College of Liberal Arts and Sciences, University of Iowa, University of Iowa, Iowa City, IA, USA.
University of Iowa Hardin Library, University of Iowa, Iowa City, IA, USA.
Syst Rev. 2023 Sep 23;12(1):171. doi: 10.1186/s13643-023-02329-8.
Professional Identity formation is the process by which learners internalize a profession's values, behaviors, and perceptions. With respect to physicians, this occurs at multiple levels of medical education, including the undergraduate, graduate, and continuing medical education stages. Professional identity formation likely starts even earlier, during the undergraduate pre-medical years but, to date, no known scoping or systematic review has been conducted on this topic. The objective of this scoping review is to systematically map the literature on professional identity formation among undergraduate pre-medical students.
This review protocol has been designed following the Arksey and O'Malley framework. We will search MEDLINE, CINAHL, Embase, and Scopus, as well as relevant grey literature, conference proceedings, and citations of selected articles. Inclusion criteria are articles (1) written in the English language, (2) involving undergraduate pre-medical students in the USA and Canada, and (3) containing original data about professional identity formation. Two independent reviewers will evaluate the titles, abstracts, and full articles for eligibility. A third reviewer will help resolve any disputes. Once the full text of articles are obtained, data will be abstracted using a standardized form. A narrative summary of findings will then be conducted, as well as a consultation exercise with university pre-medical students, pre-med advisors, and first-year medical students.
By conducting this scoping review, we expect to gain a better understanding of how the experiences of undergraduate pre-medical students impact their professional identity formation. These findings will help to identify gaps in the literature, to better characterize professional identity formation in the specific context of the undergraduate pre-medical track, and to outline potential approaches to facilitate professional identity formation among undergraduate pre-medical students.
The protocol is registered with the Open Science Framework ( htps://osf.io/nfzxc ).
专业身份认同的形成是学习者内化专业价值观、行为和观念的过程。就医生而言，这发生在医学教育的多个层次，包括本科、研究生和继续医学教育阶段。专业身份认同的形成可能早在本科医学预科阶段就开始了，但迄今为止，尚未对这一主题进行过已知的范围或系统评价。本范围综述的目的是系统地描述本科医学预科学生专业身份认同形成的文献。
本综述方案是按照阿斯基和奥马利的框架设计的。我们将搜索 MEDLINE、CINAHL、Embase 和 Scopus，以及相关的灰色文献、会议记录和选定文章的引文。纳入标准是（1）用英语撰写的文章，（2）涉及美国和加拿大的本科医学预科学生，以及（3）包含专业身份认同形成的原始数据的文章。两名独立评审员将评估标题、摘要和全文的资格。第三名评审员将帮助解决任何争议。一旦获得文章的全文，将使用标准化表格提取数据。然后将进行发现的叙述性总结，并与大学生医学预科学生、医学预科顾问和一年级医学生进行咨询。
通过进行这项范围综述，我们希望更好地了解本科医学预科学生的经历如何影响他们的专业身份认同形成。这些发现将有助于确定文献中的差距，更好地描述本科医学预科课程中专业身份认同的特点，并概述促进本科医学预科学生专业身份认同形成的潜在方法。
该方案在开放科学框架（htps://osf.io/nfzxc）上注册。
