Professional Identity Formation of Basic Science Medical Educators: A Qualitative Study of Identity Supports and Threats.

MedStar author(s):
Citation: Academic Medicine. 2023 Aug 01PMID: 37556802Institution: Center for Innovation and Leadership in Education (CENTILE)Department: MedStar HealthForm of publication: Journal ArticleMedline article type(s): Journal ArticleSubject headings: IN PROCESS -- NOT YET INDEXEDYear: 2023Local holdings: Available online from MWHC library: 2000 - present, Available in print through MWHC library: 1997 - 2006ISSN:
  • 1040-2446
Name of journal: Academic medicine : journal of the Association of American Medical CollegesAbstract: CONCLUSIONS: This study shows that although most BSME derive a sense of fulfillment and meaning from their role as medical educators, they face considerable obstacles during their PIF. Structural change and support are needed to increase recognition, value, promotion, and belonging for BSME to improve the satisfaction and retention of this important group of faculty. Copyright © 2023 by the Association of American Medical Colleges.METHOD: A qualitative descriptive study was conducted with a purposive sample of 58 BSME from seven allopathic medical schools in the U.S. In-depth semi-structured interviews of individual BSME were conducted between December 2020 and February 2021 to explore the facilitators and barriers shaping the PIF of BSME. Thematic analysis was conducted.PURPOSE: Basic science medical educators (BSME) play a vital role in the training of medical students, yet little is known about the factors that shape their professional identities. This multi-institutional qualitative study investigated factors that support and threaten the professional identity formation (PIF) of these medical educators.RESULTS: Factors shaping PIF were grouped into three broad domains: personal, social, and structural. Interrelated themes described a combination of factors that pushed BSME into teaching (early or positive teaching experiences) and kept them there (satisfaction and rewards of teaching, communities of like-minded people), as well as factors that challenged their PIF (misunderstanding from medical students, clinical, and research faculty, lack of formal training programs, and lack of tenure-track educator positions). The structural environment was reported to be crucial for PIF and determined whether BSME felt that they belonged and were valued.All authors: Bonaminio GA, Brooks JV, Chalk-Wilayto J, Dahlman KB, Dickinson BL, Fulton TB, Ho MJ, Hyland KM, Kruidering M, Osheroff N, Quesnelle KM, Tuan RLFiscal year: FY2024Digital Object Identifier: Date added to catalog: 2023-10-04
Holdings
Item type Current library Collection Call number Status Date due Barcode
Journal Article MedStar Authors Catalog Article 37556802 Available 37556802

Available online from MWHC library: 2000 - present, Available in print through MWHC library: 1997 - 2006

CONCLUSIONS: This study shows that although most BSME derive a sense of fulfillment and meaning from their role as medical educators, they face considerable obstacles during their PIF. Structural change and support are needed to increase recognition, value, promotion, and belonging for BSME to improve the satisfaction and retention of this important group of faculty. Copyright © 2023 by the Association of American Medical Colleges.

METHOD: A qualitative descriptive study was conducted with a purposive sample of 58 BSME from seven allopathic medical schools in the U.S. In-depth semi-structured interviews of individual BSME were conducted between December 2020 and February 2021 to explore the facilitators and barriers shaping the PIF of BSME. Thematic analysis was conducted.

PURPOSE: Basic science medical educators (BSME) play a vital role in the training of medical students, yet little is known about the factors that shape their professional identities. This multi-institutional qualitative study investigated factors that support and threaten the professional identity formation (PIF) of these medical educators.

RESULTS: Factors shaping PIF were grouped into three broad domains: personal, social, and structural. Interrelated themes described a combination of factors that pushed BSME into teaching (early or positive teaching experiences) and kept them there (satisfaction and rewards of teaching, communities of like-minded people), as well as factors that challenged their PIF (misunderstanding from medical students, clinical, and research faculty, lack of formal training programs, and lack of tenure-track educator positions). The structural environment was reported to be crucial for PIF and determined whether BSME felt that they belonged and were valued.

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