Publikasi Scopus FKUI 2021 per tanggal 31 Mei 2021 (358 artikel)

329

Authors (Last_Name)

Wahid M.H., Findyartini A., Soemantri D., Mustika R., Felaza E., Steinert Y., Samarasekera D.D., Greviana N., Hidayah R.N., Khoiriyah U., Soeselo D.A.

Author S Id

57192887722;56543777300;36640659100;57220273147;57217487889;7003537985;6506358769;57197709749;57219977261;56803884800;57199998747;

Title

Professional identity formation of medical teachers in a non-Western setting

Year

2021

Source Title

Medical Teacher

Volume

Issue

Art No

Page Start

Page End

Page Count

Cited By

Link

https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106243417&doi=10.1080%2f0142159X.2021.1922657&partnerID=40&md5=fbc77286f37d3aa77b3991698ebc01ec

Affiliations

Department of Medical Education and Medical Education Center Indonesia Medical Education and Research Institute (IMERI), Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia; Institute of Health Sciences Education, Faculty of Medicine and Health Sciences, McGill University, Montreal, Canada; Center for Medical Education (CenMED), Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore; Centre for Development of Teaching and Learning, National University of Singapore, Singapore, Singapore; Department of Medical Education and Bioethics, Faculty of Medicine, Public Health, and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia; Faculty of Medicine, Medical Education Unit, Universitas Islam Indonesia, Yogyakarta, Indonesia; Medical Education Unit, School of Medicine and Health Sciences, Universitas Katolik Atma Jaya, Jakarta, Indonesia

Authors With Affiliations

Wahid, M.H., Department of Medical Education and Medical Education Center Indonesia Medical Education and Research Institute (IMERI), Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia; Findyartini, A., Department of Medical Education and Medical Education Center Indonesia Medical Education and Research Institute (IMERI), Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia; Soemantri, D., Department of Medical Education and Medical Education Center Indonesia Medical Education and Research Institute (IMERI), Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia; Mustika, R., Department of Medical Education and Medical Education Center Indonesia Medical Education and Research Institute (IMERI), Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia; Felaza, E., Department of Medical Education and Medical Education Center Indonesia Medical Education and Research Institute (IMERI), Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia; Steinert, Y., Institute of Health Sciences Education, Faculty of Medicine and Health Sciences, McGill University, Montreal, Canada; Samarasekera, D.D., Center for Medical Education (CenMED), Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore, Centre for Development of Teaching and Learning, National University of Singapore, Singapore, Singapore; Greviana, N., Department of Medical Education and Medical Education Center Indonesia Medical Education and Research Institute (IMERI), Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia; Hidayah, R.N., Department of Medical Education and Bioethics, Faculty of Medicine, Public Health, and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia; Khoiriyah, U., Faculty of Medicine, Medical Education Unit, Universitas Islam Indonesia, Yogyakarta, Indonesia; Soeselo, D.A., Medical Education Unit, School of Medicine and Health Sciences, Universitas Katolik Atma Jaya, Jakarta, Indonesia

Abstract

Introduction: Understanding and supporting professional identity formation (PIF) among medical teachers has become increasingly important in faculty development programs. In this study, we explored medical teachers’ PIF in Indonesia. Methods: We conducted a qualitative descriptive study using focus group discussions (FGDs) at four medical schools in Indonesia. Basic science and clinical teachers from four different schools were selected to participate. Data were transcribed, coded, and analysed to develop themes and subthemes. Results: Seventeen FGDs were completed, involving 60 basic science and 59 clinical teachers. Four major themes regarding the formation of medical teachers’ professional identity emerged: an internal dialogue between intrinsic values and external influences, empowerment through early socialization, experiential workplace learning, and envisioning the future. The PIF process was similar for basic science and clinical teachers. Conclusion: Our findings suggested that PIF among medical teachers in a non-Western setting is a continuous and dynamic process that is shaped by key socialization factors (e.g. role models, workplace learning, peer support), with significant influences from religious beliefs, family values, and societal recognition. Faculty development programs should consider the dynamic and continuous nature of PIF among medical teachers and encourage clinicians and basic scientists to explore their values and beliefs, realize their goals, and envision their future. © 2021 Informa UK Limited, trading as Taylor & Francis Group.

Author Keywords

professionalism; roles of teacher; Staff development

Index Keywords

article; empowerment; genetic transcription; human; Indonesia; learning; medical school; peer group; personnel management; professionalism; religion; socialization; teacher; workplace

Publisher

Taylor and Francis Ltd.

Issn

0142159X

Isbn

Pubmed Id

Document Type

Article

Sjr Best Quartile

Sjr

1339

Sjr Rank

2721