纵向综合实习中专业身份的形成：范围综述研究方案。

Professional identity formation within Longitudinal Integrated Clerkships: a scoping review protocol.

机构信息

Health Professions Education Unit, Hull York Medical School, University of York, York, UK.

Academy for Primary Care, Hull York Medical School, University of Hull, Hull, UK.

出版信息

Syst Rev. 2020 Jul 24;9(1):166. doi: 10.1186/s13643-020-01422-6.

DOI:10.1186/s13643-020-01422-6

PMID:32709252

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC7382026/

Abstract

BACKGROUND

Professional identity development is an area of contemporary interest within medical education. It can be defined as 'the foundational process one experiences during the transformation from lay person to physician'. In order for this transformation to occur, medical values and principles are internalised. A robust professional identity is key to confident practice as a medical professional. As such, research regarding what works to encourage identity development is popular. New models of educational delivery, such as the increasingly popular Longitudinal Integrated Clerkship model (LICs), present an interesting opportunity to investigate impact on identity. As no previous literature reviews focus on identity development within LICs, it is unclear what is already known about their impact. Therefore, a scoping review synthesising current knowledge and mapping areas for future research is necessary.

METHODS

Arksey and O'Malley's scoping review steps will be used as a methodological framework. MEDLINE, EMBASE, PubMed, Web of Knowledge, ERIC, PsychINFO, Google Scholar, JSTOR, Scopus, and Web of science will be searched (from inception onwards). We will include single studies of any design (e.g. quantitative and qualitative) and reviews examining professional identity within Longitudinal Integrated Clerkships involving health profession students. Two reviewers will complete all screening and data abstraction independently. Deductive coding will be presented as a quantitative textual meta-analysis. Inductive coding will be presented in narrative format.

DISCUSSION

This scoping review will explore professional identity formation within LICs, evaluating any known impact of the educational model and mapping the ways in which identity within LICs has been researched. Mapping of current knowledge should highlight whether LICs as an educational model can influence professional identity development and outline gaps in what is known about their impact to date. Theory used in LIC-based identity research will also be mapped, in order to summarise the main theoretical orientations of research to date. It is anticipated that through such evidence synthesis, directions for future research will become clear.

SYSTEMATIC REVIEW REGISTRATION

Open Science Framework: osf.io/hk83p.

摘要

背景

专业身份认同发展是当代医学教育领域关注的一个领域。它可以定义为“从非专业人士到医生的转变过程中所经历的基础过程”。为了实现这种转变，医学价值观和原则需要内化。一个强大的专业身份认同是作为医学专业人士自信实践的关键。因此，研究鼓励身份认同发展的方法很受欢迎。新的教育交付模式，如越来越流行的纵向综合临床实习模式（LICs），为研究其影响提供了一个有趣的机会。由于以前没有专门针对 LIC 中身份认同发展的文献综述，因此尚不清楚人们对其影响的了解程度。因此，有必要进行一项范围综述，综合当前知识并绘制未来研究的领域。

方法

阿特赛和奥马利的范围综述步骤将作为方法论框架。将对 MEDLINE、EMBASE、PubMed、Web of Knowledge、ERIC、PsychINFO、Google Scholar、JSTOR、Scopus 和 Web of science 进行搜索（从成立之日起）。我们将包括任何设计（例如定量和定性）的单一研究，以及审查健康专业学生纵向综合临床实习中专业身份认同的综述。两名审查员将独立完成所有筛选和数据提取。演绎编码将以定量文本荟萃分析的形式呈现。归纳编码将以叙述格式呈现。

讨论

这项范围综述将探讨 LIC 中专业身份认同的形成，评估教育模式的任何已知影响，并绘制 LIC 中身份认同的研究方式。当前知识的映射应突出 LIC 作为一种教育模式是否能够影响专业身份认同的发展，并概述迄今为止对其影响的了解方面的差距。还将对 LIC 基础身份认同研究中使用的理论进行映射，以总结迄今为止研究的主要理论取向。预计通过这种证据综合，未来研究的方向将变得清晰。