Poole Claire, Patterson Aileen
Applied Radiation Therapy Trinity, Discipline of Radiation Therapy, School of Medicine, Trinity College, Dublin 2, Ireland.
Trinity College Dublin, School of Medicine, The Trinity Biomedical Sciences Institute, Dublin 2, Ireland.
J Med Imaging Radiat Sci. 2021 Dec;52(4S):S45-S50. doi: 10.1016/j.jmir.2021.08.012. Epub 2021 Sep 3.
Historical theories on development of professionalism are no longer sufficient in modern radiation therapy or radiography curricula with the focus moving from 'virtues-based professionalism' to 'professional identity formation'. Professional identity formation is a new concept that is described as a transformative journey from being a layperson to 'becoming' a professional. Knowledge, values, and behaviours are transformative and unique to each individual. The overall aim is to produce a consensus statement outlining evidence based programme initiatives to support healthcare students' professional identity formation.
'Think tank' methodology was used for individual and final combined group reflective tasks to enable the creation of an evidenced based consensus statement. Participants discussed their personal views and beliefs regarding the process of Professional Identity Formation for teaching, learning, assessment, and evaluation. Discussions were recorded, transcribed, and analysed using thematic analysis from an interpretivist perspective. 'Think Tank' participants were asked to attend masterclasses to gain a greater understanding of professional identity formation from leading experts before the final combined 'Think Tanks'.
Faculty and students across all Disciplines (N22) within the school of medicine attended the 'Think Tank' sessions.
During each student's transformative process of professional identity formation, healthcare educators need to create evidence based pedagogic opportunities to support them. It is no longer sufficient to leave to chance within a 'hidden' or 'informal' curriculum. Professional identity is more than a set of learned behaviours that are assessed within the clinical environment.
The development of this consensus statement is an innovative educational strategy that will ultimately enhance the education of professionalism in the clinical environment for radiographers and radiation therapists. Through seeking an understanding of the educational needs of students and faculty, the multidisciplinary team were able to create a tailored approach to professional identity formation within the institution. This student-faculty partnership is unique and beneficial to all parties involved and is an effective method of seeking a shared understanding.
关于专业精神发展的历史理论在现代放射治疗或放射摄影课程中已不再适用，因为重点已从“基于美德的专业精神”转向“职业身份形成”。职业身份形成是一个新概念，被描述为从外行“转变”为专业人员的变革之旅。知识、价值观和行为对每个人来说都是变革性的且独一无二的。总体目标是制定一份共识声明，概述基于证据的项目倡议，以支持医学生的职业身份形成。
采用“智囊团”方法进行个人和最终的联合小组反思任务，以创建一份基于证据的共识声明。参与者讨论了他们对教学、学习、评估和评价中职业身份形成过程的个人观点和信念。使用解释主义视角的主题分析对讨论进行记录、转录和分析。在最终的联合“智囊团”之前，要求“智囊团”参与者参加大师班，以便从顶尖专家那里更深入地了解职业身份形成。
医学院所有学科（共22人）的教师和学生参加了“智囊团”会议。
在每个学生职业身份形成的变革过程中，医学教育工作者需要创造基于证据的教学机会来支持他们。仅依靠“隐性”或“非正式”课程中的偶然因素已不再足够。职业身份不仅仅是在临床环境中进行评估的一系列习得行为。
这份共识声明的制定是一项创新的教育策略，最终将加强放射技师和放射治疗师在临床环境中的专业精神教育。通过了解学生和教师的教育需求，多学科团队能够在机构内创建一种针对职业身份形成的量身定制方法。这种师生伙伴关系对所有相关方来说都是独特且有益的，是寻求共同理解的有效方法。
