BMC Medical Education (Feb 2019)
Development of a scale to evaluate medical professional identity formation
Abstract
Abstract Background Medical educators now focus on professional identity formation (PIF), which is a process of psychological development and socialization in the community of practice. This study aimed to develop an instrument to evaluate PIF that can be applied to a large group of medical trainees. Methods A self-administered questionnaire was created with items on priorities, behavior standards, attitudes, and emotional control of well-developed physicians, in addition to items on their background and experience in playing the role of a physician. The participants were divided into four respondent groups: 4th- and 6th-year medical students and 2nd-year residents at Kagoshima University, and experienced medical doctors (instructors). Results Using factor analysis of data from 318 respondents and respondent group comparison, a developing scale (DS) with 15 items was created. The DS has a five-factor structure and evaluates self-control as a professional (factor 1), awareness of being a medical doctor (factor 2), reflection as a medical doctor (factor 3), execution of social responsibility (factor 4), and external and internal self-harmonization (factor 5). The mean DS score of the instructors was significantly higher than that of the residents (p < 0.01), the mean score of residents and instructors was significantly higher than that of students (p < 0.01), and the mean score of instructors was significantly higher than that of all other respondents (p < 0.01). Respondent group, but not gender, was a significant variable of the DS. The DS and scores of factors 2 and 4 correlated with 6th-year medical students’ experience in playing the role of a physician during clinical training, and scores of factors 3 and 4 correlated with 2nd-year residents’ experience in playing the role of a physician. There was no significant difference between the mean DS score of 4th- and 6th-year medical students, which might due to less clinical experience among 6th-year medical students or a limitation of the scale to evaluate pre-clinical medical students. Conclusions The DS could be a useful indicator of medical trainees’ personal and professional development and socialization. Experience in playing the role of a physician might facilitate medical trainees’ PIF.
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