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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.
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]
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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  Data: Investigation of the mechanism of ambivalent professional identity formation: A directed content analysis of reflective assignments.
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  Data: *<searchLink fieldCode="DE" term="%22Group+identity%22">Group identity</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Content+analysis%22">Content analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Attitude+%28Psychology%29%22">Attitude (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+learning+theory%22">Social learning theory</searchLink><br />*<searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+students%22">Medical students</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+identity%22">Professional identity</searchLink><br /><searchLink fieldCode="DE" term="%22Tertiary+care%22">Tertiary care</searchLink><br /><searchLink fieldCode="DE" term="%22Hospital+medical+staff%22">Hospital medical staff</searchLink><br /><searchLink fieldCode="DE" term="%22Content+mining%22">Content mining</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 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]
– Name: AbstractSuppliedCopyright
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  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.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/0142159X.2025.2501258
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      – Code: eng
        Text: English
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        PageCount: 14
        StartPage: 1790
    Subjects:
      – SubjectFull: Group identity
        Type: general
      – SubjectFull: Qualitative research
        Type: general
      – SubjectFull: Content analysis
        Type: general
      – SubjectFull: Attitude (Psychology)
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      – SubjectFull: Social learning theory
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      – SubjectFull: Longitudinal method
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      – SubjectFull: Medical students
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Professional identity
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      – SubjectFull: Tertiary care
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      – SubjectFull: Hospital medical staff
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      – SubjectFull: Content mining
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      – SubjectFull: Data analysis software
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      – SubjectFull: China
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