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Professional identity formation

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https://www.readbyqxmd.com/read/29465448/learning-through-boundary-crossing-professional-identity-formation-of-clinical-pharmacists-transitioning-to-general-practice-in-the-netherlands
#1
Ankie C M Hazen, Esther de Groot, Antoinette A de Bont, Simone de Vocht, Johan J de Gier, Marcel L Bouvy, Niek J de Wit, Dorien L M Zwart
PURPOSE: To unravel boundary crossing as it relates to professional identity formation in pharmacists transitioning from a community pharmacy to working as nondispensing clinical pharmacists in general practice, with the aim of optimizing their education. METHOD: A multiple case study, including two-stage interviews, peer feedback, and individual reflection, that collected data in 2014 and 2015 from eight clinical pharmacists working in general practice in The Netherlands...
February 20, 2018: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/29453732/the-influence-of-postgraduate-qualifications-on-educational-identity-formation-of-healthcare-professionals
#2
Ahsan Sethi, Susie Schofield, Sean McAleer, Rola Ajjawi
Demand for postgraduate qualifications in medical education can be judged by the increase in providers worldwide over the last two decades. However, research into the impact of such courses on identity formation of healthcare professionals is limited. This study investigates the influence of such programmes on graduates' educational identities, practices and career progression. Informed by constructivist grounded theory (CGT), semi-structured interviews were conducted with 27 graduates (2008-2012) from one postgraduate programme, who were at different stages in their careers worldwide...
February 16, 2018: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/29444389/anatomy-integration-effective-change-or-change-of-affect
#3
Rebecca S Hartley, Gary A Smith, Martina J Rosenberg
Anatomy is fundamental to clinical practice, is considered a rite of passage in becoming a physician and is key to professional identity formation. The anatomy course that began the medical curriculum at the University of New Mexico School of Medicine was recently dissolved to address content and process gaps in the pre-clinical curriculum. Anatomy was integrated into the organ system blocks to make room for new courses to address content gaps. Previous reports of anatomy integration document more positive attitudes and perceptions to teaching anatomy in context, as compared to an independent course...
February 14, 2018: Anatomical Sciences Education
https://www.readbyqxmd.com/read/29442206/thrown-into-the-world-of-independent-practice-from-unexpected-uncertainty-to-new-identities
#4
Brett Schrewe
One of the most exciting yet stressful times in a physician's life is transitioning from supervised training into independent practice. The majority of literature devoted to this topic has focused upon a perceived gap between clinical and non-clinical skills and interventions taken to address it. Building upon recent streams of scholarship in identity formation and adaptation to new contexts, this work uses a Heideggerian perspective to frame an autoethnographical exploration of the author's transition into independent paediatric practice...
February 13, 2018: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/29377778/bio-psycho-social-spiritual-needs-of-adolescents-and-young-adults-with-life-threatening-illnesses-implications-for-social-work-practice
#5
Emily Beerbower, Drew Winters, David Kondrat
This paper explores the biopsychosocial and spiritual needs of adolescents and young adults (AYA) with life-threatening or terminal illnesses. AYA are situated between childhood and adulthood (ages 15-25) and have distinct biopsychosocial and spiritual needs unique to their developmental stage. Having a life-threatening or terminal illness directly challenges normal AYA developmental tasks and identity formation. AYA experience more troubling physical symptoms during the dying process compared to other age groups, which leads to significant psychological distress and an increased need for pharmacological treatments...
January 29, 2018: Social Work in Health Care
https://www.readbyqxmd.com/read/29367778/design-and-implementation-of-a-professional-development-course-series
#6
Beth Welch, Joshua J Spooner, Kim Tanzer, Matthew R Dintzner
Objective. To design and implement a longitudinal course series focused on professional development and professional identity formation in pharmacy students at Western New England University. Methods. A four-year, theme-based course series was designed to sequentially and longitudinally impart the values, attributes, and characteristics of a professional pharmacist. Requirements of the course include: goal planning and reflective assignments, submission of "Best Works," attendance at professional meetings, completion of service hours, annual completion of a Pharmacy Professionalism Instrument, attendance at Dean's Seminar, participation in roundtable discussions, and maintenance of an electronic portfolio...
December 2017: American Journal of Pharmaceutical Education
https://www.readbyqxmd.com/read/29364744/what-did-first-year-students-experience-during-their-interprofessional-education-a-qualitative-analysis-of-e-portfolios
#7
Rintaro Imafuku, Ryuta Kataoka, Hiroshi Ogura, Hisayoshi Suzuki, Megumi Enokida, Keitaro Osakabe
Interprofessional collaboration is an essential approach to comprehensive patient care. As previous studies have argued, interprofessional education (IPE) must be integrated in a stepwise, systematic manner in undergraduate health profession education programmes. Given this perspective, first-year IPE is a critical opportunity for building the foundation of interprofessional collaborative practice. This study aims to explore the first-year students' learning processes and the longitudinal changes in their perceptions of learning in a year-long IPE programme...
