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Professional identity formation

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https://www.readbyqxmd.com/read/28430568/reflection-based-learning-for-professional-ethical-formation
#1
William T Branch, Maura George
One way practitioners learn ethics is by reflecting on experience. They may reflect in the moment (reflection-in-action) or afterwards (reflection-on-action). We illustrate how a teaching clinician may transform relationships with patients and teach person-centered care through reflective learning. We discuss reflective learning pedagogies and present two case examples of our preferred method, guided group reflection using narratives. This method fosters moral development alongside professional identity formation in students and advanced learners...
April 1, 2017: AMA Journal of Ethics
https://www.readbyqxmd.com/read/28424380/-schizotypy-detachment-or-magical-fusion
#2
János Kállai, Mária Simon, István Hartung, Béla Birkás, Róbert Herold
Nowadays, both in the clinical population, and in general communities, we tend to encounter an increasing number of personality disorder patients, whose social adjustment, partnerships and efficient life management is made difficult by the disorder. The ideas of borderline personality disorder patients, who fluctuate between farfetched expectations and fears of their selves being demolished, schizoid patients, who close their selves in their own alienating prison, avoidant patients, who try to escape difficulties, which would enhance their self-esteem, OCD patients, who build their own mythic superstitious world, and antisocial patients who tend to ignore and aggressively override others' interests are all important in the development of cultures with insecure identities...
2017: Psychiatria Hungarica: A Magyar Pszichiátriai Társaság Tudományos Folyóirata
https://www.readbyqxmd.com/read/28417688/medical-professionalism-frameworks-across-non-western-cultures-a-narrative-overview
#3
A Al-Rumayyan, W N K A Van Mook, M E Magzoub, M M Al-Eraky, M Ferwana, M A Khan, D Dolmans
BACKGROUND: Medical professionalism is context-specific, but most literature on professionalism stems from Western countries. This study is about benchmarking of different frameworks on professionalism and interpreting the commonalities and discrepancies of understanding professionalism across different cultures. We need to study the cultural underpinning of medical professionalism to graduate future "global" practitioners who are culturally sensitive enough to recognize differences (and also similarities) of expectations of patients in various contexts...
April 2017: Medical Teacher
https://www.readbyqxmd.com/read/28403295/systematization-of-nursing-care-and-the-formation-of-professional-identity
#4
Maria Gaby Rivero de Gutiérrez, Sheila Coelho Ramalho Vasconcelos Morais
The aim of this study is to explore arguments that broaden the understanding of possible links between the organization of nursing care and the structuring of professional identity. For that purpose, some aspects related to these themes are addressed, highlighting issues regarding differences in the concepts of the organization of nursing care and the nursing process, as well as the performance of this activity and its possible impact on the establishment of its relationship with the professional identity. Emphasis is given to the need to stimulate the debate on the subject by nursing professionals involved in the training of human resources and the provision of care, as well as in class entities, in order to deepen understanding of these concepts as significant elements for strengthening our professional identity...
April 2017: Revista Brasileira de Enfermagem
https://www.readbyqxmd.com/read/28394072/cultural-competency-professional-identity-formation-and-transformative-learning
#5
Adam P Sawatsky, Thomas J Beckman, Frederic W Hafferty
No abstract text is available yet for this article.
May 2017: Medical Education
https://www.readbyqxmd.com/read/28382053/exploring-the-dominant-discourse-of-baccalaureate-nursing-education-in-iran
#6
Ahmadreza Yazdannik, Alireza Yousefy, Sepideh Mohammadi
INTRODUCTION: Understanding how academic dominant discourse is implicated in the shaping of nursing identity, professional aspirations and socialization of nursing students is useful as it can lead to strategies that promote nursing profession. MATERIALS AND METHODS: This is a qualitative research conducted through discourse analysis approach. Semi-structured interviews, focus group, and direct observation of undergraduate theoretical and clinical courses were used to collect the data...
January 2017: Iranian Journal of Nursing and Midwifery Research
https://www.readbyqxmd.com/read/28363381/professional-identity-development-learning-and-journeying-together
#7
Stephanie J Bridges
BACKGROUND: Pharmacy students start to develop their professional values through engagement with the course, practice exposure, staff and fellow students. Group working is an element of pedagogy which draws on the social aspects of learning to facilitate knowledge and skills development, but its potential role in facilitating professional identity formation has as yet been under researched. OBJECTIVES: This study aimed to explore the potential of mutual learning through group work to contribute not only to academic knowledge and understanding, but also to the development of students' professional values and selves...
