Investigation of the mechanism of ambivalent professional identity formation: A directed content analysis of reflective assignments.

IF 3.3 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Medical Teacher Pub Date : 2025-05-09 DOI:10.1080/0142159X.2025.2501258

Jiayi Du, Xuedong Jia, Xuejun Yin, Qiufang Zhang, Xiaoyue Bao, Wan Zhang, Youhong Hu, Cook Loraine, Shuai Jiang, Zhimin Chen, Zhao Yin, Yongjie Yang

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引用次数: 0

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.

查看原文本刊更多论文

矛盾职业认同形成机制的研究：反思性作业的定向内容分析。

背景：矛盾的职业认同（API）——一个人对职业的认同和不认同并存——削弱了动机和满意度。对实习医生API的研究仍然有限。本研究运用社会认知理论（SCT）探讨中国医学实习生API的形成机制，并提出提升职业认同的策略。方法：研究在郑州大学第一附属医院进行，涉及6个机构、5个专科的1054名实习医生。2023年10月，所有实习生在实习初期提交了反思性文章。直接内容分析用于检查772份有效提交。结果：确定了六个共同主题，并将其分为三个基于scd的阶段：冲突学习经历、矛盾强化和API形成。通过观察和实践，实习生们在患者预后、专业行为、自动化、反馈、任务绩效和风险方面遇到了截然不同的体验。这些因素形成了人们对自己角色的复杂看法。强化过程引发了矛盾的情绪——成就与自我怀疑并存——在API中达到顶峰，其标志是责任感和职业兴趣的增加，但同时伴随着焦虑和无力感。结论：SCT能有效解释实习医师API的形成。矛盾的学习经历，由矛盾的强化介导，塑造身份发展，突出SCT在医疗保健教育中的相关性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Medical Teacher 医学-卫生保健

CiteScore

7.80

自引率

8.50%

发文量

396

审稿时长

3-6 weeks

期刊介绍： Medical Teacher provides accounts of new teaching methods, guidance on structuring courses and assessing achievement, and serves as a forum for communication between medical teachers and those involved in general education. In particular, the journal recognizes the problems teachers have in keeping up-to-date with the developments in educational methods that lead to more effective teaching and learning at a time when the content of the curriculum—from medical procedures to policy changes in health care provision—is also changing. The journal features reports of innovation and research in medical education, case studies, survey articles, practical guidelines, reviews of current literature and book reviews. All articles are peer reviewed.