The Influence of Postgraduate Qualifications on Educational Identity Formation of Healthcare Professionals

Autor/inn/en	Sethi, Ahsan; Schofield, Susie; McAleer, Sean; Ajjawi, Rola
Titel	The Influence of Postgraduate Qualifications on Educational Identity Formation of Healthcare Professionals
Quelle	In: Advances in Health Sciences Education, 23 (2018) 3, S.567-585 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-018-9814-5
Schlagwörter	Health Services; Health Personnel; Medical Education; Audio Equipment; Professional Identity; Educational Attainment; Employment Qualifications; Graduate Study; Graduates; Professional Development; Self Efficacy; Educational Practices; Faculty Promotion; Career Development; Transformative Learning; Educational Benefits; Grounded Theory; Constructivism (Learning); Foreign Countries; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Health service; Gesundheitsdienst; Gesundheitswesen; Medizinisches Personal; Medizinische Ausbildung; Audio-CD; Bildungsabschluss; Bildungsgut; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Aufbaustudium; Graduiertenstudium; Hauptstudium; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Self-efficacy; Selbstwirksamkeit; Bildungspraxis; Berufsentwicklung; Pädagogische Transformation; Bildungsertrag; Ausland
Abstract	Demand for postgraduate qualifications in medical education can be judged by the increase in providers worldwide over the last two decades. However, research into the impact of such courses on identity formation of healthcare professionals is limited. This study investigates the influence of such programmes on graduates' educational identities, practices and career progression. Informed by constructivist grounded theory (CGT), semi-structured interviews were conducted with 27 graduates (2008-2012) from one postgraduate programme, who were at different stages in their careers worldwide. The audio data were transcribed and analysed using a CGT approach. Participants enrolled in award-bearing medical education courses for various intrinsic and extrinsic reasons. The findings from this study highlight their development as educators, and educational researchers, leaders and learners, as their self-efficacy in educational practices and engagement in scholarly activities increased. Graduates attributed career progression to the qualification, with many being promoted into senior positions. They also described substantial performance attainments in the workplace. The findings contribute to understanding the complexity and nuances of educational identity formation of healthcare professionals. A qualification in medical education encouraged transformational changes and epistemological development as an educator. Awareness of these findings will inform both those considering enrolment and those supporting them of potential benefits of these programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01