| Title |
The influence of postgraduate qualifications on educational identity formation of healthcare professionals
|
|---|---|
| Published in |
Advances in Health Sciences Education, February 2018
|
| DOI | 10.1007/s10459-018-9814-5 |
| Pubmed ID | |
| Authors |
Ahsan Sethi, Susie Schofield, Sean McAleer, Rola Ajjawi |
| Abstract |
Demand for postgraduate qualifications in medical education can be judged by the increase in providers worldwide over the last two decades. However, research into the impact of such courses on identity formation of healthcare professionals is limited. This study investigates the influence of such programmes on graduates' educational identities, practices and career progression. Informed by constructivist grounded theory (CGT), semi-structured interviews were conducted with 27 graduates (2008-2012) from one postgraduate programme, who were at different stages in their careers worldwide. The audio data were transcribed and analysed using a CGT approach. Participants enrolled in award-bearing medical education courses for various intrinsic and extrinsic reasons. The findings from this study highlight their development as educators, and educational researchers, leaders and learners, as their self-efficacy in educational practices and engagement in scholarly activities increased. Graduates attributed career progression to the qualification, with many being promoted into senior positions. They also described substantial performance attainments in the workplace. The findings contribute to understanding the complexity and nuances of educational identity formation of healthcare professionals. A qualification in medical education encouraged transformational changes and epistemological development as an educator. Awareness of these findings will inform both those considering enrolment and those supporting them of potential benefits of these programmes. |
X Demographics
The data shown below were collected from the profiles of 2 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 2 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 1 | 50% |
| Practitioners (doctors, other healthcare professionals) | 1 | 50% |
Mendeley readers
The data shown below were compiled from readership statistics for 168 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 168 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 24 | 14% |
| Lecturer | 14 | 8% |
| Researcher | 14 | 8% |
| Professor > Associate Professor | 12 | 7% |
| Student > Doctoral Student | 10 | 6% |
| Other | 43 | 26% |
| Unknown | 51 | 30% |
| Readers by discipline | Count | As % |
|---|---|---|
| Medicine and Dentistry | 54 | 32% |
| Nursing and Health Professions | 17 | 10% |
| Social Sciences | 15 | 9% |
| Agricultural and Biological Sciences | 4 | 2% |
| Psychology | 4 | 2% |
| Other | 17 | 10% |
| Unknown | 57 | 34% |
Attention Score in Context
This research output has an Altmetric Attention Score of 2. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 05 August 2018.
All research outputs
#13,582,166
of 23,025,074 outputs
Outputs from Advances in Health Sciences Education
#539
of 856 outputs
Outputs of similar age
#175,967
of 336,877 outputs
Outputs of similar age from Advances in Health Sciences Education
#11
of 14 outputs
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