March 25, 2017: Research in Social & Administrative Pharmacy: RSAP
https://www.readbyqxmd.com/read/28353499/emotional-learning-and-identity-development-in-medicine-a-cross-cultural-qualitative-study-comparing-taiwanese-and-dutch-medical-undergraduates
#8
Esther Helmich, Huei-Ming Yeh, Chi-Chuan Yeh, Joy de Vries, Daniel Fu-Chang Tsai, Tim Dornan
PURPOSE: Current knowledge about the interplay between emotions and professional identity formation is limited and largely based on research in Western settings. This study aimed to broaden understandings of professional identity formation cross-culturally. METHOD: In fall 2014, the authors purposively sampled 22 clinical students from Taiwan and the Netherlands and asked them to keep audio diaries, narrating emotional experiences during clerkships using three prompts: What happened? What did you feel/think/do? How does this interplay with your development as a doctor? Dutch audio diaries were supplemented with follow-up interviews...
March 28, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28292636/who-we-are-and-what-we-can-become-an-analysis-of-professional-identity-formation-in-ir
#9
Eric J Keller, Katherine A McGee, Scott A Resnick, Scott O Trerotola, Karim Valji, Matthew S Johnson, Jeremy D Collins, Robert L Vogelzang
PURPOSE: To characterize the unique experiences, values, and perspectives of interventional radiology (IR) fellows. MATERIALS AND METHODS: Sixteen fellows from 4 US vascular and IR programs were interviewed within 2 months of beginning and 2-3 months following their 2015-2016 fellowships about patient interactions, training experiences, and views of IR and other specialties. Interviews were systematically analyzed for dominant themes by using constructivist grounded theory...
March 11, 2017: Journal of Vascular and Interventional Radiology: JVIR
https://www.readbyqxmd.com/read/28255592/health-professions-students-perceptions-of-their-ipe-program-potential-barriers-to-student-engagement-with-ipe-goals
#10
Barret Michalec, Carolyn Giordano, Brandie Pugh, Christine Arenson, Elizabeth Speakman
BACKGROUND: Extensive evaluative efforts are underway to explore nuances of interprofessional education (IPE). Few studies, however, have utilized methodology that includes multiple interviews with students of various health disciplines, thereby potentially concealing factors that may be impacting students' attitudes and perceptions of IPE. By focusing on the students' perspectives, this case study explores potential barriers and facilitators to students' engagement with their IPE program...
2017: Journal of Allied Health
https://www.readbyqxmd.com/read/28247420/professional-identity-in-clinician-scientists-brokers-between-care-and-science
#11
Manon Kluijtmans, Else de Haan, Sanne Akkerman, Jan van Tartwijk
CONTEXT: Despite increasing numbers of publications, science often fails to significantly improve patient care. Clinician-scientists, professionals who combine care and research activities, play an important role in helping to solve this problem. However, despite the ascribed advantages of connecting scientific knowledge and inquiry with health care, clinician-scientists are scarce, especially amongst non-physicians. The education of clinician-scientists can be complex because they must form professional identities at the intersection of care and research...
February 28, 2017: Medical Education
https://www.readbyqxmd.com/read/28247208/unmasking-identity-dissonance-exploring-medical-students-professional-identity-formation-through-mask-making
#12
Kimera Joseph, Karlen Bader, Sara Wilson, Melissa Walker, Mark Stephens, Lara Varpio
PURPOSE: Professional identity formation is an on-going, integrative process underlying trainees' experiences of medical education. Since each medical student's professional identity formation process is an individual, internal, and often times emotionally charged unconscious experience, it can be difficult for educators to understand each student's unique experience. We investigate if mask making can provide learners and educators the opportunity to explore medical students' professional identity formation experiences...
April 2017: Perspectives on Medical Education
https://www.readbyqxmd.com/read/28212196/prison-nursing-formation-of-a-stable-professional-identity
#13
REVIEW
Khurshid Choudhry, David Armstrong, Alexandru Dregan
AIM: The aim of this study was to analyze how working within prison environments can influence the self-identity and professional identity of nurses. BACKGROUND: The prison environment can be a difficult environment for nurses to deliver care within, with nurses having to carry out activities that seem to go against their professional role, while at the same time providing care to prisoners who have greater health needs than the general population. There is a lack of theoretical consideration of how prison nurses carry out their role in the face of such challenges...
January 2017: Journal of Forensic Nursing
https://www.readbyqxmd.com/read/28192640/-your-experiences-were-your-tools-how-personal-experience-of-mental-health-problems-informs-mental-health-nursing-practice
#14
Jennifer Oates, Nicholas Drey, Julia Jones
INTRODUCTION: Expertise by experience' is a highly valued element of service delivery in recovery-oriented mental health care, but is unacknowledged within the mental health nursing literature. AIM: To explore the extent and influence of mental health professionals' personal experience of mental ill health on clinical practice. METHOD: Twenty seven mental health nurses with their own personal experience of mental ill health were interviewed about how their personal experience informed their mental health nursing practice, as part of a sequential mixed methods study...
