Longitudinal exploration of the educational identity formation through a Graduate Certificate in Health Professions Education.

Background: Previous studies reported the impact retrospectively, making it difficult to tease out the influence of the Graduate Certificate in Health Professions Education (CHPE) from other development activities and experiences. This study extends the inquiry through the longitudinal follow-up of the participants while engaging with the program and beyond, through reflections on their educational identity. The study explores the motivations for enrolling, the impact on careers, and educational identity formation throughout a CHPE program and afterwards.

Methods: Qualitative Longitudinal Research underpinned by communities of practice theory was conducted. A purposive sample of 32 health professionals enrolled for CHPE were asked to record reflective audio diaries documenting any significant events during the program that may have impacted their beliefs as educators. 12 participants were also interviewed six months after the program. A thematic framework analysis was conducted.

Results: Participants enrolled for various intrinsic and extrinsic motivations and developed an interest over time. They learned the theoretical basis of their educational practices, with increasing self-efficacy and transformational changes as teachers, leaders, and researchers. They also reported having additional educational responsibilities and a competitive advantage in promotions at their institution. Participants also initiated curriculum reforms in the workplace. Participants reported professional inclusiveness with a sense of belongingness in the educational communities of practice. Many also enrolled for a Masters in Health Professions Education.

Conclusion: This is the first qualitative longitudinal study exploring the impact of a CHPE program on health professionals from various specialties and workplaces while engaging with the program and beyond. Through the course, health professionals develop an interest in education with increasing self-efficacy. The program results in transformational changes and educational identity formation as teachers, leaders, and researchers. The graduates also get educational responsibilities and promotions. Those enrolled experience professional inclusiveness and a sense of belongingness with the educational communities.