Medical students and clinical placements - a qualitative study of the continuum of professional identity formation. Issue 4 (4th July 2021)

• Record Type: Journal Article
• Authors: O'Doherty, Diane; Culhane, Aidan; O'Doherty, Jane; Harney, Sarah; Glynn, Liam; McKeague*, Helena; Kelly*, Dervla
• Is Part Of: Education for primary care. Volume 32:Issue 4(2021)
• Page Start: 202
• Page End: 210
• Publication Date: 2021-07-04
• Subjects: Professional identity formation -- early patient contact programme -- general practice -- longitudinal integrated clerkship; Family medicine -- Study and teaching (Continuing education) -- Periodicals; 362.1720711
• DOI: 10.1080/14739879.2021.1879684
• Languages: English
• ISSNs: 1473-9879

Abstract

ABSTRACT: Background: To explore graduates' perceptions of significant factors affecting professional identity formation (PIF) throughout their graduate medical school education journey and early practice years. Methods: A qualitative study with medical graduates using non-probability sampling. Data collected with graduates via face to face and telephone interviews. Interviews (n = 9) completed with medical graduates of the School of Medicine, University of Limerick. Results: Graduates described their experiences in general practice, during the early patient contact programme and the longitudinal integrated clerkship (LIC) as highly influential. The lasting impact of positive role models was highlighted. The importance of socialisation and entering a community of practice were identified as drivers of professional development. Role modelling and mentorship between students and GP tutors were pivotal as part of early clinical years and clinical LIC. This seemed to have a positive influence on graduate's consideration of general practice as a future career pathway. Conclusion: Professional identity formation occurs for medical students who participate in early patient contact programmes and longitudinal integrated clerkships in GP. Factors such as positive role modelling, good mentorship, communities of practice and a positive learning environment appear to be the main contributors to this process. Experiences as part of longitudinal integrated clerkships are meaningful for graduates, regardless of postgraduate specialisation choices. Educators should acknowledge this when designing medical curricula to ensure that students' professional identity formation is optimally facilitated. Training should be available to support the educators involved in longitudinal integrated clerkships, as they become role models and mentors to students.