Kalet Adina, Ark Tavinder K, Monson Verna, Song Hyuksoon S, Buckvar-Keltz Lynn, Harnik Victoria, Yingling Sandra, Rivera Rafael, Tewksbury Linda, Lusk Penelope, Crowe Ruth
Department of Medicine, NYU School of Medicine, New York, USA; Program on Medical Education and Technology, NYU School of Medicine, New York, USA; Robert D. and Patricia E. Kern Institute for the Transformation of Medical Education, Medical College of Wisconsin.
School of Public Health, University of British Columbia, Vancouver, Canada; Robert D. and Patricia E. Kern Institute for the Transformation of Medical Education, Medical College of Wisconsin.
Patient Educ Couns. 2021 Dec;104(12):3045-3052. doi: 10.1016/j.pec.2021.03.040. Epub 2021 Apr 9.
To validate an approach to measuring professional identity formation (PIF), we explore if the Professional Identity Essay (PIE), a stage score measure of medical professional identity (PI), predicts clinical communication skills.
Students completed the PIE during medical school orientation and a 3-case Objective Structured Clinical Exam (OSCE) where standardized patients reliably assessed communication skills in 5 domains. Using mediation analyses, relationships between PIE stage scores and communication skills were explored.
For the 351 (89%) consenting students, controlling for individual characteristics, there were increases in patient counseling (6.5%, p<0.01), information gathering (4.3%, p = 0.01), organization and management (4.1%, p = 0.02), patient assessment (3.6%, p = 0.04), and relationship development (3.5%, p = 0.03) skills for every half stage increase in PIE score. The communication skills of lower socio-economic status (SES) students are indirectly impacted by their slightly higher PIE stage scores.
Higher PIE stage scores are associated with higher communication skills and lower SES.
PIE predicts critical clinical skills and identifies how SES and other characteristics indirectly impact future clinical performance, providing validity evidence for using PIE as a tool in longitudinal formative academic coaching, program and curriculum evaluation, and research.
为验证一种测量职业身份形成（PIF）的方法，我们探究医学职业身份（PI）的阶段评分测量工具——职业身份短文（PIE）是否能预测临床沟通技能。
学生在医学院迎新期间完成PIE，并参加一场包含3个病例的客观结构化临床考试（OSCE），由标准化病人对5个领域的沟通技能进行可靠评估。采用中介分析方法，探究PIE阶段评分与沟通技能之间的关系。
对于351名（89%）同意参与的学生，在控制个体特征的情况下，PIE评分每提高半阶段，患者咨询技能（提高6.5%，p<0.01）、信息收集技能（提高4.3%，p = 0.01）、组织与管理技能（提高4.1%，p = 0.02）、患者评估技能（提高3.6%）和关系发展技能（提高3.5%，p = 0.03）均有所提高。社会经济地位（SES）较低的学生的沟通技能受到其略高的PIE阶段评分的间接影响。
较高的PIE阶段评分与较高的沟通技能以及较低的SES相关。
PIE可预测关键临床技能，并确定SES和其他特征如何间接影响未来临床绩效，为将PIE用作纵向形成性学术指导、项目和课程评估及研究的工具提供了效度证据。
