Dermatology residents as educators: a qualitative study of identity formation
Abstract Background One of the many identities a physician comes to form during their career is their identity as an educator. Exploring formation of this identity may enrich our understanding of how physicians make decisions related to their roles as educators, their behaviors, and how this ultimat...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2023-03-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-023-04186-4 |
| _version_ | 1797853746727747584 |
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| author | Lulu Alwazzan Ruaa AlHarithy Hend M Alotaibi Thuraya Kattan Monira Alnasser Taif AlNojaidi |
| author_facet | Lulu Alwazzan Ruaa AlHarithy Hend M Alotaibi Thuraya Kattan Monira Alnasser Taif AlNojaidi |
| author_sort | Lulu Alwazzan |
| collection | DOAJ |
| description | Abstract Background One of the many identities a physician comes to form during their career is their identity as an educator. Exploring formation of this identity may enrich our understanding of how physicians make decisions related to their roles as educators, their behaviors, and how this ultimately influences the educational environment. It is the aim of this study to investigate educator identity formation of dermatology residents while early in their careers. Methods Drawing on a social constructionist paradigm, we conducted a qualitative study, utilizing an interpretative approach. We examined longitudinal data over a 12-month period using dermatology residents’ written reflections from their professional portfolios and semi-structured interviews. We collected this data as we progressed through and beyond a 4-month professional development program designed to encourage residents’ growth as educators. Sixty residents in their second, third, or final year of residency programs located in Riyadh, Saudi Arabia were invited to take part in this study. Twenty residents participated with sixty written reflections and 20 semi-structured interviews. Qualitative data were analyzed using a thematic analysis approach. Results Sixty written reflections and 20 semi-structured interviews were analyzed. Data was categorized according to themes corresponding to the original research questions. For the first research question regarding identity formation, themes included definitions of education, the process of education, and identity development. For the second research question, 1 theme entitled professional development program included, the following sub-themes: individual act, interpersonal activity, and an organizational undertaking, with many believing that residency programs should prepare residents for their educator roles. Participants also described newfound leadership ambitions of creating new dermatology fellowship programs as a result of taking part in the Resident-as-Educator program. Conclusions Our study provides insights on the dynamic formation of educator identities amongst dermatology residents. Investment in developing residents as educators through professional development programs may instigate transformational change on the individual physician level and profession’s level. |
| first_indexed | 2024-04-09T19:55:43Z |
| format | Article |
| id | doaj.art-d374323caf1e47c1bc7bc7b190e38104 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-04-09T19:55:43Z |
| publishDate | 2023-03-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-d374323caf1e47c1bc7bc7b190e381042023-04-03T05:31:06ZengBMCBMC Medical Education1472-69202023-03-012311910.1186/s12909-023-04186-4Dermatology residents as educators: a qualitative study of identity formationLulu Alwazzan0Ruaa AlHarithy1Hend M Alotaibi2Thuraya Kattan3Monira Alnasser4Taif AlNojaidi5Imam Mohammad Ibn Saud Islamic UniversityPrincess Nourah Bint Abdulrahman UniversityKing Saud UniversitySaudi Commission For Health SpecialtiesKing Fahad Medical CityImam Mohammad Ibn Saud Islamic UniversityAbstract Background One of the many identities a physician comes to form during their career is their identity as an educator. Exploring formation of this identity may enrich our understanding of how physicians make decisions related to their roles as educators, their behaviors, and how this ultimately influences the educational environment. It is the aim of this study to investigate educator identity formation of dermatology residents while early in their careers. Methods Drawing on a social constructionist paradigm, we conducted a qualitative study, utilizing an interpretative approach. We examined longitudinal data over a 12-month period using dermatology residents’ written reflections from their professional portfolios and semi-structured interviews. We collected this data as we progressed through and beyond a 4-month professional development program designed to encourage residents’ growth as educators. Sixty residents in their second, third, or final year of residency programs located in Riyadh, Saudi Arabia were invited to take part in this study. Twenty residents participated with sixty written reflections and 20 semi-structured interviews. Qualitative data were analyzed using a thematic analysis approach. Results Sixty written reflections and 20 semi-structured interviews were analyzed. Data was categorized according to themes corresponding to the original research questions. For the first research question regarding identity formation, themes included definitions of education, the process of education, and identity development. For the second research question, 1 theme entitled professional development program included, the following sub-themes: individual act, interpersonal activity, and an organizational undertaking, with many believing that residency programs should prepare residents for their educator roles. Participants also described newfound leadership ambitions of creating new dermatology fellowship programs as a result of taking part in the Resident-as-Educator program. Conclusions Our study provides insights on the dynamic formation of educator identities amongst dermatology residents. Investment in developing residents as educators through professional development programs may instigate transformational change on the individual physician level and profession’s level.https://doi.org/10.1186/s12909-023-04186-4DermatologyResidencyMedical educationHealth professions educationContinuous professional developmentProfessional development |
| spellingShingle | Lulu Alwazzan Ruaa AlHarithy Hend M Alotaibi Thuraya Kattan Monira Alnasser Taif AlNojaidi Dermatology residents as educators: a qualitative study of identity formation BMC Medical Education Dermatology Residency Medical education Health professions education Continuous professional development Professional development |
| title | Dermatology residents as educators: a qualitative study of identity formation |
| title_full | Dermatology residents as educators: a qualitative study of identity formation |
| title_fullStr | Dermatology residents as educators: a qualitative study of identity formation |
| title_full_unstemmed | Dermatology residents as educators: a qualitative study of identity formation |
| title_short | Dermatology residents as educators: a qualitative study of identity formation |
| title_sort | dermatology residents as educators a qualitative study of identity formation |
| topic | Dermatology Residency Medical education Health professions education Continuous professional development Professional development |
| url | https://doi.org/10.1186/s12909-023-04186-4 |
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