scholarly journals The Importance of the Community of Practice in Identity Development

2006 ◽  
Author(s):  
Janis Davis
Keyword(s):  
Identity Development ◽  
Occupational Therapy ◽  
Professional Identity ◽  
Community Of Practice ◽  
Professional Relationships ◽  
Professional Identity Development ◽  
Occupational Therapy Students ◽  
Multiple Case ◽  
Practice Methods ◽  
Cross Case Analysis

Purpose: The purpose of this study was to examine what processes facilitate, temper, or impede occupational therapy identity development in a community of practice. Methods: A multiple case design organized data collected from five in-depth interviews with occupational therapy students on level II fieldwork. A cross-case analysis was used to arrive at multiple case themes. Results: Themes emerged as responses to participation in a community of practice: a) professional relationships; b) supervision types; and c) responsibility for professional identity development. Results suggest that communities of practice have unique characteristics that either inhibit students from adopting professional identity or draw them closer to the center of the profession. Conclusions: Responsibility for professional identity development lies with both student and community of practice. These findings suggest attention must be paid to the quality of the community of practice if students are to experience a successful trajectory into the profession of occupational therapy.

scholarly journals 'I don't feel like I'm learning how to be a doctor': early insights regarding the impact of Covid-19 on UK medical student professional identity

2021 ◽  
Author(s):  
Anna Harvey ◽  
Megan EL Brown ◽  
Matthew H V Byrne ◽  
Laith Alexander ◽  
Jonathan CM Wan ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Identity Development ◽  
Professional Identity ◽  
Community Of Practice ◽  
Medical Community ◽  
Clinical Environment ◽  
Professional Identity Development ◽  
The Uk ◽  
The Impact

Phenomenon Professional identity development is recognised as a core goal of medical education alongside knowledge and skill acquisition. Identity is a complex entity that can be conceptualised as externally influenced, but individually constructed. Integration from legitimate bystander to "old timer" of the medical community of practice provides a backdrop for individual negotiation of professional identity. During Covid-19, the medical community of practice and education experienced significant disruption. We sought to investigate how these disruptions impacted professional identity development by examining conflicts between students' identities highlighted by the pressures of the pandemic. Approach A mixed-methods survey was distributed to medical students in the UK. The survey was active from 2nd May to 15th June 2020, during the height of the first wave of the Covid-19 pandemic in the UK. Operating within the paradigm of constructivism, we conducted a reflexive thematic analysis of qualitative responses. Analysis was focused around the disruption to medical education, actions taken by medical students during this disruption, and the tension between student actions where they existed in conflict. Findings Three themes were constructed to describe the identities that participants felt were in conflict during the first wave of the Covid-19 pandemic: Status and role as a future doctor; status and role as a student; and status and role as a member of the wider community. Students noted that lack of clinical exposure was detrimental to their education, implicitly recognising that many aspects of professional identity formation are forged in the clinical environment. Participants were keen to volunteer clinically but struggled to balance this with academic work. Participants worried about the risk to their families and the wider community, and wanted to ensure that their skills would add value to the clinical environment. Volunteers felt frustrated when they were unable to perform tasks which aligned with their identities future doctors, with the exception of participants who worked as interim FY1s (FiY1s), which aligned well with the roles of FY1s. Insights As hypothesised, the participants in this study experienced disruptions to their professional identity development during the first wave of the Covid-19 pandemic in 2020. This work provides early evidence, collected at the beginning of the pandemic, that the effects of disruptions to professional identity development were wide-reaching, often negative, and represent an important topic for future exploration. Given that the pandemic has highlighted areas of identity tension, these findings have the potential to provide insight into how medical training can better nurture professional identity development during and beyond international crises.

