Centre for Faculty Development, Faculty of Medicine, University of Toronto in the Li Ka Shing International Healthcare Education Centre at St. Michael's Hospital, Toronto, Ontario, Canada.
Med Teach. 2012;34(3):e208-15. doi: 10.3109/0142159X.2012.642827.
Professional identity encompasses how individuals understand themselves, interpret experiences, present themselves, wish to be perceived, and are recognized by the broader professional community. For health professional and health science educators, their 'academic' professional identity is situated within their academic community and plays an integral role in their well being and productivity. This study aims to explore factors that contribute to the formation and growth of academic identity (AI) within the context of a longitudinal faculty development program.
Using a qualitative case study approach, data from three cohorts of a 2-year faculty development program were explored and analyzed for emerging issues and themes related to AI.
Factors salient to the formation of AI were grouped into three major domains: personal (cognitive and emotional factors unique to each individual); relational (connections and interactions with others); and contextual (the program itself and external work environments).
Faculty development initiatives not only aim to develop knowledge, skills, and attitudes, but also contribute to the formation of academic identities in a number of different ways. Facilitating the growth of AI has the potential to increase faculty motivation, satisfaction, and productivity. Faculty developers need to be mindful of factors within the personal, relational, and contextual domains when considering issues of program design and implementation.
专业身份包括个人如何理解自己、解释经验、展示自己、希望被更广泛的专业社区所感知以及被认可。对于医疗保健专业人员和健康科学教育者而言，他们的“学术”专业身份存在于他们的学术社区中，并在他们的幸福感和生产力中起着至关重要的作用。本研究旨在探索在纵向教师发展计划背景下促成学术身份（AI）形成和发展的因素。
采用定性案例研究方法，对为期两年的教师发展计划的三批学员的数据进行了探索和分析，以了解与 AI 相关的新出现的问题和主题。
促成 AI 形成的因素分为三个主要领域：个人（每个个体特有的认知和情感因素）、关系（与他人的联系和互动）和背景（计划本身和外部工作环境）。
教师发展计划不仅旨在培养知识、技能和态度，而且还通过多种方式促进学术身份的形成。促进 AI 的发展有可能提高教师的积极性、满意度和生产力。教师发展人员在考虑计划设计和实施问题时，需要注意个人、关系和背景领域内的因素。
