Professional identity formation among undergraduate pre-medical students: a scoping review protocol

Article Education, Scientific Disciplines

I am an Educator: Investigating Professional Identity Formation using Social Cognitive Career Theory

Jessica N. Byram et al.

Summary: Participants in the Clinician-Educator Training Pathway focused on building self-efficacy as educators. Through engaging in teaching, educational research, and seeking mentorship from established clinician-educators, they clarified pathways for professional identity formation and set clear goals towards becoming successful educators.

TEACHING AND LEARNING IN MEDICINE (2022)

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Editorial Material Education, Scientific Disciplines

Development of a Novel Mentorship Platform to Foster Relational Mentoring, Empowered Vulnerability, and Professional Identity Formation in Undergraduate Medical Education

Jie Jane Chen et al.

Summary: The Weave mentorship platform, developed through an iterative design process, received positive feedback from faculty and students at Harvard Medical School. Key innovations included listing diverse faculty attributes, centralized access to mentors, ease of use, and clear expectations. Weave allows students to connect with mentors based on both professional and personal interests, facilitating dialogue and broadening diversity and inclusion efforts.

ACADEMIC MEDICINE (2021)

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Editorial Material Medicine, General & Internal

Scoping reviews: reinforcing and advancing the methodology and application

Micah D. J. Peters et al.

Summary: Scoping reviews are a common method of evidence synthesis with increasing methodological guidance and resources available. Despite available guidance, some publications may not consider the available tools when using the term 'scoping review'. Ensuring adherence to up-to-date methodological guidance and reporting standards is crucial for improving the rigor of scoping reviews.

SYSTEMATIC REVIEWS (2021)

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Review Health Care Sciences & Services

A Scoping Review of Professional Identity Formation in Undergraduate Medical Education

Shiva Sarraf-Yazdi et al.

Summary: Professional identity formation in medical students is influenced by various factors and it is crucial for medical schools to provide systematic and strategic support for PIF. Factors that promote or hinder PIF have been identified through research, and medical schools need to take comprehensive measures to support PIF, including long-term monitoring and mentoring.

JOURNAL OF GENERAL INTERNAL MEDICINE (2021)

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Article Education & Educational Research

MPRO: A Professionalism Curriculum to Enhance the Professional Identity Formation of University Premedical Students

Gia Merlo et al.

Summary: Limited opportunities exist for university premedical students to gain exposure to clinical practice, but a Medical Professionalism and Observership program at Rice University uses didactics, reflective writing, discussions, and clinical observerships to enhance professional identity formation. This pilot program involved 135 students and showed that lectures increased exposure to medical core competencies and influenced students' desire to become physicians. Structured reflection and didactics, combined with physician shadowing, appear to promote integration of medical professionalism values, beliefs, and attitudes.

MEDICAL EDUCATION ONLINE (2021)

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Review Medicine, General & Internal