Tweedie, Judith; (2024) Professional Identity Formation in Physicians in Training. Doctoral thesis (MD(Res)), UCL (University College London).

Preview

Text Judith_Tweedie_Thesis corrections final.pdf - Accepted Version Download (1MB) | Preview

Abstract

Introduction: Professional identity formation is an effective lens to explore the impact of complex contextual changes and expand upon the professionalism movement's foundational work. Using Bandura's social cognitive theory, I sought to describe the determinants of professional identity formation in Doctors in Training. Approach and gaps in the literature: Empirical research in professional identity formation in doctors in training remains underrepresented. Furthermore, physicians in training, i.e., those specialising in internal medical specialities, are a source of particular research interest as professional ideals meet the realities of clinical practice during postgraduate training. In addition, workplace-based learning is the predominant educational model, with tensions between occupation and academic obligations. Research questions and aims: The aim of this study was to describe and understand the determinants of professional identity formation in doctors in training. Qu 1: What are the cognitive determinants of professional identity formation? Qu 2: What are the behavioural factors influencing professional identity formation? Qu 3: What are the environmental impacts on professional identity formation? Qu 4: What is the interplay between these determinants? Methodology: I approached this research from a constructivist-interpretive perspective. In this research study, I utilised phenomenology as my overarching methodological approach to acquiring knowledge. Participants were recruited by electronic communications through academic and professional networks. The research participants chose to enrol in the study and could withdraw at any stage. The participants ranged in seniority from specialist trainee three level to specialist trainee seven. Fourteen of the seventeen trainees had time out of training either due to maternity leave, locum experience or out of programme research, experience or fellowship. Seventeen semi-structured interviews were undertaken and captured the lived experience of the research participant in alignment with the study's methodology. The interviews varied in length between forty and ninety-five minutes. Data analysis was undertaken in line with a phenomenology approach. Findings: Cognitive, environmental and behavioural determinants were critical to professional identity formation. Cognitive determinants of professional identity formation represented the participant's idealised identity. Environmental determinants were critical as they worked to constrain or facilitate idealised identity, thus representing realised identity. Behavioural determinants bridged the gap between idealised and realised identities and facilitated work and professional identity formation alignment. Discussion and implications: This research study is the first to identify workforce pressures as a critical determinant of PIF and contributing to misalignment between what one does in work (in its broadest sense) and how one sees oneself in an occupation role. There are several implications for medical educationalists, theory and research.

Download activity - last month

Export as JSONXMLCSV

Download activity - last 12 months

Export as XMLJSONCSV

Downloads by country - last 12 months

Export as CSVXMLJSON

Archive Staff Only

View Item