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Medical students and clinical placements - a qualitative study of the continuum of professional identity formation

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posted on 2024-09-12, 07:33 authored by Diane O’Doherty, Aidan CulhaneAidan Culhane, Jane O’Doherty, Sarah HarneySarah Harney, Liam GlynnLiam Glynn, Helena McKeagueHelena McKeague, Dervla KellyDervla Kelly

Background: To explore graduates’ perceptions of significant factors affecting professional iden?tity formation (PIF) throughout their graduate medical school education journey and early practice years.

Methods: A qualitative study with medical graduates using non-probability sampling. Data collected with graduates via face to face and telephone interviews. Interviews (n = 9) completed with medical graduates of the School of Medicine, University of Limerick.

Results: Graduates described their experiences in general practice, during the early patient contact programme and the longitudinal integrated clerkship (LIC) as highly influential. The lasting impact of positive role models was highlighted. The importance of socialisation and entering a community of practice were identified as drivers of professional development. Role modelling and mentorship between students and GP tutors were pivotal as part of early clinical years and clinical LIC. This seemed to have a positive influence on graduate’s consideration of general practice as a future career pathway.

Conclusion: Professional identity formation occurs for medical students who participate in early patient contact programmes and longitudinal integrated clerkships in GP. Factors such as positive role modelling, good mentorship, communities of practice and a positive learning environment appear to be the main contributors to this process. Experiences as part of longitudinal integrated clerkships are meaningful for graduates, regardless of postgraduate specialisation choices. Educators should acknowledge this when designing medical curricula to ensure that students’ professional identity formation is optimally facilitated. Training should be available to support the educators involved in longitudinal integrated clerkships, as they become role models and mentors to students.

History

Publication

Education for Primary Care, 2021, 32 (4), pp. 202–210

Publisher

Taylor and Francis

Other Funding information

The work was funded by an INHED RIME Award 2019 Irish Network of Healthcare Educators/Irish Medical Council [RIME Grant].

Department or School

  • School of Medicine

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