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.   

scholarly journals Exploring Students’ Experiences in Occupational Therapy Education: A Phenomenological Study of Professional Identity Development

2022 ◽  
Author(s):  
Peter Ndaa ◽  
Katherine Wimpenny ◽  
Rebecca Khanna ◽  
Simon Goodman ◽  
Ajediran Bello
Keyword(s):  
Identity Development ◽  
Occupational Therapy ◽  
Learning Styles ◽  
Professional Identity ◽  
Phenomenological Study ◽  
Phenomenological Approach ◽  
Structured Interviews ◽  
Study Program ◽  
Occupational Therapy Education ◽  
Occupational Therapy Students

The existing literature on professional identity enactment and development, subscribes to students’ socializing in a learning environment, where they regularly encounter practicing professionals throughout their education period. However, in most countries with less resourced occupational therapists like Ghana, education in occupational therapy is fraught with inadequate number of same professionals to mentor undergraduate occupational therapy students. The students are thus faced with serious dilemma regarding their professional identity which tends to elicit a bleak perception of their chosen career. The present study was therefore envisaged to interpret and analyse the students’ lived experiences, with the view to capture the process of constructing and developing professional identity. The study focused on purposively sampled group of nine undergraduate occupational therapy students during their practice placement education, and their learning styles on didactic lectures. A hermeneutic phenomenological approach was adopted for the study. The students were followed up throughout their four-year study program for data collection, using one-to-one semi-structured interviews each year. With reference to the threshold concepts, transcribed interview data were analyzed using interpretative phenomenological procedures. The study established a transformational development of professional identity from the novice stage into graduate professionals, amidst complex interaction of co-constructed themes which included: personal knowing, professional knowing and experiential knowing.

Evolution of professional identity in Iranian occupational therapy students and new graduates: A comparative study

2021 ◽  
pp. 030802262110177
Author(s):  
Seyed Alireza Derakhshanrad ◽  
Emily F Piven ◽  
Bahareh Zeynalzadeh Ghoochani
Keyword(s):  
Occupational Therapy ◽  
Professional Identity ◽  
Identity Formation ◽  
Qualitative Inquiry ◽  
Professional Attitudes ◽  
Future Career ◽  
New Graduates ◽  
Professional Attitude ◽  
Occupational Therapy Students ◽  
Over Time

Introduction The development of professional attitude evolves over time and contributes to the formation of professional identity. This study tracked formation of professional identity by comparing professional attitudes of three cohorts: new graduates, final-year, and first-year students of occupational therapy. Method The online survey, including a 5-point Likert scale 17-item questionnaire and one qualitative inquiry using an incomplete statement, revealed the perception and future career prospects of 144 novice practitioners and students of occupational therapy. Written statements were compared to each other to provide insight about the participants’ perspectives during the three time periods. Findings One-way ANOVA indicated that there were significant differences in professional attitudes among the three cohorts (F (2, 141) = 14.32, p < 0.0001), demonstrating a downward trend in professional identity formation. The comparison analysis of statements confirmed the quantitative results and highlighted an issue of negative professional identity through indicating great concerns over the future career prospects. Conclusion Despite increased awareness of occupational therapy over time, these participants seemed to have had trouble developing a sound sense of professional identity. Possible sources and solutions for this issue were discussed, to better facilitate a clear sense of professional identity in occupational therapy students and practitioners.

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.

scholarly journals A Critical Period in Becoming a Teacher: How Novice Teachers Develop Their Professional Identity

2020 ◽  
Vol 4 (4) ◽  
pp. p66
Author(s):  
Scott Gibbons
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Novice Teachers ◽  
Development Process ◽  
Teacher Educators ◽  
Role Identity ◽  
Key Factors ◽  
Professional Identity Development ◽  
The Many ◽  
Novice Educators

It is important to understand how teachers develop their professional identity because teacher educators and supervisors can take necessary steps to ensure novice teachers are provided necessary opportunities to cultivate their identity. This article examines research on professional identity development and explains how teachers develop their professional identity and why it is important for mentors to aid in the development process. This article draws on previous research to both define professional identity and explore the many aspects that lead to identity development in novice teachers. Findings suggest that although any experience can contribute to professional identity development, key factors have a major impact on how teachers develop their identity and the role identity development plays in pedagogical thinking. Understanding how professional identity develops can help teacher educators, supervisors, and mentors make available opportunities to build agency among novice educators, helping them to grow into reflective teachers.

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