January 24, 2018: Journal of Interprofessional Care
https://www.readbyqxmd.com/read/29344524/the-professionalization-of-iranian-hospital-social-workers
#8
Maliheh Khalvati, Hossein Fekrazad, Maryam Rafatjah, Leila Ostadhashemi, Hamid Reza Khankeh
Introduction: Identity is formed through our understanding of ourselves and what others perceive of our actions and how we do things. Formation of professional identity includes development, advancement and socialization through social learning of specific knowledge and skills obtained within the context of professional roles, new attitudes and values. Methods: This qualitative study used content analysis approach to explain the professionalization process of 22 social workers working in 14 public hospitals in Tehran based on their experiences...
January 2018: Journal of Advances in Medical Education & Professionalism
https://www.readbyqxmd.com/read/29305820/authoring-the-identity-of-learner-before-doctor-in-the-figured-world-of-medical-school
#9
Evangeline Stubbing, Esther Helmich, Jennifer Cleland
INTRODUCTION: Students enter the 'figured world' of medical school with preconceptions of what it means to be a doctor. The meeting of these early preconceptions and their newly developing identities can create emotional tensions. The aim of this study was to advance our understanding of how such tensions were experienced and managed. Using figured worlds as a theoretical framework we explored students' interactions of preconceptions with their newly developing professional identities in their first year at medical school...
January 5, 2018: Perspectives on Medical Education
https://www.readbyqxmd.com/read/29300123/developing-successful-social-support-an-interpretative-phenomenological-analysis-of-mechanisms-and-processes-in-a-chronic-pain-support-group
#10
Katherine A Finlay, Sue Peacock, James Elander
OBJECTIVE: The experience of long-term membership of a successful chronic pain support group (CPSG) was explored to identify; (i) factors associated with social support, and; (ii) ways that health care professionals (HCPs) could help CPSGs become more effective and supportive. DESIGN: Interpretative Phenomenological Analysis enabled exploration of participants' experiences of membership and rationales for continued attendance. MAIN OUTCOME MEASURES: Twelve participants (four males, eight females), recruited from a regional CPSG, completed semi-structured interviews lasting from 45 to 120 minutes...
January 4, 2018: Psychology & Health
https://www.readbyqxmd.com/read/29261613/two-year-institution-part-time-nurse-faculty-experiences-during-role-transition-and-identity-development-a-phenomenological-study
#11
Rhoda A Owens
AIM: This study explored two-year institution part-time nurse faculty's perceptions of their experiences during their role transitions from nurses in clinical practice to part-time clinical instructors. BACKGROUND: Part-time nurse faculty enter academia as expert clinicians, but most have little or no training in the pedagogy of effective student learning. METHOD: A phenomenological study was used to explore the faculty role transition experiences...
January 2018: Nursing Education Perspectives
https://www.readbyqxmd.com/read/29243284/professional-paradox-identity-formation-in-qualified-doctors-pursuing-further-training
#12
Mercedes Chan, Dan Pratt, Gary Poole, Ravi Sidhu
CONTEXT: Many newly qualified specialists and subspecialists pursue additional training. Although their motivations are many, the pursuit of further training as an alternative to unemployment is an emerging trend. Paradoxically, doctors continue as trainees with a consultant's credentials, and without the guarantee of eventual employment. This study explores seven doctors' experiences, the effects of further training on their professional identity formation (PIF), and how these effects are reconciled on a personal and professional level...
December 15, 2017: Medical Education
https://www.readbyqxmd.com/read/29176087/in-pursuit-of-educational-integrity-professional-identity-formation-in-the-harvard-medical-school-cambridge-integrated-clerkship
#13
Elizabeth Gaufberg, David Bor, Perry Dinardo, Edward Krupat, Elizabeth Pine, Barbara Ogur, David A Hirsh
Graduates of Harvard Medical School's Cambridge Integrated Clerkship (CIC) describe several core processes that may underlie professional identity formation (PIF): encouragement to integrate pre-professional and professional identities; support for learner autonomy in discovering meaningful roles and responsibilities; learning through caring relationships; and a curriculum and an institutional culture that make values explicit. The authors suggest that the benefits of educational integrity accrue when idealistic learners inhabit an educational model that aligns with their own core values, and when professional development occurs in the context of an institutional home that upholds these values...
