Professional identity formation among undergraduate pre-medical students: a scoping review protocol.

Publisher: BioMed Central Country of Publication: England NLM ID: 101580575 Publication Model: Electronic Cited Medium: Internet ISSN: 2046-4053 (Electronic) Linking ISSN: 20464053 NLM ISO Abbreviation: Syst Rev Subsets: MEDLINE

Original Publication: London : BioMed Central

Education, Medical* ; Students, Medical*; Humans ; Canada ; Review Literature as Topic ; Social Identification

Background: Professional Identity formation is the process by which learners internalize a profession's values, behaviors, and perceptions. With respect to physicians, this occurs at multiple levels of medical education, including the undergraduate, graduate, and continuing medical education stages. Professional identity formation likely starts even earlier, during the undergraduate pre-medical years but, to date, no known scoping or systematic review has been conducted on this topic. The objective of this scoping review is to systematically map the literature on professional identity formation among undergraduate pre-medical students.
Methods: This review protocol has been designed following the Arksey and O'Malley framework. We will search MEDLINE, CINAHL, Embase, and Scopus, as well as relevant grey literature, conference proceedings, and citations of selected articles. Inclusion criteria are articles (1) written in the English language, (2) involving undergraduate pre-medical students in the USA and Canada, and (3) containing original data about professional identity formation. Two independent reviewers will evaluate the titles, abstracts, and full articles for eligibility. A third reviewer will help resolve any disputes. Once the full text of articles are obtained, data will be abstracted using a standardized form. A narrative summary of findings will then be conducted, as well as a consultation exercise with university pre-medical students, pre-med advisors, and first-year medical students.
Discussion: By conducting this scoping review, we expect to gain a better understanding of how the experiences of undergraduate pre-medical students impact their professional identity formation. These findings will help to identify gaps in the literature, to better characterize professional identity formation in the specific context of the undergraduate pre-medical track, and to outline potential approaches to facilitate professional identity formation among undergraduate pre-medical students.
Systematic Review Registration: The protocol is registered with the Open Science Framework ( htps://osf.io/nfzxc ).
(© 2023. BioMed Central Ltd., part of Springer Nature.)

Acad Med. 2012 Sep;87(9):1185-90. (PMID: 22836834)
Syst Rev. 2021 Oct 8;10(1):263. (PMID: 34625095)
BMJ. 2015 Jan 02;350:g7647. (PMID: 25555855)
BMC Med Res Methodol. 2018 Nov 19;18(1):143. (PMID: 30453902)
Acad Med. 2015 Jun;90(6):718-25. (PMID: 25785682)
JAMA. 2019 Aug 27;322(8):710-711. (PMID: 31454022)
South Med J. 2017 Aug;110(8):538-539. (PMID: 28771652)
Acad Med. 2021 Nov 1;96(11):1580-1585. (PMID: 33951683)
J Gen Intern Med. 2021 Nov;36(11):3511-3521. (PMID: 34406582)
Syst Rev. 2020 Jul 24;9(1):166. (PMID: 32709252)
Teach Learn Med. 2022 Aug-Sep;34(4):392-404. (PMID: 34402704)
J Adv Med Educ Prof. 2021 Oct;9(4):211-220. (PMID: 34692859)
Perspect Med Educ. 2021 Oct;10(5):279-285. (PMID: 34235641)
Ann Intern Med. 2018 Oct 2;169(7):467-473. (PMID: 30178033)
Med Educ Online. 2021 Dec;26(1):1886224. (PMID: 33606590)

Date Created: 20230922 Date Completed: 20240103 Latest Revision: 20240103

20240103

PMC10517468

10.1186/s13643-023-02329-8

37740229