Unmasking identity dissonance: exploring medical students’ professional identity formation through mask making

Purpose Professional identity formation is an on-going, integrative process underlying trainees’ experiences of medical education. Since each medical student’s professional identity formation process is an individual, internal, and often times emotionally charged unconscious experience, it can be di...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Joseph, Kimera [verfasserIn] Bader, Karlen [verfasserIn] Wilson, Sara [verfasserIn] Walker, Melissa [verfasserIn] Stephens, Mark [verfasserIn] Varpio, Lara [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2017

Schlagwörter:	Mask making Professional identity formation Identity dissonance Medical education

Übergeordnetes Werk:	Enthalten in: Perspectives on medical education - Houten : Bohn Stafleu van Loghum, 2012, 6(2017), 2 vom: 28. Feb., Seite 99-107
Übergeordnetes Werk:	volume:6 ; year:2017 ; number:2 ; day:28 ; month:02 ; pages:99-107

Links:	Volltext

DOI / URN:	10.1007/s40037-017-0339-z

Katalog-ID:	SPR032687052

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520			\|a Purpose Professional identity formation is an on-going, integrative process underlying trainees’ experiences of medical education. Since each medical student’s professional identity formation process is an individual, internal, and often times emotionally charged unconscious experience, it can be difficult for educators to understand each student’s unique experience. We investigate if mask making can provide learners and educators the opportunity to explore medical students’ professional identity formation experiences. Methods In 2014 and 2015, 30 third year medical students created masks, with a brief accompanying written narrative, to creatively express their medical education experiences. Using a paradigmatic case selection approach, four masks were analyzed using techniques from visual rhetoric and the Listening Guide. Results The research team clearly detected identity dissonance in each case. Each case provided insights into the unique personal experiences of the dissonance process for each trainee at a particular point in their medical school training. Conclusions We propose that mask making accompanied by a brief narrative reflection can help educators identify students experiencing identity dissonance, and explore each student’s unique experience of that dissonance. The process of making these artistic expressions may also provide a form of intervention that can enable educators to help students navigate professional identity formation and identity dissonance experiences.
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allfields	10.1007/s40037-017-0339-z doi (DE-627)SPR032687052 (SPR)s40037-017-0339-z-e DE-627 ger DE-627 rakwb eng 610 ASE Joseph, Kimera verfasserin aut Unmasking identity dissonance: exploring medical students’ professional identity formation through mask making 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Purpose Professional identity formation is an on-going, integrative process underlying trainees’ experiences of medical education. Since each medical student’s professional identity formation process is an individual, internal, and often times emotionally charged unconscious experience, it can be difficult for educators to understand each student’s unique experience. We investigate if mask making can provide learners and educators the opportunity to explore medical students’ professional identity formation experiences. Methods In 2014 and 2015, 30 third year medical students created masks, with a brief accompanying written narrative, to creatively express their medical education experiences. Using a paradigmatic case selection approach, four masks were analyzed using techniques from visual rhetoric and the Listening Guide. Results The research team clearly detected identity dissonance in each case. Each case provided insights into the unique personal experiences of the dissonance process for each trainee at a particular point in their medical school training. Conclusions We propose that mask making accompanied by a brief narrative reflection can help educators identify students experiencing identity dissonance, and explore each student’s unique experience of that dissonance. The process of making these artistic expressions may also provide a form of intervention that can enable educators to help students navigate professional identity formation and identity dissonance experiences. Mask making (dpeaa)DE-He213 Professional identity formation (dpeaa)DE-He213 Identity dissonance (dpeaa)DE-He213 Medical education (dpeaa)DE-He213 Bader, Karlen verfasserin aut Wilson, Sara verfasserin aut Walker, Melissa verfasserin aut Stephens, Mark verfasserin aut Varpio, Lara verfasserin aut Enthalten in Perspectives on medical education Houten : Bohn Stafleu van Loghum, 2012 6(2017), 2 vom: 28. Feb., Seite 99-107 (DE-627)719410169 (DE-600)2670231-9 2212-277X nnns volume:6 year:2017 number:2 day:28 month:02 pages:99-107 https://dx.doi.org/10.1007/s40037-017-0339-z kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 6 2017 2 28 02 99-107
