scholarly journals Distributing the Modal Load: the Oral Presentation Ensemble and Professional Identity Formation

2020 ◽  
Vol 3 (4) ◽  
pp. p26
Author(s):  
Terri Grant
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Professional Communication ◽  
Cultural Backgrounds ◽  
Sustainable Business ◽  
Communication Course ◽  
Team Members ◽  
Fine Grained ◽  
Authorial Identity ◽  
Gaze Behaviour

Scenario Learning and Pedagogy (SLP) involves immersing an entire university professional communication course within a selected sustainable business practice scenario. This article focuses on the draft and final oral presentations of two teams who chose recycling and sustainable building practices as their institutional “workplace” scenarios respectively. A semiotic and metafunctional approach combined with authorial identity markers produced a sound theoretical frame and methodology against which a multi-layered analysis and comparison of their presentations could be instantiated. Video recordings of both their rehearsal and final presentations allowed for fine-grained scrutiny of selected video clips to focus a lens on various verbal and non-verbal elements of communication such as speech, vocal intonation and projection, dress (appearance), posture, gesture and movement, eye contact and gaze behaviour, and facial expression. The emergence of confidence as a proxy of growing professional identity to a greater or lesser extent could be determined within each team. How each team member leveraged their linguistic and cultural backgrounds, age, gender and scenario knowledge provided individual as well as collective insights into the team dynamic. Although some team members fared better than others, their collective support worked to suppress weaknesses and disjunctures to the benefit of the team effort.

Multi-professional teamwork in human services

2018 ◽  
Vol 32 (5) ◽  
pp. 741-759
Author(s):  
Ulrica Nylén
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Human Services ◽  
Family Care ◽  
Individual Identification ◽  
Individual Identity ◽  
Professional Identity Formation ◽  
Content Type ◽  
Team Members ◽  
The Individual

Purpose This paper investigates the prospects and difficulties of multi-professional teamwork in human services from a professional identity perspective. The purpose of this paper is to explore the mutual interplay between professional identity formation and team activities. Design/methodology/approach This is a process study of two cases of multi-professional teamwork in family care. Data were collected through in-depth interviews with team members and managers. The analysis follows a stepwise approach alternating between the individual and team levels. Findings In showing the mutual interplay between teamwork processes and individual identity formation, the study contributes knowledge on professional identity formation of mature professionals; in particular showing how unique individual identification processes have different consequences for multi-professional team activities. Further, alternative shapes of interplay between individual identity formation and team-level processes are identified. Research limitations/implications Despite the fact that the sample is small and that collaboration intensity was relatively low, the paper succeeds in conceptualising the links between professional identity formation and multi-professional teamwork. Practical implications In managing multi-professional teams, team composition and the team’s early developments seem determining for whether the team will reach its collaborative intentions. Originality/value This paper is original in its exploration of the ongoing interplay between individual identity formation and multi-professional team endeavours. Further, the paper contributes knowledge on mature professionals’ identity formation, particularly concerning individual variation within and between professional groups.

Evolution of professional identity in Iranian occupational therapy students and new graduates: A comparative study

2021 ◽  
pp. 030802262110177
Author(s):  
Seyed Alireza Derakhshanrad ◽  
Emily F Piven ◽  
Bahareh Zeynalzadeh Ghoochani
Keyword(s):  
Occupational Therapy ◽  
Professional Identity ◽  
Identity Formation ◽  
Qualitative Inquiry ◽  
Professional Attitudes ◽  
Future Career ◽  
New Graduates ◽  
Professional Attitude ◽  
Occupational Therapy Students ◽  
Over Time

Introduction The development of professional attitude evolves over time and contributes to the formation of professional identity. This study tracked formation of professional identity by comparing professional attitudes of three cohorts: new graduates, final-year, and first-year students of occupational therapy. Method The online survey, including a 5-point Likert scale 17-item questionnaire and one qualitative inquiry using an incomplete statement, revealed the perception and future career prospects of 144 novice practitioners and students of occupational therapy. Written statements were compared to each other to provide insight about the participants’ perspectives during the three time periods. Findings One-way ANOVA indicated that there were significant differences in professional attitudes among the three cohorts (F (2, 141) = 14.32, p < 0.0001), demonstrating a downward trend in professional identity formation. The comparison analysis of statements confirmed the quantitative results and highlighted an issue of negative professional identity through indicating great concerns over the future career prospects. Conclusion Despite increased awareness of occupational therapy over time, these participants seemed to have had trouble developing a sound sense of professional identity. Possible sources and solutions for this issue were discussed, to better facilitate a clear sense of professional identity in occupational therapy students and practitioners.

scholarly journals Factors associated with professional identity formation within psychiatry residency training: A longitudinal study

