Investigation of the mechanism of ambivalent professional identity formation: A directed content analysis of reflective assignments.
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| Title: | Investigation of the mechanism of ambivalent professional identity formation: A directed content analysis of reflective assignments. |
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| Authors: | Du, Jiayi1,2,3 (AUTHOR), Jia, Xuedong1 (AUTHOR), Yin, Xuejun4,5 (AUTHOR), Zhang, Qiufang6 (AUTHOR), Bao, Xiaoyue1 (AUTHOR), Zhang, Wan1 (AUTHOR), Hu, Youhong1 (AUTHOR), Loraine, Cook7 (AUTHOR), Jiang, Shuai8,9 (AUTHOR), Chen, Zhimin10 (AUTHOR), Yin, Zhao1,9 (AUTHOR) yinzhao0601@163.com, Yang, Yongjie1 (AUTHOR) 755246268@qq.com |
| Source: | Medical Teacher. Nov2025, Vol. 47 Issue 11, p1790-1803. 14p. |
| Subject Terms: | *Group identity, *Qualitative research, *Content analysis, *Attitude (Psychology), *Social learning theory, *Longitudinal method, *Medical students, Research funding, Professional identity, Tertiary care, Hospital medical staff, Content mining, Data analysis software |
| Geographic Terms: | China |
| Abstract: | Background: Ambivalent professional identity (API)—the coexistence of identification and dis-identification with one's profession—undermines motivation and satisfaction. Research on API among medical interns remains limited. This study applies social cognitive theory (SCT) to explore the formation mechanism of API in Chinese medical interns and proposes strategies to enhance professional identity. Methods: Conducted at the First Affiliated Hospital of Zhengzhou University, the study involved 1,054 medical interns from six institutions and five specialties. In October 2023, all interns submitted reflective writings during the early internship phase. Directed content analysis was used to examine 772 valid submissions. Results: Six common themes were identified and categorized into three SCT-based stages: conflictive learning experiences, ambivalent reinforcements, and API formation. Through observation and practice, interns encountered contrasting experiences related to patient outcomes, professional behavior, automation, feedback, task performance, and risk. These shaped mixed perceptions of their roles. Reinforcement processes triggered ambivalent emotions—achievement alongside self-doubt—culminating in API marked by increased responsibility and career interest, yet coupled with anxiety and powerlessness. Conclusion: SCT effectively explains API formation in medical interns. Ambivalent learning experiences, mediated by contradictory reinforcements, shape identity development, highlighting SCT's relevance in healthcare education. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Background: Ambivalent professional identity (API)—the coexistence of identification and dis-identification with one's profession—undermines motivation and satisfaction. Research on API among medical interns remains limited. This study applies social cognitive theory (SCT) to explore the formation mechanism of API in Chinese medical interns and proposes strategies to enhance professional identity. Methods: Conducted at the First Affiliated Hospital of Zhengzhou University, the study involved 1,054 medical interns from six institutions and five specialties. In October 2023, all interns submitted reflective writings during the early internship phase. Directed content analysis was used to examine 772 valid submissions. Results: Six common themes were identified and categorized into three SCT-based stages: conflictive learning experiences, ambivalent reinforcements, and API formation. Through observation and practice, interns encountered contrasting experiences related to patient outcomes, professional behavior, automation, feedback, task performance, and risk. These shaped mixed perceptions of their roles. Reinforcement processes triggered ambivalent emotions—achievement alongside self-doubt—culminating in API marked by increased responsibility and career interest, yet coupled with anxiety and powerlessness. Conclusion: SCT effectively explains API formation in medical interns. Ambivalent learning experiences, mediated by contradictory reinforcements, shape identity development, highlighting SCT's relevance in healthcare education. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 0142159X |
| DOI: | 10.1080/0142159X.2025.2501258 |
