Publication Date
7-23-2020
Journal
Baylor University Medical Center Proceedings
DOI
10.1080/08998280.2020.1792747
PMID
33100530
PMCID
PMC7549982
PubMedCentral® Posted Date
7-23-2020
PubMedCentral® Full Text Version
Post-print
Published Open-Access
yes
Keywords
GME, medical education, professional identity formation, resident as teacher, student as teacher
Abstract
Residents undergo professional identity formation during training, and the integration of a teacher identity into that of a clinician is part of this process. We aimed to measure the teacher identity of incoming interns of various specialties. In this cross-sectional, survey-based study, we modified a validated teacher identity scale and distributed it to residents attending orientation at a large, academic institution. A total of 297 residents took the survey, including 272 interns; 80% (218/272) of interns completed the survey and permitted use of their data. The mean score for global teacher identity was 4.16 (SD 0.67) on a 1 to 5 Likert scale. There were significant differences between interns' current self-assessed teaching abilities and their desired future performance as teachers (
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