'What Do We "Do," Doctor?' Transitions of Identity and Responsibility: A Narrative Analysis

Autor/inn/en	Yardley, Sarah; Kinston, Ruth; Lefroy, Janet; Gay, Simon; McKinley, Robert K.
Titel	'What Do We "Do," Doctor?' Transitions of Identity and Responsibility: A Narrative Analysis
Quelle	In: Advances in Health Sciences Education, 25 (2020) 4, S.825-843 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yardley, Sarah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-020-09959-w
Schlagwörter	Physicians; Responsibility; Professional Identity; Adjustment (to Environment); Experiential Learning; Participation; Teamwork; Interaction; Medical Students; Supervisors; Barriers + Suchen Sie Ihr Suchwort? Physician; Doctor; Arzt; Verantwortungsübernahme; Zuständigkeit; Experiental learning; Erfahrungsorientiertes Lernen; Teilnahme; Interaktion
Abstract	Transitioning from student to doctor is notoriously challenging. Newly qualified doctors feel required to make decisions before owning their new identity. It is essential to understand how responsibility relates to identity formation to improve transitions for doctors and patients. This multiphase ethnographic study explores realities of transition through anticipatory, lived and reflective stages. We utilised Labov's narrative framework (Labov in J Narrat Life Hist 7(1-4):395-415, 1997) to conduct in-depth analysis of complex relationships between changes in responsibility and development of professional identity. Our objective was to understand how these concepts interact. Newly qualified doctors acclimatise to their role requirements through participatory experience, perceived as a series of challenges, told as stories of adventure or quest. Rules of interaction within clinical teams were complex, context dependent and rarely explicit. Students, newly qualified and supervising doctors felt tensions around whether responsibility should be grasped or conferred. Perceived clinical necessity was a common determinant of responsibility rather than planned learning. Identity formation was chronologically mismatched to accepting responsibility. We provide a rich illumination of the complex relationship between responsibility and identity pre, during, and post-transition to qualified doctor: the two are inherently intertwined, each generating the other through successful actions in practice. This suggests successful transition requires a supported period of identity reconciliation during which responsibility may feel burdensome. During this, there is a fine line between too much and too little responsibility: seemingly innocuous assumptions can have a significant impact. More effort is needed to facilitate behaviours that delegate authority to the transitioning learner whilst maintaining true oversight. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01