2017: Perspectives in Biology and Medicine
https://www.readbyqxmd.com/read/29132340/what-do-japanese-residents-learn-from-treating-dying-patients-the-implications-for-training-in-end-of-life-care
#14
Kazuko Arai, Takuya Saiki, Rintaro Imafuku, Chihiro Kawakami, Kazuhiko Fujisaki, Yasuyuki Suzuki
BACKGROUND: How medical residents' experiences with care for dying patients affect their emotional well-being, their learning outcomes, and the formation of their professional identities is not fully understood. We examine residents' emotional states and learning occurring during the provision of care to dying patients and specifically discuss the impact of providing end-of-life (EOL) care on professional identity formation. METHODS: Semi-structured interviews were conducted with 13 residents who had graduated in the last 3 to 5 years...
November 13, 2017: BMC Medical Education
https://www.readbyqxmd.com/read/29121902/online-or-face-to-face-instruction-a-qualitative-study-on-the-electrocardiogram-course-at-the-university-of-ulm-to-examine-why-students-choose-a-particular-format
#15
Oliver Keis, Claudia Grab, Achim Schneider, Wolfgang Öchsner
BACKGROUND: Since the introduction of the e-learning electrocardiogram (ECG) course 'ECG Online' into the curriculum at the University of Ulm, a small but relatively constant number of students have decided not to participate in the online course but to attend the face-to-face course, although the content of both courses is identical. The present study examined why students prefer one format or the other. METHODS: In a qualitative research approach, ten medical students were questioned in a guided interview...
November 9, 2017: BMC Medical Education
https://www.readbyqxmd.com/read/29116978/-you-re-not-trying-to-save-somebody-from-death-learning-as-becoming-in-palliative-care
#16
Frances Kilbertus, Rola Ajjawi, Douglas B Archibald
PURPOSE: Learning can be conceptualized as a process of "becoming," considering individuals, workplace participation, and professional identity formation. How postgraduate trainees learn palliative care, encompassing technical competence, compassion, and empathy, is not well understood or explained by common conceptualizations of learning as "acquisition" and "participation." Learning palliative care, a practice that has been described as a cultural shift in medicine challenging the traditional role of curing and healing, provided the context to explore learning as "becoming...
November 7, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/29068821/who-am-i-and-who-do-i-strive-to-be-applying-a-theory-of-self-conscious-emotions-to-medical-education
#17
William E Bynum, Anthony R Artino
The self-conscious emotions of shame, guilt, and pride are a distinct set of cognitively complex, powerful, and ubiquitous emotions that arise when an individual engages in self-evaluation. Currently, little is known about the influence or outcomes of self-conscious emotions in medical learners. In this article, the authors present a leading theory of self-conscious emotions that outlines the appraisals and attributions that give rise to and differentiate shame, guilt, and two forms of pride. The authors then apply the theory to three relevant topics in medical education: perfectionism, professional identity formation, and motivation...
October 24, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/29066605/evaluation-of-performance-and-perceptions-of-electronic-vs-paper-multiple-choice-exams
#18
Shannon Washburn, James Herman, Randolph Stewart
In the veterinary professional curriculum, methods of examination in many courses are transitioning from the traditional paper-based exams to electronic-based exams. Therefore, a controlled trial to evaluate the impact of testing methodology on examination performance in a veterinary physiology course was designed and implemented. Formalized surveys and focus group discussions were also used to determine student attitudes toward the examination formats. In total, 134 first-year veterinary students and 11 PhD/MS students were administered a total of 4 exams throughout 1 semester (2 on paper and 2 electronically) using a split-halves design...
December 1, 2017: Advances in Physiology Education
https://www.readbyqxmd.com/read/28991846/a-multi-institutional-longitudinal-faculty-development-program-in-humanism-supports-the-professional-development-of-faculty-teachers
#19
William T Branch, Richard M Frankel, Janet P Hafler, Amy B Weil, MaryAnn C Gilligan, Debra K Litzelman, Margaret Plews-Ogan, Elizabeth A Rider, Lars G Osterberg, Dana Dunne, Natalie B May, Arthur R Derse
The authors describe the first 11 academic years (2005-2006 through 2016-2017) of a longitudinal, small-group faculty development program for strengthening humanistic teaching and role modeling at 30 U.S. and Canadian medical schools that continues today. During the yearlong program, small groups of participating faculty met twice monthly with a local facilitator for exercises in humanistic teaching, role modeling, and related topics that combined narrative reflection with skills training using experiential learning techniques...
October 3, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28956978/coping-teenagers-undergoing-stoma-formation
#20
Jenny Williams
Stoma-forming surgery can raise a number of challenges for patients of any age, including psychosocial impact, altered body image and altered body function. Adolescents may experience additional challenges as they are already adapting to changes in body image and personal identity while striving for independence. Healthcare professionals supporting adolescents with stomas need to have awareness of specific issues that may be encountered and the support required to aid and promote coping and adjustment. This case study considers adolescents coping and adjusting to living with a stoma and the role of the Stoma Care Clinical Nurse Specialist...
September 28, 2017: British Journal of Nursing: BJN
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