Lara Varpio, Marije van Braak, Anne de la Croix, Adam P Sawatsky
{"title":"职业认同形成隐喻：老问题与新承诺。","authors":"Lara Varpio, Marije van Braak, Anne de la Croix, Adam P Sawatsky","doi":"10.5334/pme.1803","DOIUrl":null,"url":null,"abstract":"<p><strong>Introduction: </strong>While medical education scholars have made important contributions to our understanding of professional identity formation (PIF), some ways of thinking stubbornly endure despite being repudiated in the literature. We argue that two metaphors embedded in the PIF discourse contribute to obstructing change: PIF IS A JOURNEY and PIF INVOLVES FITTING INTO A MOLD.</p><p><strong>Pif is a journey: </strong>This metaphor assumes that each learner's PIF work starts the day they enter medical school; that their pre-matriculation PIF work isn't part of their PIF journey; and that the paths to PIF are equally accessible for all. We argue that this is not the case. Drawing on Appadurai's theories of aspiration, we critique this metaphor for neglecting each medical learner's unique cultural backgrounds and aspiration journeys.</p><p><strong>Pif involves fitting into a mold: </strong>This metaphor perpetuates expectations that medical learners and practicing physicians ought to adopt medicine's norms. It places the blame for the crises and dissonance individuals experience when adapting to medicine's culture on the individual-their failure to fit in. While standardization is necessary for maintaining professional standards, it should not suppress individuality, limit diversity, nor constrain adaptability.</p><p><strong>Pif as functional crafting: </strong>We propose that this new metaphor balances standardization with individuality in PIF. It makes room for both the enjoyable and challenging aspects of PIF, and allows for unique, personalized professional identities within the medical field. We propose that this new metaphor aligns with subjectification, an orientation that can encourage flexibility and respect diversity in professional identities.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"219-229"},"PeriodicalIF":4.8000,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12063597/pdf/","citationCount":"0","resultStr":"{\"title\":\"Professional Identity Formation Metaphors: Old Problems and New Promises.\",\"authors\":\"Lara Varpio, Marije van Braak, Anne de la Croix, Adam P Sawatsky\",\"doi\":\"10.5334/pme.1803\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Introduction: </strong>While medical education scholars have made important contributions to our understanding of professional identity formation (PIF), some ways of thinking stubbornly endure despite being repudiated in the literature. We argue that two metaphors embedded in the PIF discourse contribute to obstructing change: PIF IS A JOURNEY and PIF INVOLVES FITTING INTO A MOLD.</p><p><strong>Pif is a journey: </strong>This metaphor assumes that each learner's PIF work starts the day they enter medical school; that their pre-matriculation PIF work isn't part of their PIF journey; and that the paths to PIF are equally accessible for all. We argue that this is not the case. Drawing on Appadurai's theories of aspiration, we critique this metaphor for neglecting each medical learner's unique cultural backgrounds and aspiration journeys.</p><p><strong>Pif involves fitting into a mold: </strong>This metaphor perpetuates expectations that medical learners and practicing physicians ought to adopt medicine's norms. It places the blame for the crises and dissonance individuals experience when adapting to medicine's culture on the individual-their failure to fit in. While standardization is necessary for maintaining professional standards, it should not suppress individuality, limit diversity, nor constrain adaptability.</p><p><strong>Pif as functional crafting: </strong>We propose that this new metaphor balances standardization with individuality in PIF. It makes room for both the enjoyable and challenging aspects of PIF, and allows for unique, personalized professional identities within the medical field. We propose that this new metaphor aligns with subjectification, an orientation that can encourage flexibility and respect diversity in professional identities.</p>\",\"PeriodicalId\":48532,\"journal\":{\"name\":\"Perspectives on Medical Education\",\"volume\":\"14 1\",\"pages\":\"219-229\"},\"PeriodicalIF\":4.8000,\"publicationDate\":\"2025-05-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12063597/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Perspectives on Medical Education\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.5334/pme.1803\",\"RegionNum\":2,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/1/1 0:00:00\",\"PubModel\":\"eCollection\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Perspectives on Medical Education","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.5334/pme.1803","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
Professional Identity Formation Metaphors: Old Problems and New Promises.
Introduction: While medical education scholars have made important contributions to our understanding of professional identity formation (PIF), some ways of thinking stubbornly endure despite being repudiated in the literature. We argue that two metaphors embedded in the PIF discourse contribute to obstructing change: PIF IS A JOURNEY and PIF INVOLVES FITTING INTO A MOLD.
Pif is a journey: This metaphor assumes that each learner's PIF work starts the day they enter medical school; that their pre-matriculation PIF work isn't part of their PIF journey; and that the paths to PIF are equally accessible for all. We argue that this is not the case. Drawing on Appadurai's theories of aspiration, we critique this metaphor for neglecting each medical learner's unique cultural backgrounds and aspiration journeys.
Pif involves fitting into a mold: This metaphor perpetuates expectations that medical learners and practicing physicians ought to adopt medicine's norms. It places the blame for the crises and dissonance individuals experience when adapting to medicine's culture on the individual-their failure to fit in. While standardization is necessary for maintaining professional standards, it should not suppress individuality, limit diversity, nor constrain adaptability.
Pif as functional crafting: We propose that this new metaphor balances standardization with individuality in PIF. It makes room for both the enjoyable and challenging aspects of PIF, and allows for unique, personalized professional identities within the medical field. We propose that this new metaphor aligns with subjectification, an orientation that can encourage flexibility and respect diversity in professional identities.
期刊介绍：
Perspectives on Medical Education mission is support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices.
Official journal of the The Netherlands Association of Medical Education (NVMO).
Perspectives on Medical Education is a non-profit Open Access journal with no charges for authors to submit or publish an article, and the full text of all articles is freely available immediately upon publication, thanks to the sponsorship of The Netherlands Association for Medical Education.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy.
Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary.
The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members.
The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.
Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary.
The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members.
The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
