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05.01.2018 | Original Article | Ausgabe 1/2018 Open Access

Perspectives on Medical Education 1/2018

Authoring the identity of learner before doctor in the figured world of medical school

Zeitschrift:
Perspectives on Medical Education > Ausgabe 1/2018
Autoren:
Evangeline Stubbing, Esther Helmich, Jennifer Cleland
Wichtige Hinweise
Editor’s Note: Commentary by: K.B. Fergus, https://​doi.​org/​10.​1007/​s40037-017-0402-9.

Abstract

Introduction

Students enter the ‘figured world’ of medical school with preconceptions of what it means to be a doctor. The meeting of these early preconceptions and their newly developing identities can create emotional tensions. The aim of this study was to advance our understanding of how such tensions were experienced and managed. Using figured worlds as a theoretical framework we explored students’ interactions of preconceptions with their newly developing professional identities in their first year at medical school. Advancing our understanding of this phenomena provided new insights into the complex process of identity formation.

Methods

This was a qualitative study underpinned by a constructivist epistemology. We ran biannual focus groups with 23 first year students in one UK medical school. Data were recorded, transcribed and then template analysis used to undertake an inductive, iterative process of analysis until it was considered the template provided a detailed representation of the data.

Results

Significant preconceptions associated with the identity of a doctor were ‘to help’ and ‘to be a leader’. These early preconceptions were in conflict with realities of the figured world of medical school creating the emotional tensions of ‘being unable to help’ and ‘lacking power’, with implications for interactions with patients. By the end of year one students’ negotiated tensions and ‘self-authored’ their identity as a learner as opposed to an imagined ‘as if’ identity of a doctor.

Discussion

We revealed how preconceptions associated with becoming a doctor can conflict with a newly developing professional identity highlighting the importance of supporting students to embrace the formation of a ‘learner’ identity, a necessary part of the process of becoming a doctor.
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Thanks to reviewers

Thanks to reviewers