A Longitudinal Assessment of Professional Identity, Wellness, Imposter Phenomenon, and Calling to Medicine Among Medical Students

• Published in: Medical science educator Vol. 29; no. 2; pp. 493 - 497
• Main Authors: Houseknecht, Valerie E., Roman, Brenda, Stolfi, Adrienne, Borges, Nicole J.
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.06.2019
• Subjects: Education; Medical Education; Original Research; Wellness; Medical student education; Professional identity
• ISSN: 2156-8650; 2156-8650
• DOI: 10.1007/s40670-019-00718-0

Objective This study assessed changes in professional identity, wellness, imposter phenomenon, and calling to medicine over time in medical school. Methods Medical students from the first through third years anonymously completed four validated measures: Perceived Wellness Survey (PWS), Brief Calling Scale (BCS), Physician In-group Identification Scale (PID), and Clance’s Imposter Phenomenon Scale (CIP). Survey completion implied informed consent. The study was exempted by the university IRB. Results All class of 2018 students ( n  = 110) returned surveys at the beginning of year 1; 58 completed surveys at the end of the preclinical years (post year 2, n  = 44) and/or end of the third-year clerkship (post year 3, n  = 35) and were analyzed. From pre to post preclinical years, there was a significant decrease in the PID. There were no statistically significant changes in the PWS, BCS, and CIP. From pre year 1 to post third-year clerkships, the PWS and PID decreased, the CIP increased, and the BCS did not change. Only 19% of students participated in all three survey administrations and this group was excluded from the analysis due to the low response rate. Conclusion Student wellness and sense of professional identity (in-group identity) dropped over 3 years of medical education, while imposter phenomenon increased. The BCS did not change over time. The decrease in identity as part of the physician community is concerning; future curriculum initiatives should focus on integration of professional identity into students’ individual identities and on initiatives to improve student well-being.