| Identity, identification and medical education: why should we care? | |
| | |
MedLine Citation:
|
PMID: 20078755 Owner: NLM Status: MEDLINE |
Abstract/OtherAbstract:
|
CONTEXT: Medical education is as much about the development of a professional identity as it is about knowledge learning. Professional identities are contested and accepted through the synergistic internal-external process of identification that is constituted in and through language and artefacts within specific institutional sites. The ways in which medical students develop their professional identity and subsequently conceptualise their multiple identities has important implications for their own well-being, as well as for the relationships they form with fellow workers and patients. OBJECTIVES: This paper aims to provide an overview of some current thinking about identity and identification with the aim of highlighting some of the core underlying processes that have relevance for medical educationists and researchers. These processes include aspects that occur within embodied individuals (e.g. the development of multiple identities and how these are conceptualised), processes specifically to do with interactional aspects of identity (e.g. how identities are constructed and co-constructed through talk) and institutional processes of identity (e.g. the influence of patterns of behaviour within specific hierarchical settings). IMPLICATIONS: Developing a systematic understanding into the processes through which medical students develop their identities will facilitate the development of educational strategies, placing medical students' identification at the core of medical education. CONCLUSIONS: Understanding the process through which we develop our identities has profound implications for medical education and entails that we adopt and develop new methods of collecting and analysing data. Embracing this challenge will provide better insights into how we might develop students' learning experiences, facilitating their development of a doctor identity that is more in line with desired policy requirements. |
| | |
Authors:
|
Lynn V Monrouxe |
Related Documents
:
|
16704405 - Use of handheld computers in medical education. a systematic review. 15912285 - Christine mcguire: at the heart of the maverick measurement maven. 16807175 - Medical education in the public versus the private setting: a qualitative study of medi... 11426235 - Going beyond the curriculum to promote medical education and practice in saudi arabia. 15994365 - Autonomy, consent, and limiting healthcare costs. 17988435 - The impact of osteoporosis medication beliefs and side-effect experiences on non-adhere... |
Publication Detail:
|
Type: Journal Article; Review |
Journal Detail:
|
Title: Medical education Volume: 44 ISSN: 1365-2923 ISO Abbreviation: Med Educ Publication Date: 2010 Jan |
Date Detail:
|
Created Date: 2010-01-18 Completed Date: 2010-06-07 Revised Date: 2012-02-16 |
Medline Journal Info:
|
Nlm Unique ID: 7605655 Medline TA: Med Educ Country: England |
Other Details:
|
Languages: eng Pagination: 40-9 Citation Subset: IM |
Affiliation:
|
Division of Medical Education, School of Medicine, Cardiff University, Cardiff, UK. monrouxelv@cardiff.ac.uk |
Export Citation:
|
APA/MLA Format Download EndNote Download BibTex |
| MeSH Terms | |
Descriptor/Qualifier:
|
Attitude of Health Personnel Education, Medical / methods* Humans Interpersonal Relations Research / methods Social Identification* Students, Medical / psychology* |
| Comments/Corrections | |
Comment In:
|
Med Educ. 2012 Feb;46(2):132-4
[PMID:
22239323
]
Med Educ. 2010 Jan;44(1):5-7 [PMID: 20078745 ] |
From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
Previous Document: It's NOT rocket science: rethinking our metaphors for research in health professions education.
Next Document: A critical review of simulation-based medical education research: 2003-2009.