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Title: A Scoping Review of Professional Identity Formation in Undergraduate Medical Education
Authors: Sarraf-Yazdi, Shiva
Teo, Yao Neng
How, Ashley Ern Hui
Teo, Yao Hao
Goh, Sherill
Kow, Cheryl Shumin
Lam, Wei Yi
Wong, Ruth Si Man
Ghazali, Haziratul Zakirah Binte
Lauw, Sarah-Kei
Tan, Javier Rui Ming
Lee, Ryan Bing Qian
Ong, Yun Ting
Chan, Natalie Pei Xin
Cheong, Clarissa Wei Shuen
Kamal, Nur Haidah Ahmad
Lee, Alexia Sze Inn
Tan, Lorraine Hui En
Chin, Annelissa Mien Chew 
Chiam, Min
Krishna, Lalit Kumar Radha 
Keywords: personhood
professional identity
professional identity formation
ring theory of personhood
Issue Date: 16-Aug-2021
Publisher: Springer
Citation: Sarraf-Yazdi, Shiva, Teo, Yao Neng, How, Ashley Ern Hui, Teo, Yao Hao, Goh, Sherill, Kow, Cheryl Shumin, Lam, Wei Yi, Wong, Ruth Si Man, Ghazali, Haziratul Zakirah Binte, Lauw, Sarah-Kei, Tan, Javier Rui Ming, Lee, Ryan Bing Qian, Ong, Yun Ting, Chan, Natalie Pei Xin, Cheong, Clarissa Wei Shuen, Kamal, Nur Haidah Ahmad, Lee, Alexia Sze Inn, Tan, Lorraine Hui En, Chin, Annelissa Mien Chew, Chiam, Min, Krishna, Lalit Kumar Radha (2021-08-16). A Scoping Review of Professional Identity Formation in Undergraduate Medical Education. Journal of General Internal Medicine 36 (11) : 3511-3521. ScholarBank@NUS Repository.
Rights: Attribution 4.0 International
Abstract: Background: Professional identity formation (PIF) in medical students is a multifactorial phenomenon, shaped by ways that clinical and non-clinical experiences, expectations and environmental factors merge with individual values, beliefs and obligations. The relationship between students’ evolving professional identity and self-identity or personhood remains ill-defined, making it challenging for medical schools to support PIF systematically and strategically. Primarily, to capture prevailing literature on PIF in medical school education, and secondarily, to ascertain how PIF influences on medical students may be viewed through the lens of the ring theory of personhood (RToP) and to identify ways that medical schools support PIF. Methods: A systematic scoping review was conducted using the systematic evidence-based approach. Articles published between 1 January 2000 and 1 July 2020 related to PIF in medical students were searched using PubMed, Embase, PsycINFO, ERIC and Scopus. Articles of all study designs (quantitative and qualitative), published or translated into English, were included. Concurrent thematic and directed content analyses were used to evaluate the data. Results: A total of 10443 abstracts were identified, 272 full-text articles evaluated, and 76 articles included. Thematic and directed content analyses revealed similar themes and categories as follows: characteristics of PIF in relation to professionalism, role of socialization in PIF, PIF enablers and barriers, and medical school approaches to supporting PIF. Discussion: PIF involves iterative construction, deconstruction and inculcation of professional beliefs, values and behaviours into a pre-existent identity. Through the lens of RToP, factors were elucidated that promote or hinder students’ identity development on individual, relational or societal levels. If inadequately or inappropriately supported, enabling factors become barriers to PIF. Medical schools employ an all-encompassing approach to support PIF, illuminating the need for distinct and deliberate longitudinal monitoring and mentoring to foster students’ balanced integration of personal and professional identities over time. © 2021, The Author(s).
Source Title: Journal of General Internal Medicine
ISSN: 0884-8734
DOI: 10.1007/s11606-021-07024-9
Rights: Attribution 4.0 International
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