Imperial College London
Dr Jo Horsburgh

Dr Jo Horsburgh

Central Faculty, Centre for Higher Education Research and Scholarship

Principal Teaching Fellow in Medical Education
 
 
 
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Contact

 

+44 (0)20 7594 8848j.horsburgh

 
 
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Location

 

S508Sherfield BuildingSouth Kensington Campus

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Summary

 

Publications

Citation

BibTex format

@article{Moula:2022:10.1186/s12909-022-03595-1,
author = {Moula, Z and Horsburgh, J and Scott, K and Durley, T and Kumar, S},
doi = {10.1186/s12909-022-03595-1},
journal = {BMC Medical Education},
pages = {1--9},
title = {The impact of Covid-19 on Professional Identity Formation: An international qualitative study of medical students’ reflective entries in a Global Creative Competition},
url = {http://dx.doi.org/10.1186/s12909-022-03595-1},
volume = {22},
year = {2022}
}
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RIS format (EndNote, RefMan)

TY  - JOUR
AB  - Introduction: The Covid-19 pandemic, which affected medical students globally, could be viewed as a disorientating dilemma with the potential to offer opportunities for transformative learning. In 2021 the Medical Education Innovation and Research Centre at Imperial College London launched a Global Creative Competition as a platform for medical students to reflect on their experiences during the pandemic. Methods: 648 creative pieces with written reflections were submitted by medical students from 52 countries. 155 students from 28 countries consented for their entries to be included in this study. The reflections were analysed thematically and independently by three reviewers to explore how the pandemic impacted students’ professional identity formation (PIF).Results: The pandemic increased students’ awareness of the social and global role of doctors in addressing health inequities. Students felt part of a wider healthcare community and showed greater appreciation towards person-centred care. Students also became more aware of their personal needs, priorities, and the importance of self-care.Discussion: In agreement with Mezirow’s theory of transformative learning (2003), the pandemic led students to re-examine pre-existing epistemic and sociocultural assumptions concerning the role of doctors and explore new perspectives of what it means to be a doctor. In accordance with Cheng’s theory of coping flexibility (2021), students developed both emotion-focused coping strategies (e.g., arts engagement) and problem-solving strategies (e.g., volunteering), suggesting they were able to adjust psychologically and develop agency. However, students experienced tension between their sense of duty and sense of wellbeing, highlighting the need for medical educators to design into programmes formal support systems where medical students have the space and time they need to reflect on their emergent identities as a doctor.Conclusion: Medical educators shoul
AU  - Moula,Z
AU  - Horsburgh,J
AU  - Scott,K
AU  - Durley,T
AU  - Kumar,S
DO  - 10.1186/s12909-022-03595-1
EP  - 9
PY  - 2022///
SN  - 1472-6920
SP  - 1
TI  - The impact of Covid-19 on Professional Identity Formation: An international qualitative study of medical students’ reflective entries in a Global Creative Competition
T2  - BMC Medical Education
UR  - http://dx.doi.org/10.1186/s12909-022-03595-1
UR  - https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03595-1
UR  - http://hdl.handle.net/10044/1/97965
VL  - 22
ER  -
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