Introduction/background:
While there is a reasonable literature on medical students’ professional identity formation, the focus has been largely from their perspective. On their journey to “becoming” doctors, medical students interact with teachers and trainers from varying professions, all of whom will perceive their professional development from different standpoints.
Purpose/objectives:
The purpose of this study was to develop a 360 degree perspective of medical students’ professional identity formation. Issues/questions for exploration or ideas for discussion: During interviews, medical students at all stages of their studies and their various trainers and teachers (e.g. faculty, registered nurses, simulated patients) were canvassed about the development of their professional identities.
Results:
A model of professional identity formation has emerged, incorporating key issues and events impacting on students’ professional identity formation. Exposure to real patients was identified as an important event for learners to move from student to medical student. An existing professional identity may hinder “becoming” a doctor. “Becoming” a doctor appears to be related to taking responsibility for patients.
Discussion:
Although the journey of each medical student starts at a different place, key issues emerged in terms of what might facilitate professional identify formation. Real patient contact was probably the most important influence. Professionalism was seen to change the most during medical studies. Canvassing different stakeholders develops a robust understanding of professional identity formation, particularly in terms of what contributes to and hinders this developmental process.