2021 ◽  
Author(s):  
Qian Hui Chew ◽  
Yvonne Steinert ◽  
Kang Sim
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Psychiatry Residency ◽  
Mixed Model ◽  
Linear Mixed Model ◽  
Developmental Stages ◽  
Rate Of Change ◽  
Psychiatry Residents ◽  
Factors Associated ◽  
Over Time

Abstract Introduction Conceptual frameworks for professional identity (PI) formation highlight the importance of developmental stages and socialization as the learner progresses from legitimate peripheral to full participation. Based on extant literature and clinical impressions, the authors aimed to explore factors associated with PI formation in psychiatry residents over time, and hypothesized that time in training, seniority status, and duration of exposure to psychiatry prior to residency would be associated with PI formation. Methods Eighty out of 96 psychiatry residents (response rate, 83.3%) from the National Psychiatry Residency Program in Singapore participated and rated their PI development using the Professional Self Identity Questionnaire (PSIQ) across four timepoints from January 2016–December 2019. The residents were classified as junior (first 3 years) or senior residents (years 4–5). Linear mixed model analyses were conducted, with time in training, seniority status (junior versus senior residents), duration of psychiatry postings prior to residency, and their interaction as associated factors with PI over time. Results Time in training, seniority, and duration of psychiatry postings before residency (all p < 0.01) were significantly associated with higher PSIQ scores at baseline. Over time, although all residents had increases in PSIQ scores, this rate of change did not differ significantly between junior and senior residents. Discussion Exposure to psychiatry postings before residency, time in learning, and seniority are factors which influence PI development in residents. This has implications for psychiatry residency selection and training, adequate clinical exposure during training rotations, and continual support for new and senior residents to foster PI formation over time.

scholarly journals From Barriers to Enablers: The Role of Organizational Learning in Transitioning SMEs into the Circular Economy

2021 ◽  
Vol 13 (3) ◽  
pp. 1021
Author(s):  
Sara Scipioni ◽  
Meir Russ ◽  
Federico Niccolini
Keyword(s):  
Organizational Learning ◽  
Circular Economy ◽  
Business Models ◽  
Small And Medium Enterprises ◽  
Sustainable Business ◽  
Fine Grained ◽  
Contextual Elements ◽  
Transfer And Retention ◽  
Multi Level ◽  
Medium Enterprises

To contribute to small and medium enterprises’ (SMEs) sustainable transition into the circular economy, the study proposes the activation of organizational learning (OL) processes—denoted here as multi-level knowledge creation, transfer, and retention processes—as a key phase in introducing circular business models (CBMs) at SME and supply chain (SC) level. The research employs a mixed-method approach, using the focus group methodology to identify contextual elements impacting on CBM-related OL processes, and a survey-based evaluation to single out the most frequently used OL processes inside Italian construction SMEs. As a main result, a CBM-oriented OL multi-level model offers a fine-grained understanding of contextual elements acting mutually as barriers and drivers for OL processes, as possible OL dynamics among them. The multi-level culture construct—composed of external stakeholders’, SC stakeholders’, and organizational culture—identify the key element to activate CBM-oriented OL processes. Main implications are related to the identification of cultural, structural, regulatory, and process contextual elements across the external, SC, and organizational levels, and their interrelation with applicable intraorganizational and interorganizational learning processes. The proposed model would contribute to an improved implementation of transitioning into the circular economy utilizing sustainable business models in the construction SMEs.

scholarly journals A Scoping Review of Professional Identity Formation in Undergraduate Medical Education

2021 ◽  
Author(s):  
Shiva Sarraf-Yazdi ◽  
Yao Neng Teo ◽  
Ashley Ern Hui How ◽  
Yao Hao Teo ◽  
Sherill Goh ◽  
...  
Keyword(s):  
Medical Students ◽  
Identity Development ◽  
Medical School ◽  
Professional Identity ◽  
Identity Formation ◽  
Scoping Review ◽  
Medical Schools ◽  
Professional Identity Formation ◽  
Enabling Factors ◽  
Content Analyses

