Stephens Mark B
Penn State University College of Medicine, State College, PA.
Fam Med. 2020 Feb;52(2):120-123. doi: 10.22454/FamMed.2020.640782.
Professional identity formation (PIF) is increasingly recognized as a core element of medical education. The use of narrative reflection is traditionally the most common means to explore PIF. We explored the use of mask-making as a process of reflective expression to encourage iterative exploration of professional identity in medical students. This project focused on elements of personal and professional identity in a cohort of entering students.
One hundred fifty entering students at the Pennsylvania State University College of Medicine created a mask to use descriptive words to express their perceptions of an ideal physician (external face of the mask) and their sense of self (internal face of the mask). Responses were compared to established domains of professional identity.
Students most commonly listed elements in the domain of personal characteristics to describe both their sense of self and of an ideal physician. Students were more likely to list emotional elements when describing self and more likely to use elements in the domains of relationships, attitudes, and duties/responsibilities when describing an ideal physician.
The beginning of medical school is a time of significant transition. Mask making can blend visual and narrative arts to provide a complementary tool to examine professional identity formation.
职业身份形成（PIF）日益被视为医学教育的核心要素。传统上，叙事反思是探索职业身份形成的最常见方式。我们探讨了使用制作面具作为一种反思性表达的过程，以鼓励医学生对职业身份进行反复探索。该项目聚焦于一批入学新生的个人和职业身份要素。
宾夕法尼亚州立大学医学院的150名入学新生制作了一个面具，用描述性词语来表达他们对理想医生的看法（面具的外表面）和自我认知（面具的内表面）。将这些回答与已确立的职业身份领域进行比较。
学生们最常列出个人特征领域的要素来描述他们的自我认知和理想医生形象。学生在描述自我时更倾向于列出情感要素，而在描述理想医生时更倾向于使用关系、态度和职责/责任领域的要素。
医学院学习的开始是一个重大转变时期。制作面具可以融合视觉和叙事艺术，为审视职业身份形成提供一种补充工具。
