"I began to wonder whether I am becoming emotionally numb." Sociocultural background, hidden curriculum, and moral self-reflection in the development of medical professional identity: a qualitative study

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11120%2F25%3A43928067" target="_blank" >RIV/00216208:11120/25:43928067 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.revistadepedagogia.org/rep/vol83/iss291/16/" target="_blank" >https://www.revistadepedagogia.org/rep/vol83/iss291/16/</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.22550/2174-0909.4627" target="_blank" >10.22550/2174-0909.4627</a>

Jazyk výsledku

angličtina

Název v původním jazyce

"I began to wonder whether I am becoming emotionally numb." Sociocultural background, hidden curriculum, and moral self-reflection in the development of medical professional identity: a qualitative study

Popis výsledku v původním jazyce

The focus of our study is personal, emotional, and moral development of medical students in the context of their medical school experience, and the impact of hidden curriculum on the formation of their professional identity. We conducted interviews with 26 fourth-year students and analysed them by methods of content and discourse analysis. Several factors impacting the adaptation to the medical environment and the adoption of professional identity emerged as significant: their sociocultural background, the institutional culture of medical school, and the practice of moral self-reflection. The adaptation to medical environments and the appropriation of professional roles come more easily to students from medical families, yet present significant challenges to students from non-medical families who are more likely to be impacted by both positive and negative aspects of the hidden curriculum. Students who expressed moral self-reflection were capable of critically assessing the impact of the medical environment on their personal and professional development. We suggest that the provision of safe space for students to reflect on their subjective experiences might be both an educational and therapeutic intervention supporting development of moral and professional integrity, while faculty mentorship might partially compensate for the lack of privilege of medical family background.

Název v anglickém jazyce

"I began to wonder whether I am becoming emotionally numb." Sociocultural background, hidden curriculum, and moral self-reflection in the development of medical professional identity: a qualitative study

Popis výsledku anglicky

The focus of our study is personal, emotional, and moral development of medical students in the context of their medical school experience, and the impact of hidden curriculum on the formation of their professional identity. We conducted interviews with 26 fourth-year students and analysed them by methods of content and discourse analysis. Several factors impacting the adaptation to the medical environment and the adoption of professional identity emerged as significant: their sociocultural background, the institutional culture of medical school, and the practice of moral self-reflection. The adaptation to medical environments and the appropriation of professional roles come more easily to students from medical families, yet present significant challenges to students from non-medical families who are more likely to be impacted by both positive and negative aspects of the hidden curriculum. Students who expressed moral self-reflection were capable of critically assessing the impact of the medical environment on their personal and professional development. We suggest that the provision of safe space for students to reflect on their subjective experiences might be both an educational and therapeutic intervention supporting development of moral and professional integrity, while faculty mentorship might partially compensate for the lack of privilege of medical family background.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50103 - Cognitive sciences

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Revista Española de Pedagogia

ISSN

0034-9461

e-ISSN

2174-0909

Svazek periodika

83

Číslo periodika v rámci svazku

291

Stát vydavatele periodika

ES - Španělské království

Počet stran výsledku

18

Strana od-do

453-470

Kód UT WoS článku

001610065400001

EID výsledku v databázi Scopus

2-s2.0-105009472135