Professional Identity Formation in medical education and training – a discursive determination of the term in German-speaking contexts

Objective: The concepts of Professional Identity Formation (PIF)/Professional Identity Development (PID) evolved in English-speaking countries with varying emphases. They serve as a starting point for the design of medical education, further education, and continuing training. The aim of this project was to obtain a discursive clarification of the conceptual understanding of PIF/PID in medical education research and curriculum development in German-speaking countries. Method: A shared understanding of the concept was developed using a structured discourse process (two workshops, an online survey, and a group Delphi). Individuals with different disciplinary backgrounds took part in the discourse. This was part of their work in a working group of the German-speaking Society for Medical Education (Gesellschaft für Medizinische Ausbildung, GMA). The analyses of the survey and the group Delphi were conducted by applying descriptive statistics and an argument-based analysis. Results: The group agreed upon the following understanding of the concept: “The professional identity development (Professionelle Identitätsentwicklung, PID) of physicians is an ongoing process in all phases of professional education and work. A professional identity develops in the interaction between person and environment. The process takes place both consciously and unconsciously. It is subject to internal and external influences that can be addressed and shaped in medical education, further education, and continuing training. In this process, individuals should acquire knowledge, skills and, in particular, develop a (self-)reflective attitude in the context of the norms and values of their profession.” Conclusion: This conceptual understanding of PID, which is compatible with medical education, further education, and continuing training, as well as with teaching and learning research, highlights the processual and influenceable nature of PID. Three follow-up questions arose from the discussions: (i) To what extent is PID a malleable process?, (ii) To what extent does PID pursue a normative claim?, and (iii) What is the relationship between PID and competence?