Professional identity formation refers to the process by which medical traineesdevelop and internalize their new roles. In this work, we analyze medicalstudent evaluations of teaching (SETs) as a window into students’ developingidentities as physicians. Our data consisted of 389 open-ended comments writtenanonymously by first-year (pre-clerkship) students in mid- and end-of-semesterevaluations of small group sessions (mandatory attendance) during one fullacademic year at Yale School of Medicine. Using a combination of existingframeworks on professional identity formation, the purpose of this project wasto: (1) describe the characteristics of comments made by medical students aboutfirst-year courses and instructors; (2) categorize the student comments; and (3)explore the usefulness of comments as markers of students’ professional identityformation as physicians. Having established baseline information, we hope tofollow the same cohort of students through their medical school career to assessif and how their evaluative comments shed light on the development of theirprofessional identities as physicians.
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