Advanced search
Publication Cover
Medical Teacher Volume 46, 2024 - Issue 5
Submit an article Journal homepage
331
Views
0
CrossRef citations to date
0
Altmetric
Research Articles

Measuring the development of a medical professional identity through medical school

P. Luska Graduate School of Education, University of Pennsylvania, Philadelphia, PA, USAORCID Iconhttps://orcid.org/0000-0001-6202-9376View further author information
ORCID Icon,
T. Arkb The Robert D. and Patricia E. Kern Institute for the Transformation of Medical Education, Medical College of Wisconsin, Milwaukee,WI, USAView further author information
,
R. Crowec Office of Medical Education, New York University Long Island School of Medicine, New York, NY, USAView further author information
,
V. Monsonb The Robert D. and Patricia E. Kern Institute for the Transformation of Medical Education, Medical College of Wisconsin, Milwaukee,WI, USAView further author information
,
L. Altshulerd New York University Grossman School of Medicine, New York, NY, USAView further author information
,
V. Harnikd New York University Grossman School of Medicine, New York, NY, USAView further author information
,
L. Buckvar-Keltzd New York University Grossman School of Medicine, New York, NY, USAView further author information
,
M. Poagd New York University Grossman School of Medicine, New York, NY, USAView further author information
,
P. Belluominid New York University Grossman School of Medicine, New York, NY, USAView further author information
&
A. Kaletb The Robert D. and Patricia E. Kern Institute for the Transformation of Medical Education, Medical College of Wisconsin, Milwaukee,WI, USACorrespondence[email protected]
View further author information
 show all
Pages 665-671 | Published online: 02 Nov 2023

References

  • Bebeau MJ. 2002. The defining issues test and the four component model: contributions to professional education. J Moral Educ. 31(3):271–295. doi: 10.1080/0305724022000008115.
  • Bebeau MJ, Faber-Langendoen K. 2014. Remediating lapses in professionalism. In: Kalet A, Chou CL, editors. Remediat Med Educ. New York: Springer; p. 103–127.
  • Bebeau MJ, Monson VE. 2008. Guided by theory, grounded in evidence: a way forward for professional ethics education. In: Nucci L, Narvaez D, editors. Handb Moral Character Educ. New York: Routledge; p. 557–582.
  • Cruess RL, Cruess SR. 2016. Professionalism and professional identity formation: the cognitive base. In: Cruess RL, Cruess SR, Steinert Y, editors. Teach Med Prof Support Dev Prof Identity [Internet]. 2nd ed. Cambridge: Cambridge University Press; p. 5–25. doi: 10.1017/CBO9781316178485.003.
  • Cruess RL, Cruess SR, Boudreau DJ, Snell L, Steinert Y. 2014. Reframing medical education to support professional identity formation. Acad Med. 89(11):1446–1451. doi: 10.1097/acm.0000000000000427.
  • Cruess SR, Cruess RL, Steinert Y. 2019. Supporting the development of a professional identity: general principles. Med Teach. 41(6):641–649. doi: 10.1080/0142159x.2018.1536260.
  • Dix M. 2016. The cognitive spectrum of transformative learning. J Transform Educ. 14(2):139–162. doi: 10.1177/1541344615621951.
  • Dweck CS. 2008. Mindset: the new psychology of success. New York: Ballantine Books.
  • Gillespie C, Zabar S, Altshuler L, Fox J, Pusic M, Xu J, Kalet A. 2016. The research on medical education outcomes (ROMEO) registry: addressing ethical and practical challenges of using “Bigger,” longitudinal educational data. Acad Med. 91(5):690–695. doi: 10.1097/acm.0000000000000920.
  • Holden M, Buck E, Clark M, Szauter K, Trumble J. 2012. Professional identity formation in medical education: the convergence of multiple domains. HEC Forum. 24(4):245–255. doi: 10.1007/s10730-012-9197-6.
  • Kalet A, Ark TK, Monson V, Song HS, Buckvar-Keltz L, Harnik V, Yingling S, Rivera R, Tewksbury L, Lusk P, et al. 2021. Does a measure of medical professional identity Formation predict communication skills performance? Patient Educ Couns. 104(12):3045–3052. doi: 10.1016/j.pec.2021.03.040.
  • Kalet A, Buckvar-Keltz L, Harnik V, Monson V, Hubbard S, Crowe R, Song HS, Yingling S. 2017. Measuring professional identity formation early in medical school. Med Teach. 39(3):255–261. doi: 10.1080/0142159x.2017.1270437.
  • Kegan R. 1995. In over our heads: the mental demands of modern life. Cambridge: Harvard University Press.
  • Lewin LO, McManamon A, Stein MTO, Chen DT. 2019. Minding the form that transforms: using Kegan’s model of adult development to understand personal and professional identity formation in medicine. Acad Med. 94(9):1299–1304. doi: 10.1097/ACM.0000000000002741.
  • Mezirow J. 2000. Learning as transformation: critical perspectives on a theory in progress. 1st ed. San Francisco: Jossey-Bass.
  • Monson V, Bebeau MJ, Faber-Langendoen K, Kalet A. 2023. Professionalism lapses as professional identity formation challenges. In: Kalet A, Chou C, editors. Remediation in medical education: a mid-course correction. 2nd ed. Cham: Springer International Publishing; p. 147–161.
  • Rest JR, Narvaez D, Thoma SJ, Bebeau MJ. 1999. DIT2: devising and testing a revised instrument of moral judgment. J Educ Psychol. 91(4):644–659. doi: 10.1037/0022-0663.91.4.644.
  • Rule JT, Bebeau MJ. 2005. Dentists who care: inspiring stories of professional commitment. Chicago: Quintessence Publishing Company.
  • Tagawa M. 2020. Scales to evaluate developmental stage and professional identity formation in medical students, residents, and experienced doctors. BMC Med Educ. 20(1):40. doi: 10.1186/s12909-020-1942-y.
  • Verwer S, van Braak M. 2022. Subjectification in Health Professions Education: why we should look beyond the idea of professional identity formation. In: Brown MEL, Veen M, Finn GM, editors. Applied Philosophy Health Professions Eduction . Singapore: Springer Nature Singapore; [accessed 2023 Jan 27p. 23–37. doi: 10.1007/978-981-19-1512-3_3.
  • Wald HS. 2015. Professional identity (trans)formation in medical education: reflection, relationship, resilience. Acad Med. 90(6):701–706. doi: 10.1097/acm.0000000000000731.
  • Wyatt TR, Balmer D, Rockich-Winston N, Chow CJ, Richards J, Zaidi Z. 2021. ‘Whispers and shadows’: a critical review of the professional identity literature with respect to minority physicians. Med Educ. 55(2):148–158. doi: 10.1111/medu.14295.
  • Yingling S, Park YS, Curry RH, Monson V, Girotti J. 2018. Beyond cognitive measures: empirical evidence supporting holistic medical school admissions practices and professional identity formation. MedEdPublish. 7:274. doi: 10.15694/mep.2018.0000274.1.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.