We have all heard of identity crises as they relate to our personal lives, but professional identity “crises” exist as well. As students transition into their health professions curriculum, they must develop their professional identities from that of a student into that of a healthcare professional; a process which many find challenging. If learners’ fail to develop their professional identity as they progress through medical school, crises can occur. Foundational science educators can help foster medical student professional identity development (PID) through their teaching practices. While there can be an embedded belief that science knowledge and medical professional identity are separate and distinct, there are effective ways to pedagogically integrate these in a way that does not sacrifice one (i.e. science knowledge) for the other (professional identity). With this in mind, this webinar will provide: an overview of what professional identity is (and isn’t), mechanisms of PID development, ways foundational medical sciences can impact PID, and applied teaching practices science educators can implement to help support medical student PID.
Associate Professor Michelle Lazarus is the Director of the Centre of Human Anatomy Education and Monash Centre for Scholarship in Health Education Curriculum Integration Network Lead. She is an award-winning educator and a Monash Education Academy Fellow. In addition to her medical teaching, A/Prof Lazarus runs a dynamic education research group exploring how medical education impacts learners’ healthcare professional identity formation, with a particular focus on uncertainty tolerance. In addition to her competitively funded work, she is the creator and host of AskAnatomist, a healthcare podcast, and is passionate about improving diversity & inclusion within anatomy education.
Shemona Rozario, MD.