scholarly journals Relational professional identity: How do pharmacy students see themselves in relation to others?

2020 ◽  
pp. 171516352096450
Author(s):  
Alexandra Neubert ◽  
Jamie Kellar ◽  
Daniel Miller ◽  
Kulamakan (Mahan) Kulasegaram ◽  
Elise Paradis
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Health Care Professionals ◽  
Professional Socialization ◽  
Pharmacy Students ◽  
Scope Of Practice ◽  
Relational Identity ◽  
Professional Identity Development ◽  
New Graduates ◽  
Pharmacy Profession

Background: As the pharmacy profession moves towards patient-centred care, pharmacy schools have updated their curricula to prepare students for a full scope of practice. A critical objective of the new curricula is the professional socialization of pharmacy students into relational aspects of the profession: how pharmacists should interact with patients and other health care professionals. Through an examination of how one cohort of pharmacy students perceives its relationship to patients and physicians, this study aims to determine how these relational aspects of professional identity evolve with time spent in the program. Methods: At 3 time points over a 2-year period, pharmacy students were asked to detail in writing how they would communicate with a physician concerning a hypothetical drug allergy scenario. A directed content analysis of their responses was conducted based on 3 main analytic categories: patient-centredness, physician collaboration and physician deference. These categories were further divided into 6 subcategories that were used as the variables for analysis. Statistical analyses examined longitudinal group trends for these variables. Results: Over the 2 years of observation, an examination of the proportion of messages demonstrating the subcategories of interest showed that the only measure of the pharmacy students’ relational professional identity that changed significantly over time occurred for the perception of a sense of shared care for the patient. All other aspects of their relational identity were stagnant and did not change as they progressed through training (χ2; 12.772, df = 2, p < 0.002). Conclusion: Our results suggest that the relational professional identity of participants was poorly developed with regards to both patients and physicians. Pharmacy educators must reexamine the methods currently being employed to foster students’ professional identity development to ensure that new graduates are prepared to meet the challenges of a changing scope of practice. Can Pharm J (Ott) 2021;154:xx-xx.

Assessment of a structured longitudinal professional identity development curriculum for pharmacy students

2018 ◽  
Vol 10 (11) ◽  
pp. 1518-1523 ◽  
Author(s):  
Anita Pokorny ◽  
Jaclyn Boyle ◽  
Alexander Hoffman ◽  
Cory P. Coffey ◽  
Stacey Schneider
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Pharmacy Students ◽  
Professional Identity Development

scholarly journals Entering Academic Advising

2020 ◽  
Vol 2 ◽  
Author(s):  
Craig Michael McGill ◽  
Mark Paul Duslak ◽  
Andrew Puroway
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Community Of Practice ◽  
Academic Advising ◽  
Professional Socialization ◽  
Future Research ◽  
Primary Role ◽  
Professional Identity Development ◽  
Substantive Theory ◽  
Collaborative Analysis

Primary-role academic advisors come to the field from a wide variety of social, academic, and vocational backgrounds.  There are likely a wide variety of ways in which these advisors are socialized for the work of academic advising and in the larger community of practice of advising.  However, advisors’ professional identity development is under-studied, and this lack of understanding is an impediment to the emergence of advising as a profession. This article presents findings on professional socialization from a larger collaborative autoethnographic study of advisor professional identity. We present a collaborative analysis of our reflections on becoming primary-role advisors which includes nine interconnecting themes in an emerging substantive theory of advisor professional socialization. Though it is not generalizable, our model is a proposal on which future research can build.   

Teaming as a Mechanism to Promote Professional Identity Development

2015 ◽  
Vol 39 (3) ◽  
pp. 252-259
Author(s):  
Tracey L. Gendron ◽  
E. Ayn Welleford ◽  
Christine Jensen ◽  
Barbara J. Myers
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Professional Identity Development

Managerial identity development across the age-spectrum from an ideal self and values perspective

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Udayan Dhar
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Personal Values ◽  
Ideal Self ◽  
Professional Identity Development ◽  
Content Type ◽  
Management Professionals ◽  
Inductive Thematic Analysis ◽  
The Ideal

PurposeThe purpose of this study is to investigate professional identity development among management professionals through the lens of the ideal self and personal values.Design/methodology/approachDetailed career vision essays based on the ideal self and personal values of 48 participants ranging in age from 22 to 54 were analyzed using an inductive thematic analysis. A theory-based classification of their personal values, collected through a survey, was also conducted as a supplemental analysis.FindingsThe visions of older management professionals were less career-oriented, more holistic, involved in a greater multiplicity of career roles, had more clarity and placed higher emphasis on work–life balance and on developing others. The older participants also reported having fewer self-enhancement values.Originality/valueThe findings demonstrate the relevance of the ideal self as a lens to study identity development and advance our understanding of professional identity development in the context of modern careers.

scholarly journals Recognizing and Alleviating Moral Distress Among Obstetrics and Gynecology Residents

2014 ◽  
Vol 6 (3) ◽  
pp. 457-462 ◽  
Author(s):  
Julie Aultman ◽  
Rachel Wurzel
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Moral Distress ◽  
Residency Education ◽  
Obstetrics And Gynecology ◽  
Professional Identity Development ◽  
Moral Concepts ◽  
Clinical Encounters ◽  
Medical Institutions ◽  
Academic Medical

Abstract Background Obstetrics and gynecology residents face difficult clinical situations and decisions that challenge their moral concepts. Objective We examined how moral and nonmoral judgments about patients are formulated, confirmed, or modified and how moral distress may be alleviated among obstetrics-gynecology residents. Methods Three focus groups, guided by open-ended interview questions, were conducted with 31 obstetrics-gynecology residents from 3 academic medical institutions in northeast Ohio. Each focus group contained 7 to 14 participants and was recorded. Two investigators independently coded and thematically analyzed the transcribed data. Results Our participants struggled with 3 types of patients perceived as difficult: (1) patients with chronic pain, including patients who abuse narcotics; (2) demanding and entitled patients; and (3) irresponsible patients. Difficult clinical encounters with such patients contribute to unalleviated moral distress for residents and negative, and often inaccurate, judgment made about patients. The residents reported that they were able to prevent stigmatizing judgments about patients by keeping an open mind or recognizing the particular needs of patients, but they still felt unresolved moral distress. Conclusions Moral distress that is not addressed in residency education may contribute to career dissatisfaction and ineffective patient care. We recommend education and research on pedagogical approaches in residency education in a model that emphasizes ethics and professional identity development as well as the recognition and alleviation of moral distress.

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