Department of Rheumatology and Immunology, Singapore General Hospital, Academia, Level 4, 20 College Road, Singapore, 169856, Singapore.
Office of Education, Duke-NUS Medical School, Singapore, Singapore.
BMC Med Educ. 2024 Oct 28;24(1):1224. doi: 10.1186/s12909-024-06206-3.
The professional identity of doctors is evolving with physicians now required to be 'scholars', facilitating the education of students and healthcare teammates as educators. Mentoring is widely practiced and is postulated to facilitate professional identity formation (PIF) through socialization. Preliminary literature review suggested few studies looking into how formal mentoring programmes affect PIF of novice clinician educators, particularly an Asian context. I hope to understand the perceived professional identity of such educators, and what changes in professional identity are observed after longitudinal mentorship, using the social cognitive career theory (SCCT) as an underpinning framework.
A qualitative study explored perspectives of mentees with less than two years teaching experience and participating in a formal mentoring programme. Semi-structured interviews were conducted at the beginning and end of the programme. Thematic analysis and coding of these taped and transcribed interviews was performed and triangulated with an elite interview. Mind maps were constructed to appreciate the inter-relatedness of themes and evaluated using the SCCT framework. Methodology was anchored to the Consolidated Criteria for Reporting Qualitative Research checklist.
Seven mentees were recruited. All were Chinese except for two Indians. All had less than six months experience with educational activities. None had formal training in medical education. Median duration postgraduate was six years. One was from a surgical discipline, others were from a range of medical disciplines. Themes identified included background influences, learning experiences and outcome expectations which affected self-efficacy, leading to mentees attaining goals and performing actions which effected their professional identity development, which was in-turn affected by contextual influences. Most perceived themselves as clinicians rather than medical educators. Concepts underpinning PIF included socialisation (role modelling and mentorship, communities of practice, sense of belonging), experiential learning, the hidden curriculum and reflective practice.
Novice clinician educators mostly have a hierarchical identity. Role modelling and mentorship, active participation in communities of practice, promotion of a sense-of-belonging, experiential learning combined with reflective practice are important components for socialisation, synergistically facilitating PIF in novice clinician educators. Overcoming contextual barriers, being cognisant of cultural practices and addressing concerns in the hidden curriculum can assist educators in development of their professional identity.
医生的职业身份正在发生变化，现在要求医生成为“学者”，作为教育者，为学生和医疗团队成员提供教育。指导已被广泛实践，并被假定通过社会化来促进职业身份形成（PIF）。初步文献回顾表明，很少有研究探讨正式指导计划如何影响新手临床教育者的 PIF，特别是在亚洲背景下。我希望了解这些教育者的职业身份认知，以及在长期指导后观察到的职业身份变化，使用社会认知职业理论（SCCT）作为基础框架。
一项定性研究探讨了具有不到两年教学经验并参与正式指导计划的学员的观点。在计划开始和结束时进行了半结构化访谈。对这些录音和转录的访谈进行了主题分析和编码，并与精英访谈进行了三角剖分。构建思维导图以欣赏主题的相互关联性，并使用 SCCT 框架进行评估。方法以定性研究报告的统一标准检查表为基础。
招募了 7 名学员。除了 2 名印度人外，其余均为中国人。所有人都有不到 6 个月的教育活动经验。没有人接受过医学教育方面的正式培训。研究生毕业后的中位数为 6 年。1 人来自外科专业，其他人来自一系列医学专业。确定的主题包括背景影响、学习经历和预期结果，这些影响了自我效能感，使学员实现目标并采取行动，从而影响他们的专业身份发展，而这反过来又受到环境影响。大多数人认为自己是临床医生，而不是医学教育者。影响 PIF 的概念包括社会化（角色建模和指导、实践社区、归属感）、体验式学习、隐性课程和反思性实践。
新手临床教育者大多具有层级身份。角色建模和指导、积极参与实践社区、培养归属感、体验式学习与反思性实践相结合，是社会化的重要组成部分，有助于新手临床教育者的 PIF。克服环境障碍、意识到文化实践并解决隐性课程中的问题，可以帮助教育者发展他们的专业身份。
