Department of Medical Education and Medical Education Center Indonesia Medical Education and Research Institute (IMERI), Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia.
Institute of Health Sciences Education, Faculty of Medicine and Health Sciences, McGill University, Montreal, Canada.
Med Teach. 2021 Aug;43(8):868-873. doi: 10.1080/0142159X.2021.1922657. Epub 2021 May 14.
Understanding and supporting professional identity formation (PIF) among medical teachers has become increasingly important in faculty development programs. In this study, we explored medical teachers' PIF in Indonesia.
We conducted a qualitative descriptive study using focus group discussions (FGDs) at four medical schools in Indonesia. Basic science and clinical teachers from four different schools were selected to participate. Data were transcribed, coded, and analysed to develop themes and subthemes.
Seventeen FGDs were completed, involving 60 basic science and 59 clinical teachers. Four major themes regarding the formation of medical teachers' professional identity emerged: an internal dialogue between intrinsic values and external influences, empowerment through early socialization, experiential workplace learning, and envisioning the future. The PIF process was similar for basic science and clinical teachers.
Our findings suggested that PIF among medical teachers in a non-Western setting is a continuous and dynamic process that is shaped by key socialization factors (e.g. role models, workplace learning, peer support), with significant influences from religious beliefs, family values, and societal recognition. Faculty development programs should consider the dynamic and continuous nature of PIF among medical teachers and encourage clinicians and basic scientists to explore their values and beliefs, realize their goals, and envision their future.
在教师发展计划中，理解和支持医学教师的专业身份形成（PIF）变得越来越重要。在这项研究中，我们探讨了印度尼西亚医学教师的 PIF。
我们在印度尼西亚的四所医学院进行了一项定性描述性研究，使用焦点小组讨论（FGD）。从四所不同学校选择基础科学和临床教师参加。对数据进行转录、编码和分析，以开发主题和子主题。
完成了 17 次 FGD，涉及 60 名基础科学教师和 59 名临床教师。形成医学教师专业身份的四个主要主题出现：内在价值观与外部影响之间的内部对话、通过早期社会化赋权、体验式工作场所学习和展望未来。基础科学和临床教师的 PIF 过程相似。
我们的研究结果表明，在非西方环境中，医学教师的 PIF 是一个持续不断的动态过程，受关键社会化因素（如榜样、工作场所学习、同伴支持）的影响，同时受到宗教信仰、家庭价值观和社会认可的重大影响。教师发展计划应考虑医学教师 PIF 的动态和连续性，并鼓励临床医生和基础科学家探索他们的价值观和信念，实现他们的目标，并展望他们的未来。