Abstract Background Professional identity formation (PIF) in medical students is a multifactorial phenomenon, shaped by ways that clinical and non-clinical experiences, expectations and environmental factors merge with individual values, beliefs and obligations. The relationship between students’ evolving professional identity and self-identity or personhood remains ill-defined, making it challenging for medical schools to support PIF systematically and strategically. Primarily, to capture prevailing literature on PIF in medical school education, and secondarily, to ascertain how PIF influences on medical students may be viewed through the lens of the ring theory of personhood (RToP) and to identify ways that medical schools support PIF. Methods A systematic scoping review was conducted using the systematic evidence-based approach. Articles published between 1 January 2000 and 1 July 2020 related to PIF in medical students were searched using PubMed, Embase, PsycINFO, ERIC and Scopus. Articles of all study designs (quantitative and qualitative), published or translated into English, were included. Concurrent thematic and directed content analyses were used to evaluate the data. Results A total of 10443 abstracts were identified, 272 full-text articles evaluated, and 76 articles included. Thematic and directed content analyses revealed similar themes and categories as follows: characteristics of PIF in relation to professionalism, role of socialization in PIF, PIF enablers and barriers, and medical school approaches to supporting PIF. Discussion PIF involves iterative construction, deconstruction and inculcation of professional beliefs, values and behaviours into a pre-existent identity. Through the lens of RToP, factors were elucidated that promote or hinder students’ identity development on individual, relational or societal levels. If inadequately or inappropriately supported, enabling factors become barriers to PIF. Medical schools employ an all-encompassing approach to support PIF, illuminating the need for distinct and deliberate longitudinal monitoring and mentoring to foster students’ balanced integration of personal and professional identities over time.

Professional identity formation of medical teachers in a non-Western setting

2021 ◽  
pp. 1-6
Author(s):  
Mardiastuti H. Wahid ◽  
Ardi Findyartini ◽  
Diantha Soemantri ◽  
Rita Mustika ◽  
Estivana Felaza ◽  
...  
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Professional Identity Formation ◽  
Medical Teachers

scholarly journals The use of text mining to detect key shifts in Japanese first-year medical student professional identity formation through early exposure to non-healthcare hospital staff

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Yayoi Shikama ◽  
Yasuko Chiba ◽  
Megumi Yasuda ◽  
Maham Stanyon ◽  
Koji Otani
Keyword(s):  
Text Mining ◽  
Professional Identity ◽  
Identity Formation ◽  
Role Models ◽  
Healthcare Professionals ◽  
Clinical Work ◽  
Working Environment ◽  
First Year ◽  
Professional Identity Formation ◽  
The Impact

Abstract Background Professional identity formation is nurtured through socialization, driven by interaction with role models, and supported through early clinical exposure (ECE) programmes. Non-healthcare professionals form part of the hospital community but are external to the culture of medicine, with their potential as role models unexplored. We employed text mining of student reflective assignments to explore the impact of socialization with non-healthcare professionals during ECE. Methods Assignments from 259 first-year medical students at Fukushima Medical University, Japan, underwent hierarchical cluster analysis. Interrelationships between the most-frequently-occurring words were analysed to create coding rules, which were applied to elucidate underlying themes. Results A shift in terms describing professional characteristics was detected, from “knowledge/skill” towards “pride [in one’s work]” and “responsibility”. Seven themes emerged: contribution of non-healthcare professionals, diversity of occupation, pride, responsibility, teamwork, patient care and gratitude. Students mentioning ‘contribution of non-healthcare professionals’ spoke of altruistic dedication and strong sense of purpose. These students expressed gratitude towards non-healthcare professionals for supporting clinical work, from a doctor’s perspective. Conclusion Socialization with non-healthcare professionals provides important insights into the hospital working environment and cultural working norms. Through role modelling altruism and responsibility, non-healthcare professionals positively influenced student professional identity formation, promoting self-conceptualisation as a doctor.

scholarly journals How Meaningfulness and Professional Identity Interact in Emerging Professions: The Case of Corporate Social Responsibility Consultants

2021 ◽  
pp. 017084062110355
Author(s):  
Konstantinos Iatridis ◽  
Jean-Pascal Gond ◽  
Effie Kesidou
Keyword(s):  
Corporate Social Responsibility ◽  
Social Responsibility ◽  
Professional Identity ◽  
Identity Formation ◽  
Meaning Making ◽  
Professional Socialization ◽  
Work Meaningfulness ◽  
Professional Self ◽  
Complex Relationships ◽  
Corporate Social

Although interest in meaningfulness is mounting in the growing stream of research dedicated to how professionals experience it, research has only just begun to investigate the complex relationships between the search for meaningfulness and the constitution of professional identity for emerging professional groups. This paper investigates how meaningfulness interacts with the formation and enactment of professional identity, focusing on the emerging professional group of corporate social responsibility (CSR) consultants. Relying on interviews with 39 CSR consultants, we induce two social mechanisms bridging meaningfulness and professional identity, namely ‘meaning-making through professional self-identification’ and ‘meaning-making through professional socialization’. Our results explain how these mechanisms produce distinct, and potentially contradictory, professional identities of CSR consultants, which themselves enable contrasted forms of professional identity enactment. The study advances meaningfulness research by clarifying how the self-other tension is played out through identity formation and revealing the gendered nature of meaningfulness. The research also contributes to studies on professional identity through the specification of meaning-focused mechanisms of identity formation, and ultimately to micro-CSR research by offering a nuanced approach to how CSR is involved in the production of work meaningfulness.

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