An evidence-informed pedagogical approach to support professional identity formation in medical students: AMEE Guide No. 171.
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| Title: | An evidence-informed pedagogical approach to support professional identity formation in medical students: AMEE Guide No. 171. |
|---|---|
| Authors: | Fleer, Joke1,2 j.fleer@umcg.nl, Smit, Margreet J.1, Boer, Hedwig J.1, Knevel, Maleah1, Velthuis, Floor3, Trippenzee, Miranda1, de Carvalho Filho, Marco A.3, Scholtens, Salome1,4 |
| Source: | Medical Teacher. Apr2025, Vol. 47 Issue 4, p580-588. 9p. |
| Subject Terms: | *Medical education, *Learning, *Medical students, Professional identity, Professions, Conceptual structures, Social support, Socialization, Professional competence |
| Abstract: | There is a long and impressive scholarly history evidencing why it is important to address professional identity formation (PIF) in medical curricula. In this AMEE Guide, the authors present an evidence-informed pedagogical approach to assist educators in developing educational practices to foster a healthy PIF in medical students. The authors first describe the theoretical framework that underpin this approach. At the core of this framework is the recognition that, for a healthy PIF, students need to become aware that they have the autonomy, but also responsibility, to form their professional identity in a way that fits both their personality and their (future) professional role. In other words, students need to learn to navigate the interplay between socialization and subjectification. Next, the authors outline the six-step structure of their pedagogical approach, designed to help students: (1) undergo a PIF-related experience, (2) observe their responses to the experience, (3) externalize their reflections, (4) share their reflections, (5) broaden their perspective, and (6) explore their freedom of choice through experimentation. The authors also describe six conducive conditions to facilitate the implementation of the pedagogical approach. These conditions include (1) creating a setting that enables students to slow down, (2) adopting a longitudinal approach, (3) making it part of the formal curriculum, (4) refraining from grading, (5) establishing an interdisciplinary expert team, and (6) providing teacher training. The authors conclude that the theoretical framework leads to a coherent and consistent pedagogical approach that, when implemented according to the conducive conditions, enables students to gradually internalize the reflective process and help them to cultivate a reflective attitude towards their PIF. [ABSTRACT FROM AUTHOR] |
| Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 183685212 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: An evidence-informed pedagogical approach to support professional identity formation in medical students: AMEE Guide No. 171. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Fleer%2C+Joke%22">Fleer, Joke</searchLink><relatesTo>1,2</relatesTo><i> j.fleer@umcg.nl</i><br /><searchLink fieldCode="AR" term="%22Smit%2C+Margreet+J%2E%22">Smit, Margreet J.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Boer%2C+Hedwig+J%2E%22">Boer, Hedwig J.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Knevel%2C+Maleah%22">Knevel, Maleah</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Velthuis%2C+Floor%22">Velthuis, Floor</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Trippenzee%2C+Miranda%22">Trippenzee, Miranda</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22de+Carvalho+Filho%2C+Marco+A%2E%22">de Carvalho Filho, Marco A.</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Scholtens%2C+Salome%22">Scholtens, Salome</searchLink><relatesTo>1,4</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Apr2025, Vol. 47 Issue 4, p580-588. 9p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Medical+education%22">Medical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+students%22">Medical students</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+identity%22">Professional identity</searchLink><br /><searchLink fieldCode="DE" term="%22Professions%22">Professions</searchLink><br /><searchLink fieldCode="DE" term="%22Conceptual+structures%22">Conceptual structures</searchLink><br /><searchLink fieldCode="DE" term="%22Social+support%22">Social support</searchLink><br /><searchLink fieldCode="DE" term="%22Socialization%22">Socialization</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+competence%22">Professional competence</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: There is a long and impressive scholarly history evidencing why it is important to address professional identity formation (PIF) in medical curricula. In this AMEE Guide, the authors present an evidence-informed pedagogical approach to assist educators in developing educational practices to foster a healthy PIF in medical students. The authors first describe the theoretical framework that underpin this approach. At the core of this framework is the recognition that, for a healthy PIF, students need to become aware that they have the autonomy, but also responsibility, to form their professional identity in a way that fits both their personality and their (future) professional role. In other words, students need to learn to navigate the interplay between socialization and subjectification. Next, the authors outline the six-step structure of their pedagogical approach, designed to help students: (1) undergo a PIF-related experience, (2) observe their responses to the experience, (3) externalize their reflections, (4) share their reflections, (5) broaden their perspective, and (6) explore their freedom of choice through experimentation. The authors also describe six conducive conditions to facilitate the implementation of the pedagogical approach. These conditions include (1) creating a setting that enables students to slow down, (2) adopting a longitudinal approach, (3) making it part of the formal curriculum, (4) refraining from grading, (5) establishing an interdisciplinary expert team, and (6) providing teacher training. The authors conclude that the theoretical framework leads to a coherent and consistent pedagogical approach that, when implemented according to the conducive conditions, enables students to gradually internalize the reflective process and help them to cultivate a reflective attitude towards their PIF. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=183685212 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/0142159X.2024.2387809 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 580 Subjects: – SubjectFull: Medical education Type: general – SubjectFull: Learning Type: general – SubjectFull: Medical students Type: general – SubjectFull: Professional identity Type: general – SubjectFull: Professions Type: general – SubjectFull: Conceptual structures Type: general – SubjectFull: Social support Type: general – SubjectFull: Socialization Type: general – SubjectFull: Professional competence Type: general Titles: – TitleFull: An evidence-informed pedagogical approach to support professional identity formation in medical students: AMEE Guide No. 171. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Fleer, Joke – PersonEntity: Name: NameFull: Smit, Margreet J. – PersonEntity: Name: NameFull: Boer, Hedwig J. – PersonEntity: Name: NameFull: Knevel, Maleah – PersonEntity: Name: NameFull: Velthuis, Floor – PersonEntity: Name: NameFull: Trippenzee, Miranda – PersonEntity: Name: NameFull: de Carvalho Filho, Marco A. – PersonEntity: Name: NameFull: Scholtens, Salome IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 0142159X Numbering: – Type: volume Value: 47 – Type: issue Value: 4 Titles: – TitleFull: Medical Teacher Type: main |
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