Exploring aspects of medical students' professional identity through their reflective expressions.

Abstract

Background: Professional identity formation (PIF) is a critical component of medical education, involving the transformation of medical students into skilled physicians. Despite its importance, there is limited research on the specific aspects of professional identity that develop during different stages of medical training.

Objectives: This study aims to identify the aspects of professional identity formation during the years medical students rotate in different medical departments and to characterize the reflective expressions that support this development.

Methods: A descriptive case-study methodology was employed, involving five medical students participating in a course designed to foster PIF. Data were collected from reflective journals and semi-structured interviews over three years. Directed content analysis was used to identify categories and subcategories of professional identity and reflective expressions.

Results: Seven main categories of professional identity were identified: Reflexivity, Peer relationships, Student's conception of themselves as future physicians, Effective communication, Specialty choice, Empathy development, and Challenges in the clinical rotations. Reflexivity emerged as the most prominent category, with subcategories including personal emotions, clinical experience, decision-making processes, cultural beliefs, and perceptions of medical hierarchy. Reflective writing evolved over time, showing an increased ability for interpretation and critical reflections.

Conclusions: This study contributes to the existing knowledge by highlighting specific aspects of professional identity formation (PIF) as observed through the reflective expressions of medical students during their clinical rotations. The medical education community could benefit from systematically cultivating aspects of professional identity at each stage of medical studies and throughout their careers.