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Professional identity in medical students: pedagogical challenges to medical education

Journal Article


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Abstract


  • Background: Professional identity, or how a doctor thinks of himself or herself as a doctor, is considered to be as critical to medical education as the acquisition of skills and knowledge relevant to patient care. Summary: This article examines contemporary literature on the development of professional identity within medicine. Relevant theories of identity construction are explored and their application to medical education and pedagogical approaches to enhancing students’ professional identity are proposed. The influence of communities of practice, role models, and narrative reflection within curricula are examined. Conclusions: Medical education needs to be responsive to changes in professional identity being generated from factors within medical student experiences and within contemporary society.

UOW Authors


  •   Wilson, Ian
  •   Cowin, Leanne S. (external author)
  •   Johnson, Maree (external author)
  •   Young, Helen (external author)

Publication Date


  • 2013

Citation


  • Wilson, I., Cowin, L. S., Johnson, M. & Young, H. (2013). Professional identity in medical students: pedagogical challenges to medical education. Teaching and Learning in Medicine: an international journal, 25 (4), 369-373.

Scopus Eid


  • 2-s2.0-84886392231

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=2179&context=smhpapers

Ro Metadata Url


  • http://ro.uow.edu.au/smhpapers/1161

Has Global Citation Frequency


Number Of Pages


  • 4

Start Page


  • 369

End Page


  • 373

Volume


  • 25

Issue


  • 4

Place Of Publication


  • United States

Abstract


  • Background: Professional identity, or how a doctor thinks of himself or herself as a doctor, is considered to be as critical to medical education as the acquisition of skills and knowledge relevant to patient care. Summary: This article examines contemporary literature on the development of professional identity within medicine. Relevant theories of identity construction are explored and their application to medical education and pedagogical approaches to enhancing students’ professional identity are proposed. The influence of communities of practice, role models, and narrative reflection within curricula are examined. Conclusions: Medical education needs to be responsive to changes in professional identity being generated from factors within medical student experiences and within contemporary society.

UOW Authors


  •   Wilson, Ian
  •   Cowin, Leanne S. (external author)
  •   Johnson, Maree (external author)
  •   Young, Helen (external author)

Publication Date


  • 2013

Citation


  • Wilson, I., Cowin, L. S., Johnson, M. & Young, H. (2013). Professional identity in medical students: pedagogical challenges to medical education. Teaching and Learning in Medicine: an international journal, 25 (4), 369-373.

Scopus Eid


  • 2-s2.0-84886392231

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=2179&context=smhpapers

Ro Metadata Url


  • http://ro.uow.edu.au/smhpapers/1161

Has Global Citation Frequency


Number Of Pages


  • 4

Start Page


  • 369

End Page


  • 373

Volume


  • 25

Issue


  • 4

Place Of Publication


  • United States