Exploring the professional identity development of students at a rural clinical school

Viljoen, Jacobus Abraham (2021-12)

Thesis (MPhil)--Stellenbosch University, 2021.

Thesis

ENGLISH SUMMARY : In the field of medical education, the development of a professional identity has been well established as a priority for any curriculum. The Rural Clinical School (RCS), a centre in the Faculty of Medicine and Health Sciences, provides a unique context where the unfolding of this process can be explored. The study used a qualitative research approach, guided by a phenomenological framework. Individual semi-structured interviews were conducted among nine of the final-year undergraduate medical students who were completing their studies at the RCS. Data were analysed using an inductive, iterative process and using coding analysis to organise codes into sub-themes and eventually, themes. The centrality of socialisation in becoming part of ‘communities of practice’ was explored through the lens of lived experiences, often in contrast to experiences they previously had at the former teaching hospital. The RCS provides a nurturing environment for relationships with mentors and role models that enhance professional identity formation. The RCS also provides a supportive context to the development of competency, an essential requirement of the process of becoming a physician. The study concludes that apart from lesser factors supporting the development of professional identity, present at the RCS, the authenticity and closeness of relationships are the main driving forces for students to starting acting, thinking and feeling like physicians.

AFRIKAANSE OPSOMMING : Op die terrein van mediese onderrig is die ontwikkeling van ’n professionele identiteit goed gevestig as n prioriteit van enige kurrikulum. Die Landelike Kliniese Skool (LKS), ’n sentrum in die Fakulteit van Mediese en Gesondheidswetenskappe, voorsien ’n unieke konteks waarin die ontvouing van hierdie proses ondersoek kan word. Die studie maak gebruik van ’n kwalitatiewe benadering, gelei deur ’n fenomenologiese raamwerk. Individuele semi-gestruktureerde onderhoude is gevoer met nege finalejaar- voorgraadse studente wat besig was om hulle studie by die LKS te voltooi. Data is ontleed deur middel van ’n induktiewe, iteratiewe proses en koderingsanalise is gebruik om dit in subtemas, en uiteindelik temas, te verwerk. Die sentrale belang van sosialisering in die deelwording van ‘gemeenskappe van Copyright © 2021 Stellenbosch University. All rights reserved Stellenbosch University https://scholar.sun.ac.za 2 praktyk’ is verken deur die lens van geleefde ervarings, dikwels in kontras met vorige ervarings wat by Tygerberg opgedoen is. Die LKS voorsien ’n koesterende omgewing vir die verhoudings met mentors en rolmodelle wat professionele identiteitsvorming aanhelp. Die LKS voorsien ook ’n ondersteunende konteks in die proses van vaardigheidsontwikkeling―’n noodsaaklike element in die proses van ’n geneesheer word. Die studie kom tot die gevolgtrekking dat behalwe vir die vele mindere faktore by die LKS wat die ontwikkeling van ’n professionele identiteit steun, die egtheid en nabyheid van verhoudings die hoof dryfveer is van wat dit beteken om te begin dink, doen en voel soos ’n geneesheer.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/123727
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