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{Brown:2022:10.1007/s40670-022-01592-z,
author = {Brown, MEL and Lim, JH and Horsburgh, J and Pistoll, C and Thakerar, V and Maini, A and Johnson, C and Beaton, L and Mahoney, C and Kumar, S},
doi = {10.1007/s40670-022-01592-z},
journal = {Medical Science Educator},
pages = {995--1004},
title = {Identity development in disorientating times: the experiences of medical students during COVID-19},
url = {http://dx.doi.org/10.1007/s40670-022-01592-z},
volume = {32},
year = {2022}
}
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RIS format (EndNote, RefMan)

TY  - JOUR
AB  - IntroductionProfessional identity development is a central aim of medical education, which has been disrupted during COVID-19. Yet, no research has qualitatively explored COVID-19’s impact across institutions or countries on medical students’ identities. Kegan proposes a cognitive model of identity development, where ‘disorientating dilemmas’ prompt student development. Given the potential of COVID-related disruption to generate disorientating dilemmas, the authors investigated the ways in which COVID-19 influenced students’ identity development.MethodsThe authors conducted an international qualitative study with second year medical students from Imperial College London, and third year students from Melbourne Medical School. Six focus groups occurred 2020–2021, with three to six students per group. Authors analysed data using reflexive thematic analysis, applying Kegan’s model as a sensitising theoretical lens.ResultsCOVID-19 has resulted in a loss of clinical exposure, loss of professional relationships, and a shift in public perception of physicians. Loss of exposure to clinical practice removed the external validation from patients and seniors many students depended on for identity development. Students’ experiences encouraged them to assume the responsibilities of the profession and the communities they served, in the face of conflicting demands and risk. Acknowledging and actioning this responsibility facilitated identity development as a socially responsible advocate.ConclusionsEducators should consider adapting medical education to support students through Kegan’s stages of development. Measures to foster relationships between students, patients, and staff are likely necessary. Formal curricula provisions, such as spaces for reflection and opportunities for social responsibility, may aid students in resolving the conflict many have recently experienced.
AU  - Brown,MEL
AU  - Lim,JH
AU  - Horsburgh,J
AU  - Pistoll,C
AU  - Thakerar,V
AU  - Maini,A
AU  - Johnson,C
AU  - Beaton,L
AU  - Mahoney,C
AU  - Kumar,S
DO  - 10.1007/s40670-022-01592-z
EP  - 1004
PY  - 2022///
SN  - 2156-8650
SP  - 995
TI  - Identity development in disorientating times: the experiences of medical students during COVID-19
T2  - Medical Science Educator
UR  - http://dx.doi.org/10.1007/s40670-022-01592-z
UR  - https://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000834703300001&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=a2bf6146997ec60c407a63945d4e92bb
UR  - https://link.springer.com/article/10.1007/s40670-022-01592-z
UR  - http://hdl.handle.net/10044/1/101203
VL  - 32
ER  -
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