spelling	10.1007/s40037-017-0339-z doi (DE-627)SPR032687052 (SPR)s40037-017-0339-z-e DE-627 ger DE-627 rakwb eng 610 ASE Joseph, Kimera verfasserin aut Unmasking identity dissonance: exploring medical students’ professional identity formation through mask making 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Purpose Professional identity formation is an on-going, integrative process underlying trainees’ experiences of medical education. Since each medical student’s professional identity formation process is an individual, internal, and often times emotionally charged unconscious experience, it can be difficult for educators to understand each student’s unique experience. We investigate if mask making can provide learners and educators the opportunity to explore medical students’ professional identity formation experiences. Methods In 2014 and 2015, 30 third year medical students created masks, with a brief accompanying written narrative, to creatively express their medical education experiences. Using a paradigmatic case selection approach, four masks were analyzed using techniques from visual rhetoric and the Listening Guide. Results The research team clearly detected identity dissonance in each case. Each case provided insights into the unique personal experiences of the dissonance process for each trainee at a particular point in their medical school training. Conclusions We propose that mask making accompanied by a brief narrative reflection can help educators identify students experiencing identity dissonance, and explore each student’s unique experience of that dissonance. The process of making these artistic expressions may also provide a form of intervention that can enable educators to help students navigate professional identity formation and identity dissonance experiences. Mask making (dpeaa)DE-He213 Professional identity formation (dpeaa)DE-He213 Identity dissonance (dpeaa)DE-He213 Medical education (dpeaa)DE-He213 Bader, Karlen verfasserin aut Wilson, Sara verfasserin aut Walker, Melissa verfasserin aut Stephens, Mark verfasserin aut Varpio, Lara verfasserin aut Enthalten in Perspectives on medical education Houten : Bohn Stafleu van Loghum, 2012 6(2017), 2 vom: 28. Feb., Seite 99-107 (DE-627)719410169 (DE-600)2670231-9 2212-277X nnns volume:6 year:2017 number:2 day:28 month:02 pages:99-107 https://dx.doi.org/10.1007/s40037-017-0339-z kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 6 2017 2 28 02 99-107
allfields_unstemmed	10.1007/s40037-017-0339-z doi (DE-627)SPR032687052 (SPR)s40037-017-0339-z-e DE-627 ger DE-627 rakwb eng 610 ASE Joseph, Kimera verfasserin aut Unmasking identity dissonance: exploring medical students’ professional identity formation through mask making 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Purpose Professional identity formation is an on-going, integrative process underlying trainees’ experiences of medical education. Since each medical student’s professional identity formation process is an individual, internal, and often times emotionally charged unconscious experience, it can be difficult for educators to understand each student’s unique experience. We investigate if mask making can provide learners and educators the opportunity to explore medical students’ professional identity formation experiences. Methods In 2014 and 2015, 30 third year medical students created masks, with a brief accompanying written narrative, to creatively express their medical education experiences. Using a paradigmatic case selection approach, four masks were analyzed using techniques from visual rhetoric and the Listening Guide. Results The research team clearly detected identity dissonance in each case. Each case provided insights into the unique personal experiences of the dissonance process for each trainee at a particular point in their medical school training. Conclusions We propose that mask making accompanied by a brief narrative reflection can help educators identify students experiencing identity dissonance, and explore each student’s unique experience of that dissonance. The process of making these artistic expressions may also provide a form of intervention that can enable educators to help students navigate professional identity formation and identity dissonance experiences. Mask making (dpeaa)DE-He213 Professional identity formation (dpeaa)DE-He213 Identity dissonance (dpeaa)DE-He213 Medical education (dpeaa)DE-He213 Bader, Karlen verfasserin aut Wilson, Sara verfasserin aut Walker, Melissa verfasserin aut Stephens, Mark verfasserin aut Varpio, Lara verfasserin aut Enthalten in Perspectives on medical education Houten : Bohn Stafleu van Loghum, 2012 6(2017), 2 vom: 28. Feb., Seite 99-107 (DE-627)719410169 (DE-600)2670231-9 2212-277X nnns volume:6 year:2017 number:2 day:28 month:02 pages:99-107 https://dx.doi.org/10.1007/s40037-017-0339-z kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 6 2017 2 28 02 99-107
allfieldsGer	10.1007/s40037-017-0339-z doi (DE-627)SPR032687052 (SPR)s40037-017-0339-z-e DE-627 ger DE-627 rakwb eng 610 ASE Joseph, Kimera verfasserin aut Unmasking identity dissonance: exploring medical students’ professional identity formation through mask making 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Purpose Professional identity formation is an on-going, integrative process underlying trainees’ experiences of medical education. Since each medical student’s professional identity formation process is an individual, internal, and often times emotionally charged unconscious experience, it can be difficult for educators to understand each student’s unique experience. We investigate if mask making can provide learners and educators the opportunity to explore medical students’ professional identity formation experiences. Methods In 2014 and 2015, 30 third year medical students created masks, with a brief accompanying written narrative, to creatively express their medical education experiences. Using a paradigmatic case selection approach, four masks were analyzed using techniques from visual rhetoric and the Listening Guide. Results The research team clearly detected identity dissonance in each case. Each case provided insights into