Imperial College London
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DrKayLeedham-Green

Faculty of Medicine, Faculty of Medicine Centre

Senior Teaching Fellow
 
 
 
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Contact

 

k.leedham-green Website

 
 
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Location

 

Collaborative Partnerships OfficeElectrical EngineeringSouth Kensington Campus

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Summary

 

Publications

Citation

BibTex format

@inproceedings{Leedham-Green:2020:10.1111/tct.13238,
author = {Leedham-Green, K and Knight, A and Iedema, R and Leedham-Green, K},
doi = {10.1111/tct.13238},
pages = {119--119},
publisher = {Wiley},
title = {Hierarchies and tribes: is it time to rethink professional identity formation in health professional education?},
url = {http://dx.doi.org/10.1111/tct.13238},
year = {2020}
}
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RIS format (EndNote, RefMan)

TY  - CPAPER
AB  - Hierarchies and tribes: is it time to reconsider professional identity formation in health professional education?BackgroundProfessional identity formation is a relatively new concept within medical education. The majority of literature has appeared since the Carnegie Foundation called for its inclusion into curricula on the 100th anniversary of the Flexner Report of 1910 [1]. This report called for faculty to hold students to high professional standards through role modelling and relationship building and suggested that curricula include symbolic rites of passage such as honour codes, pledges, and white coat ceremonies. Since then almost 200 articles have appeared in the medical education literature with a variety of stances and evolving interpretations which have yet to be interpreted through a critical lens.MethodsWe conducted a scoping review of the literature on professional identity formation, and meta-thematic synthesis of the most recent papers by the eight most cited authors. We discuss these in relation to key concepts and theories from the fields of critical theory, sociology, psychology and organisational scholarship. ResultsWe present themes and examples from the literature relating to diverse schools of thought on the purpose and process of professional identity formation, alongside a critical analysis of some of the current academic discourses and recommendations for educators. Deductive arguments are presented inline with our results.We question the educational benefits of espousing idealised professional identities, when the lived experience of learners includes needing to actively mitigate against professional tribes and witnessing the adverse effects of siloed working. We suggest that professional identity is an expression of hierarchy and power, particularly between professions and between those identifying as primary, secondary and community care professionals. Non-traditional students with different tangible social capital related to race, clas
AU  - Leedham-Green,K
AU  - Knight,A
AU  - Iedema,R
AU  - Leedham-Green,K
DO  - 10.1111/tct.13238
EP  - 119
PB  - Wiley
PY  - 2020///
SN  - 1743-4971
SP  - 119
TI  - Hierarchies and tribes: is it time to rethink professional identity formation in health professional education?
UR  - http://dx.doi.org/10.1111/tct.13238
UR  - http://hdl.handle.net/10044/1/86087
ER  -
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