| Group processes in medical education: learning from social identity theory. | |
| | |
MedLine Citation:
|
PMID: 22239328 Owner: NLM Status: In-Data-Review |
Abstract/OtherAbstract:
|
Medical Education 2012: 46: 143-152 Context The clinical workplace in which doctors learn involves many social groups, including representatives of different professions, clinical specialties and workplace teams. This paper suggests that medical education research does not currently take full account of the effects of group membership, and describes a theoretical approach from social psychology, the social identity approach, which allows those effects to be explored. Methods The social identity approach has a long history in social psychology and provides an integrated account of group processes, from the adoption of group identity through a process of self-categorisation, to the biases and conflicts between groups. This paper outlines key elements of this theoretical approach and illustrates their relevance to medical education. Results The relevance of the social identity approach is illustrated with reference to a number of areas of medical education. The paper shows how research questions in medical education may be usefully reframed in terms of social identity in ways that allow a deeper exploration of the psychological processes involved. Professional identity and professionalism may be viewed in terms of self-categorisation rather than simply attainment; the salience of different identities may be considered as influences on teamwork and interprofessional learning, and issues in communication and assessment may be considered in terms of intergroup biases. Conclusions Social identity theory provides a powerful framework with which to consider many areas of medical education. It allows disparate influences on, and consequences of, group membership to be considered as part of an integrated system, and allows assumptions, such as about the nature of professional identity and interprofessional tensions, to be made explicit in the design of research studies. This power to question assumptions and develop deeper and more meaningful research questions may be increasingly relevant as the nature and role of the medical profession change. |
| | |
Authors:
|
Bryan Burford |
Related Documents
:
|
21916938 - Medical education in sub-saharan africa: a literature review. 22256268 - Using support vector machines to detect medical fraud and abuse. 19238468 - A prevalence screen of mrsa nasal colonisation amongst uk doctors in a non-clinical env... 22032398 - Pre-market approval and post-market direct-to-consumer advertising of medical devices i... 3964028 - Hypochondriasis. an evaluation of the dsm-iii criteria in medical outpatients. 17911708 - Risk management and measuring productivity with poas--point of act system. |
Publication Detail:
|
Type: Journal Article |
Journal Detail:
|
Title: Medical education Volume: 46 ISSN: 1365-2923 ISO Abbreviation: Med Educ Publication Date: 2012 Feb |
Date Detail:
|
Created Date: 2012-01-13 Completed Date: - Revised Date: - |
Medline Journal Info:
|
Nlm Unique ID: 7605655 Medline TA: Med Educ Country: England |
Other Details:
|
Languages: eng Pagination: 143-52 Citation Subset: IM |
Copyright Information:
|
© Blackwell Publishing Ltd 2012. |
Affiliation:
|
Medical Education Research Group, Durham University, Durham, UK. |
Export Citation:
|
APA/MLA Format Download EndNote Download BibTex |
| MeSH Terms | |
Descriptor/Qualifier:
|
|
From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
Previous Document: Quantitative chemical proteomics approach to identify post-translational modification-mediated prote...
Next Document: Maximising medicine through aphorisms.