Reflecting on professional identity in undergraduate medical education: implementation of a novel longitudinal course

Themes

The themes discussed during the workshops are good starting points for my [students’] reflection about the development of my [their] professional identity

3.32 (0.62)

3.18 (0.63)

3.04 (0.65)

3.76 (0.44)

3.95 (0.22)

3.63 (0.60)

Portfolio

Once completed, the portfolio helps me reflect on the development of my practice and my professional identity

2.13 (0.93)

2.66 (0.84)

2.37 (0.88)

N/A

N/A

N/A

For most of the students, the portfolio helps support and record reflections on their practice and professional identity

N/A

N/A

N/A

2.82 (1.01)

3.05 (0.69)

2.68 (0.67)

Relationship with the mentor

The mentor fosters a climate of openness that is conducive to learning

3.42 (0.79)

3.48 (0.80)

3.74 (0.45)

N/A

N/A

N/A

The meetings with my mentor help me improve my reflection skills

3.47 (0.76)

3.37 (0.86)

3.70 (0.54)

N/A

N/A

N/A

My relationship with my mentor is satisfactory

3.41 (0.79)

3.40 (0.97)

3.74 (0.53)

N/A

N/A

N/A

Development of reflection skills (General appreciation)

I feel comfortable sharing my reflections during the course; I don’t hold anything back

3.16 (0.82)

3.08 (0.94)

3.26 (0.76)

N/A

N/A

N/A

The evaluation of the course is a source of feedback that contributes to my reflection on the development of my practice and my professional identity

2.97 (0.85)

3.03 (0.85)

2.81 (0.74)

N/A

N/A

N/A

Overall, the students embrace reflective practice

N/A

N/A

N/A

2.94 (0.83)

3.10 (0.64)

3.04 (0.52)

The proposed activities generally encourage the students to engage in their reflective practice

N/A

N/A

N/A

3.35 (0.70)

N/A

N/A