the unique personal experiences of the dissonance process for each trainee at a particular point in their medical school training. Conclusions We propose that mask making accompanied by a brief narrative reflection can help educators identify students experiencing identity dissonance, and explore each student’s unique experience of that dissonance. The process of making these artistic expressions may also provide a form of intervention that can enable educators to help students navigate professional identity formation and identity dissonance experiences. Mask making (dpeaa)DE-He213 Professional identity formation (dpeaa)DE-He213 Identity dissonance (dpeaa)DE-He213 Medical education (dpeaa)DE-He213 Bader, Karlen verfasserin aut Wilson, Sara verfasserin aut Walker, Melissa verfasserin aut Stephens, Mark verfasserin aut Varpio, Lara verfasserin aut Enthalten in Perspectives on medical education Houten : Bohn Stafleu van Loghum, 2012 6(2017), 2 vom: 28. Feb., Seite 99-107 (DE-627)719410169 (DE-600)2670231-9 2212-277X nnns volume:6 year:2017 number:2 day:28 month:02 pages:99-107 https://dx.doi.org/10.1007/s40037-017-0339-z kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 6 2017 2 28 02 99-107
allfieldsSound	10.1007/s40037-017-0339-z doi (DE-627)SPR032687052 (SPR)s40037-017-0339-z-e DE-627 ger DE-627 rakwb eng 610 ASE Joseph, Kimera verfasserin aut Unmasking identity dissonance: exploring medical students’ professional identity formation through mask making 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Purpose Professional identity formation is an on-going, integrative process underlying trainees’ experiences of medical education. Since each medical student’s professional identity formation process is an individual, internal, and often times emotionally charged unconscious experience, it can be difficult for educators to understand each student’s unique experience. We investigate if mask making can provide learners and educators the opportunity to explore medical students’ professional identity formation experiences. Methods In 2014 and 2015, 30 third year medical students created masks, with a brief accompanying written narrative, to creatively express their medical education experiences. Using a paradigmatic case selection approach, four masks were analyzed using techniques from visual rhetoric and the Listening Guide. Results The research team clearly detected identity dissonance in each case. Each case provided insights into the unique personal experiences of the dissonance process for each trainee at a particular point in their medical school training. Conclusions We propose that mask making accompanied by a brief narrative reflection can help educators identify students experiencing identity dissonance, and explore each student’s unique experience of that dissonance. The process of making these artistic expressions may also provide a form of intervention that can enable educators to help students navigate professional identity formation and identity dissonance experiences. Mask making (dpeaa)DE-He213 Professional identity formation (dpeaa)DE-He213 Identity dissonance (dpeaa)DE-He213 Medical education (dpeaa)DE-He213 Bader, Karlen verfasserin aut Wilson, Sara verfasserin aut Walker, Melissa verfasserin aut Stephens, Mark verfasserin aut Varpio, Lara verfasserin aut Enthalten in Perspectives on medical education Houten : Bohn Stafleu van Loghum, 2012 6(2017), 2 vom: 28. Feb., Seite 99-107 (DE-627)719410169 (DE-600)2670231-9 2212-277X nnns volume:6 year:2017 number:2 day:28 month:02 pages:99-107 https://dx.doi.org/10.1007/s40037-017-0339-z kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 6 2017 2 28 02 99-107
language	English
source	Enthalten in Perspectives on medical education 6(2017), 2 vom: 28. Feb., Seite 99-107 volume:6 year:2017 number:2 day:28 month:02 pages:99-107
sourceStr	Enthalten in Perspectives on medical education 6(2017), 2 vom: 28. Feb., Seite 99-107 volume:6 year:2017 number:2 day:28 month:02 pages:99-107
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topic_facet	Mask making Professional identity formation Identity dissonance Medical education
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authorswithroles_txt_mv	Joseph, Kimera @@aut@@ Bader, Karlen @@aut@@ Wilson, Sara @@aut@@ Walker, Melissa @@aut@@ Stephens, Mark @@aut@@ Varpio, Lara @@aut@@
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Since each medical student’s professional identity formation process is an individual, internal, and often times emotionally charged unconscious experience, it can be difficult for educators to understand each student’s unique experience. We investigate if mask making can provide learners and educators the opportunity to explore medical students’ professional identity formation experiences. Methods In 2014 and 2015, 30 third year medical students created masks, with a brief accompanying written narrative, to creatively express their medical education experiences. Using a paradigmatic case selection approach, four masks were analyzed using techniques from visual rhetoric and the Listening Guide. Results The research team clearly detected identity dissonance in each case. Each case provided insights into the unique personal experiences of the dissonance process for each trainee at a particular point in their medical school training. Conclusions We propose that mask making accompanied by a brief narrative reflection can help educators identify students experiencing identity dissonance, and explore each student’s unique experience of that dissonance. 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author	Joseph, Kimera
