| Title |
Professional identity formation in the transition from medical school to working life: a qualitative study of group-coaching courses for junior doctors
|
|---|---|
| Published in |
BMC Medical Education, June 2016
|
| DOI | 10.1186/s12909-016-0684-3 |
| Pubmed ID | |
| Authors |
Lydia de Lasson, Eva Just, Nikolaj Stegeager, Bente Malling |
| Abstract |
The transition from student to medical doctor is challenging and stressful to many junior doctors. To practice with confidence and professionalism the junior doctors have to develop a strong professional identity. Various suggestions on how to facilitate formation of professional identity have been offered including the possible positive effect of group-coaching courses. The purpose of this study was to explore how group-coaching might facilitate professional identity formation among junior doctors in the transition period. Group-coaching courses comprising three whole-day sessions and five 2 h sessions during a period of 4 months were offered to junior doctors in the first years after graduation. The purpose was to support the participants' professional development, ability to relate to patients, relatives and staff and career development. The coaches in this study had a background as health professionals combined with coaching educations. Data was obtained through observations, open-ended questionnaires and interviews. A generic thematic analysis was applied. Forty-five doctors participated in six coaching groups. The three main themes emerging in the sessions were: Adoption to medical culture, career planning, and work/life-balance. The junior doctors found the coaching intervention highly useful in order to cope with these challenges. Furthermore, the group was a forum where the junior doctors could share thoughts and feelings with colleagues without being afraid that this would endanger their professional career. Many found new ways to respond to everyday challenges mainly through a new awareness of patterns of thinking and feeling. The participants found that the group-coaching course supported their professional identity formation (thinking, feeling and acting as a doctor), adoption to medical culture, career planning and managing a healthy work/life-balance. Further studies in different contexts are recommended as well as studies using other methods to test the results of this qualitative study. |
X Demographics
The data shown below were collected from the profiles of 5 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 1 | 20% |
| United Kingdom | 1 | 20% |
| Unknown | 3 | 60% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Practitioners (doctors, other healthcare professionals) | 3 | 60% |
| Members of the public | 2 | 40% |
Mendeley readers
The data shown below were compiled from readership statistics for 236 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United Kingdom | 1 | <1% |
| Unknown | 235 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 30 | 13% |
| Researcher | 27 | 11% |
| Student > Bachelor | 20 | 8% |
| Student > Ph. D. Student | 16 | 7% |
| Student > Doctoral Student | 16 | 7% |
| Other | 69 | 29% |
| Unknown | 58 | 25% |
| Readers by discipline | Count | As % |
|---|---|---|
| Medicine and Dentistry | 83 | 35% |
| Social Sciences | 22 | 9% |
| Psychology | 17 | 7% |
| Nursing and Health Professions | 16 | 7% |
| Business, Management and Accounting | 13 | 6% |
| Other | 22 | 9% |
| Unknown | 63 | 27% |
Attention Score in Context
This research output has an Altmetric Attention Score of 3. 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 14 May 2019.
All research outputs
#13,566,023
of 23,881,329 outputs
Outputs from BMC Medical Education
#1,614
of 3,576 outputs
Outputs of similar age
#182,349
of 356,691 outputs
Outputs of similar age from BMC Medical Education
#37
of 61 outputs
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