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Goal-Oriented and Habit-Oriented Reflective Models to Support Professional Identity Formation and Metacognitive Thinking

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Abstract

Professional identity formation (PIF) is a multi-year, complex, social, and intellectual process that culminates in trainees “thinking, acting, and feeling like a doctor.” Some of the processes of PIF, particularly the Hidden Curriculum, may result in suboptimal outcomes in student’s cognition, including implicit bias and poor clinical decision-making. Many have recognized the importance of reflective writing, particularly metacognition, in undergraduate medical education. However, there are few concrete examples and explanations for fully integrating reflective writing exercises across multiple situations, experiences, and levels of growth. The authors provide conceptual frameworks, concrete curricular structures, and reflective tools used at two medical schools.

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Authors and Affiliations

  1. Office of Assessment and Educational Development, West Virginia School of Osteopathic Medicine, Lewisburg, WV, 24901, USA

    Machelle Linsenmeyer

  2. Department of Creative Writing, University of California Riverside School of Medicine, Riverside, CA, 92521, USA

    Goldberry Long

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Both authors were responsible for this manuscript; have participated fully in the conceptualizing, drafting, or revising of the manuscript; and have seen and approved this manuscript as submitted.

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Correspondence to Machelle Linsenmeyer.

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Dr. Linsenmeyer is an Associate Editor for Medical Science Educator and should be excused from any responsibility of the peer review process. None of the authors have any disclosures or competing interests to declare that are relevant to the content of this article. The authors have no relevant financial or non-financial interests to disclose.

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Linsenmeyer, M., Long, G. Goal-Oriented and Habit-Oriented Reflective Models to Support Professional Identity Formation and Metacognitive Thinking. Med.Sci.Educ. 33, 569–575 (2023). https://doi.org/10.1007/s40670-023-01752-9

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