Novice clinician educator professional identity formation through a longitudinal mentorship: a qualitative study.

ABSTRACT:

Background

The professional identity of doctors is evolving with physicians now required to be 'scholars', facilitating the education of students and healthcare teammates as educators. Mentoring is widely practiced and is postulated to facilitate professional identity formation (PIF) through socialization. Preliminary literature review suggested few studies looking into how formal mentoring programmes affect PIF of novice clinician educators, particularly an Asian context. I hope to understand the perceived professional identity of such educators, and what changes in professional identity are observed after longitudinal mentorship, using the social cognitive career theory (SCCT) as an underpinning framework.

Methods

A qualitative study explored perspectives of mentees with l

SUBMITTER: Fong W 

PROVIDER: S-EPMC11520783 | biostudies-literature | 2024 Oct

REPOSITORIES: biostudies-literature