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topic_title	610 ASE Unmasking identity dissonance: exploring medical students’ professional identity formation through mask making Mask making (dpeaa)DE-He213 Professional identity formation (dpeaa)DE-He213 Identity dissonance (dpeaa)DE-He213 Medical education (dpeaa)DE-He213
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title	Unmasking identity dissonance: exploring medical students’ professional identity formation through mask making
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title_full	Unmasking identity dissonance: exploring medical students’ professional identity formation through mask making
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title_sort	unmasking identity dissonance: exploring medical students’ professional identity formation through mask making
title_auth	Unmasking identity dissonance: exploring medical students’ professional identity formation through mask making
abstract	Purpose Professional identity formation is an on-going, integrative process underlying trainees’ experiences of medical education. Since each medical student’s professional identity formation process is an individual, internal, and often times emotionally charged unconscious experience, it can be difficult for educators to understand each student’s unique experience. We investigate if mask making can provide learners and educators the opportunity to explore medical students’ professional identity formation experiences. Methods In 2014 and 2015, 30 third year medical students created masks, with a brief accompanying written narrative, to creatively express their medical education experiences. Using a paradigmatic case selection approach, four masks were analyzed using techniques from visual rhetoric and the Listening Guide. Results The research team clearly detected identity dissonance in each case. Each case provided insights into the unique personal experiences of the dissonance process for each trainee at a particular point in their medical school training. Conclusions We propose that mask making accompanied by a brief narrative reflection can help educators identify students experiencing identity dissonance, and explore each student’s unique experience of that dissonance. The process of making these artistic expressions may also provide a form of intervention that can enable educators to help students navigate professional identity formation and identity dissonance experiences.
abstractGer	Purpose Professional identity formation is an on-going, integrative process underlying trainees’ experiences of medical education. Since each medical student’s professional identity formation process is an individual, internal, and often times emotionally charged unconscious experience, it can be difficult for educators to understand each student’s unique experience. We investigate if mask making can provide learners and educators the opportunity to explore medical students’ professional identity formation experiences. Methods In 2014 and 2015, 30 third year medical students created masks, with a brief accompanying written narrative, to creatively express their medical education experiences. Using a paradigmatic case selection approach, four masks were analyzed using techniques from visual rhetoric and the Listening Guide. Results The research team clearly detected identity dissonance in each case. Each case provided insights into the unique personal experiences of the dissonance process for each trainee at a particular point in their medical school training. Conclusions We propose that mask making accompanied by a brief narrative reflection can help educators identify students experiencing identity dissonance, and explore each student’s unique experience of that dissonance. The process of making these artistic expressions may also provide a form of intervention that can enable educators to help students navigate professional identity formation and identity dissonance experiences.
abstract_unstemmed	Purpose Professional identity formation is an on-going, integrative process underlying trainees’ experiences of medical education. Since each medical student’s professional identity formation process is an individual, internal, and often times emotionally charged unconscious experience, it can be difficult for educators to understand each student’s unique experience. We investigate if mask making can provide learners and educators the opportunity to explore medical students’ professional identity formation experiences. Methods In 2014 and 2015, 30 third year medical students created masks, with a brief accompanying written narrative, to creatively express their medical education experiences. Using a paradigmatic case selection approach, four masks were analyzed using techniques from visual rhetoric and the Listening Guide. Results The research team clearly detected identity dissonance in each case. Each case provided insights into the unique personal experiences of the dissonance process for each trainee at a particular point in their medical school training. Conclusions We propose that mask making accompanied by a brief narrative reflection can help educators identify students experiencing identity dissonance, and explore each student’s unique experience of that dissonance. The process of making these artistic expressions may also provide a form of intervention that can enable educators to help students navigate professional identity formation and identity dissonance experiences.
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title_short	Unmasking identity dissonance: exploring medical students’ professional identity formation through mask making
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