community, facilitate professional identity formation, and prepare the rising physician taskforce for the technological frontier of medical education.

Simulation as a Tool to Promote Professional Identity Formation and Patient Ownership in Medical Students

2019 ◽  
Vol 50 (6) ◽  
pp. 711-724
Author(s):  
Lillie Tien ◽  
Tasha R. Wyatt ◽  
Matthew Tews ◽  
A. J. Kleinheksel
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Professional Identity ◽  
Identity Formation ◽  
Clinical Experience ◽  
Clinical Skills ◽  
A Priori ◽  
Professional Identity Formation ◽  
Clinical Experiences ◽  
Contextual Elements

Background. Simulation has become a valuable tool in medical education, providing standardized clinical experiences without jeopardizing patient safety. Simulation may also help promote students’ professional identity formation (PIF) and patient ownership. Methods. A mixed-methods study was performed to explore the relationship between simulation, PIF, and patient ownership among third-year medical students in between their clerkship rotation blocks. Data were collected from 76 students after a simulated emergent case. A priori codes were developed and categorized into individual and contextual elements, and latent content analysis was conducted on the responses. Quantitative analysis identified how clerkship rotations and prior clinical experience affected students’ PIF and feelings of patient ownership. Results. Students exhibited both PIF and feelings of patient ownership as a result of the simulation. Students who completed an in-patient clerkship block described individual elements more frequently than students who completed the out-patient clerkship block (p = 0.017). Students who had no clinical experience prior to medical school remarked on individual elements more frequently than students who did have prior clinical experience (p = 0.017). Conclusions. When medical students felt like a physician, they took ownership of their patients. When they took ownership of their patients, they felt like a physician. Simulation has long been recognized as a valuable tool for developing clinical skills and teamwork behaviors, but it also fosters PIF and a sense of patient ownership. By introducing simulation activities earlier in medical education, students will have opportunities to develop patient ownership and professional identity earlier, allowing for a fuller, more mature development process.

scholarly journals Professional Identity Formation in Medical Education for Humanistic, Resilient Physicians

2015 ◽  
Vol 90 (6) ◽  
pp. 753-760 ◽  
Author(s):  
Hedy S. Wald ◽  
David Anthony ◽  
Tom A. Hutchinson ◽  
Stephen Liben ◽  
Mark Smilovitch ◽  
...  
Keyword(s):  
Medical Education ◽  
Professional Identity ◽  
Identity Formation ◽  
Professional Identity Formation

Professional Identity Formation in Medical Education: The Convergence of Multiple Domains

HEC Forum ◽  
2012 ◽  
Vol 24 (4) ◽  
pp. 245-255 ◽  
Author(s):  
Mark Holden ◽  
Era Buck ◽  
Mark Clark ◽  
Karen Szauter ◽  
Julie Trumble
Keyword(s):  
Medical Education ◽  
Professional Identity ◽  
Identity Formation ◽  
Professional Identity Formation ◽  
Multiple Domains

scholarly journals Engaging medical education scholars with a Twitter conference on professionalism and professional identity formation

2021 ◽  
Author(s):  
Jessica M DeWitt ◽  
Joslyn Richards ◽  
Hedy S Wald ◽  
TR Wyatt ◽  
Marcel F D'Eon
Keyword(s):  
Medical Education ◽  
Professional Identity ◽  
Identity Formation ◽  
Low Cost ◽  
Professional Identity Formation ◽  
Medical College ◽  
Education Innovation ◽  
Education Groups ◽  
Digital Option ◽  
The U.S

Implication Statement The Education Innovation Institute (EII) of Medical College of Georgia, Augusta University, hosted a conference on Twitter about Professional Identity Formation (PIF), #MCGConf2021PIF, on February 25, 2021. The conference featured five presentations by 15 authors from Canada and the U.S. A Twitter conference is a versatile, affordable, and accessible digital option for medical education groups interested in diversifying conference offerings and reaching a broader audience. It was low-cost, organized in six months, and garnered over 9,000 Twitter impressions. Small networks and interest groups can organize Twitter conferences for their constituencies and larger conference organizations can host online mini-conferences to supplement in-person events.

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