Integrating New Fields of Study into Professional Identity: A social identity and landscapes of practice lens

INTRODUCTION: The medical profession exists at the crossroads of many fields of study, including ethics, basic science, and communication. However, health professions students struggle with integrating new fields of study into their clinical practice and professional identities. This study examines how medical students perceive their professional identities as they consider, integrate, and identify with new fields of study related to the medical profession. METHODS: Three researchers qualitatively coded reflections on professional identity integration from 43 medical students exploring a new field of study by pursuing a dual degree or distinction experience at one of two partnering institutions. Themes were triangulated using landscape of practice (LoP) theory and social identity complexity theory (SIT). RESULTS: Three themes emerged corresponding to the stages of LoP theory and were further categorized by social identity complexity theory: (1) Approaching, Discovering, and Engaging an Unknown LoP Composed of the New Field of Study and MD/DO, (2) Finding Competence when Aligning with the LoP, and (3) Imagining a Coherent Professional Identity in the LoP. As students progressed through engaging, aligning, and imagining, they expressed social identities that were intersecting, compartmentalized, physician-dominant, or merged. Students developed a merged social identity by feeling competent practicing in an LoP where both their medical degree and the new field of study would be needed. Students with a merged social identity displayed systems-based practice in their clinical decision-making and recognized the need to communicate across disciplines to improve patient care. DISCUSSION: To support the integration of new fields of study into students' evolving professional identities, medical educators could explore strategies to facilitate a merged identity. The authors provide suggested supports.