| The development and evaluation of a Professional Self Identity Questionnaire to measure evolving professional self-identity in health and social care students. | |
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MedLine Citation:
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PMID: 19995162 Owner: NLM Status: In-Process |
Abstract/OtherAbstract:
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BACKGROUND: Professional self-identity is a 'state of mind' -- identifying one's-self as a member of a professional group. Delayed professional self-identity is a barrier to successful transition from student to professional. Current trends in medical education limit student doctors' legitimate peripheral participation and may retard their developing professional self-identity compared with other health and social care students. AIMS: Develop a tool to monitor the development of professional self-identity to operate across the different health and social care professions and evaluate the tool with student doctors before wider data collection. METHOD: Content analysis of relevant curricula, mapped to professional standards documents, defined initial content. Field tests across 10 professional groups refined questionnaire items. A cross-sectional study on 496 student doctors evaluated validity on the basis of internal structure and relationships with external variables. RESULTS: The 9-item questionnaire indicates a three-factor structure reflecting 'interpersonal tasks', 'generic attributes' and 'profession-specific elements'. Students with greater previous experience of health or social care roles, and students with a more positive attitude to qualification had significantly more advanced scores than their peers. Scores advanced through the curriculum showing step changes after the start of clinical attachments. CONCLUSIONS: The data provides sufficient evidence of validity with student doctors to justify wider data collection. |
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Authors:
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Jim Crossley; Pirashanthie Vivekananda-Schmidt |
Publication Detail:
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Type: Journal Article |
Journal Detail:
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Title: Medical teacher Volume: 31 ISSN: 1466-187X ISO Abbreviation: Med Teach Publication Date: 2009 Dec |
Date Detail:
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Created Date: 2009-12-09 Completed Date: - Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 7909593 Medline TA: Med Teach Country: England |
Other Details:
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Languages: eng Pagination: e603-7 Citation Subset: IM |
Affiliation:
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Academic Unit of Medical Education, University of Sheffield, Firth House, UK. j.crossley@shef.ac.uk |
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From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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