February 13, 2017: Journal of Psychiatric and Mental Health Nursing
https://www.readbyqxmd.com/read/28183408/developing-a-physician-s-professional-identity-through-medical-education
#15
Kenneth E Olive, Caroline L Abercrombie
Professionalism represents a fundamental characteristic of physicians. Professional organizations have developed professionalism competencies for physicians and medical students. The aim of teaching medical professionalism is to ensure the development of a professional identity in medical students. Professional identity formation is a process developed through teaching principles and appropriate behavioral responses to the stresses of being a physician. Addressing lapses and critical reflection is an important part of the educational process...
February 2017: American Journal of the Medical Sciences
https://www.readbyqxmd.com/read/28179721/professional-identity-formation-in-an-advanced-pharmacy-practice-experience-emphasizing-self-authorship
#16
Jessica L Johnson, Sheila Chauvin
Objective. To examine the extent to which reflective essays written by graduating pharmacy students revealed professional identity formation and self-authorship development. Design. Following a six-week advanced pharmacy practice experience (APPE) grounded in Baxter-Magolda's Learning Partnerships Model of self-authorship development, students completed a culminating reflective essay on their rotation experiences and professional identity formation. Assessment. Thematic and categorical analysis of 41 de-identified essays revealed nine themes and evidence of all Baxter-Magolda's domains and phases of self-authorship...
December 25, 2016: American Journal of Pharmaceutical Education
https://www.readbyqxmd.com/read/28143476/may-i-see-your-id-please-an-explorative-study-of-the-professional-identity-of-undergraduate-medical-education-leaders
#17
Kristina Sundberg, Anna Josephson, Scott Reeves, Jonas Nordquist
BACKGROUND: The mission of undergraduate medical education leaders is to strive towards the enhancement of quality of medical education and health care. The aim of this qualitative study is, with the help of critical perspectives, to contribute to the research area of undergraduate medical education leaders and their identity formation; how can the identity of undergraduate medical education leaders be defined and further explored from a power perspective? METHODS: In this explorative study, 14 educational leaders at a medical programme in Scandinavia were interviewed through semi-structured interviews...
February 1, 2017: BMC Medical Education
https://www.readbyqxmd.com/read/28130268/a-comparison-of-internal-dispositions-and-career-trajectories-after-collaborative-versus-apprenticed-research-experiences-for-undergraduates
#18
Kyle J Frantz, Melissa K Demetrikopoulos, Shari L Britner, Laura L Carruth, Brian A Williams, John L Pecore, Robert L DeHaan, Christopher T Goode
Undergraduate research experiences confer benefits on students bound for science, technology, engineering, and mathematics (STEM) careers, but the low number of research professionals available to serve as mentors often limits access to research. Within the context of our summer research program (BRAIN), we tested the hypothesis that a team-based collaborative learning model (CLM) produces student outcomes at least as positive as a traditional apprenticeship model (AM). Through stratified, random assignment to conditions, CLM students were designated to work together in a teaching laboratory to conduct research according to a defined curriculum led by several instructors, whereas AM students were paired with mentors in active research groups...
2017: CBE Life Sciences Education
https://www.readbyqxmd.com/read/28075699/outcome-and-impact-evaluation-of-a-transgender-health-course-for-health-profession-students
#19
Hannan M Braun, Ilana R Garcia-Grossman, Andrea Quiñones-Rivera, Madeline B Deutsch
PURPOSE: Being transgender is associated with numerous health disparities, and transgender individuals face mistreatment and discrimination in healthcare settings. At the same time, healthcare professionals report inadequate preparation to care for transgender people, and patients often have to teach their own medical providers about transgender care. Our study aimed to evaluate the impact of an elective course for health profession students in transgender health that was implemented to address these gaps in provider knowledge...
February 2017: LGBT Health
https://www.readbyqxmd.com/read/28033728/measuring-professional-identity-formation-early-in-medical-school
#20
Adina Kalet, Lynn Buckvar-Keltz, Victoria Harnik, Verna Monson, Steven Hubbard, Ruth Crowe, Hyuksoon S Song, Sandra Yingling
AIM: To assess the feasibility and utility of measuring baseline professional identity formation (PIF) in a theory-based professionalism curriculum for early medical students. METHODS: All 132 entering students completed the professional identity essay (PIE) and the defining issues test (DIT2). Students received score reports with individualized narrative feedback and wrote a structured reflection after a large-group session in which the PIF construct was reviewed...
March 2017: Medical Teacher
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