Becoming a physician–scientist: Early research participation as an identity sandbox for preclinical medical students

Abstract Introduction Early participation in research is a widely used strategy to encourage medical students to pursue physician–scientist careers. Yet its influence on professional identity formation (PIF) remains poorly understood. We explored how participation in an extracurricular research programme during preclinical education influenced students' emerging professional identities, aiming to inform programmes that support students' PIF as physician–scientists alongside research skill development. Method We conducted a cross‐sectional qualitative study at a Dutch medical school offering an extracurricular research programme for preclinical medical students. Twelve medical students created a Rich Picture depicting a memorable programme experience that influenced their personal and professional development and were subsequently interviewed. Rich Pictures and interview transcripts were analysed using reflexive thematic analysis, with Communities of Practice concepts incorporated iteratively to deepen interpretation. Results We constructed three themes explaining how early research participation informed participants' emerging professional identities: (a) demystification of research : day‐to‐day research participation revised preconceptions of research as a practice ‘reserved for a few’ to one that is achievable, enjoyable and able to accommodate different interests and ambitions; (b) research as connection : responsive supervisors and inclusive teams supported belonging, recognition and confidence, whereas distant relationships and limited support contributed to marginalisation and disengagement; and (c) research as an identity sandbox : early, low‐stakes participation enabled participants to explore interests, test fit, and consider whether and how research might belong within their future professional lives. Discussion Early research experiences became identity relevant when students participated meaningfully, were supported and recognised within their teams, and could explore physician–scientist futures without premature commitment. We conceptualise this exploratory space as an identity sandbox : a provisional and revisable context for assessing whether research felt achievable, meaningful and sustainable. Programmes may support PIF through legitimate participation, relational inclusion and flexible structures that help students evaluate research as part of their future professional lives.