1. The Influence of Academic Discourses on Medical Students' Identification with the Discipline of Family Medicine
- Author
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Gwénola Levasseur, Teresa Pawlikowska, Sofía López-Roig, Ian Whitehead, M. D. Charo Rodriguez, Sandrine Hugé, Pierre-Paul Tellier, Ma Angeles Pastor-Mira, Sarah Spencer, Emmanuelle Belanger, François-Xavier Schweyer, Centre Maurice Halbwachs (CMH), École des hautes études en sciences sociales (EHESS)-Centre National de la Recherche Scientifique (CNRS)-Département de Sciences sociales ENS-PSL, École normale supérieure - Paris (ENS-PSL), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-École normale supérieure - Paris (ENS-PSL), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL), École des Hautes Études en Santé Publique [EHESP] (EHESP), Département de médecine générale (DMG), Université de Rennes - Faculté de Médecine (UR Médecine), Université de Rennes (UR)-Université de Rennes (UR), École des hautes études en sciences sociales (EHESS)-Centre National de la Recherche Scientifique (CNRS)-École normale supérieure - Paris (ENS Paris), EA Management des Organisations de Santé (EA MOS), École des Hautes Études en Santé Publique [EHESP] (EHESP)-PRES Sorbonne Paris Cité, Université de Rennes 1 - Faculté de Médecine (UR1 Médecine), Université de Rennes 1 (UR1), Université de Rennes (UNIV-RENNES)-Université de Rennes (UNIV-RENNES)-Université de Rennes 1 (UR1), Université de Rennes (UNIV-RENNES)-Université de Rennes (UNIV-RENNES), EHESP, SCD, École normale supérieure - Paris (ENS Paris), and Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-École des hautes études en sciences sociales (EHESS)-Centre National de la Recherche Scientifique (CNRS)
- Subjects
Students, Medical ,Medical psychology ,020205 medical informatics ,[SHS.SOCIO] Humanities and Social Sciences/Sociology ,Family Medicine ,Study research ,Identity (social science) ,02 engineering and technology ,Medical specialties ,[SHS]Humanities and Social Sciences ,0302 clinical medicine ,0202 electrical engineering, electronic engineering, information engineering ,030212 general & internal medicine ,Sociology ,MESH: Social Identification ,Schools, Medical ,health care economics and organizations ,ComputingMilieux_MISCELLANEOUS ,[SHS.SOCIO]Humanities and Social Sciences/Sociology ,Career Choice ,Social Identification ,4. Education ,Physicians, Family ,General Medicine ,Focus Groups ,3. Good health ,Medicine ,MESH: Great Britain ,Multiple case ,France ,[SHS] Humanities and Social Sciences ,Identification (psychology) ,Family Practice ,Education, Medical, Undergraduate ,Canada ,medicine.medical_specialty ,Family education ,Academic Discourses ,education ,MEDLINE ,Education ,03 medical and health sciences ,MESH: Career Choice ,MESH: Canada ,MESH: Spain ,medicine ,Humans ,Students ,MESH: Family Practice ,Retrospective Studies ,Medical education ,MESH: Humans ,Medical Students ,MESH: Retrospective Studies ,Focus group ,United Kingdom ,MESH: France ,Spain ,[SDV.SPEE] Life Sciences [q-bio]/Santé publique et épidémiologie ,MESH: Students ,Family medicine ,MESH: Focus Groups ,[SDV.SPEE]Life Sciences [q-bio]/Santé publique et épidémiologie - Abstract
International audience; Purpose To understand the influence of academic discourses about family medicine on medical students' professional identity construction during undergraduate training. Method The authors used a multiple case study research design involving international medical schools, one each from Canada, France, Spain, and the United Kingdom (UK). The authors completed the fieldwork between 2007 and 2009 by conducting 18 focus groups (with 132 students) and 67 semistructured interviews with educators and by gathering pertinent institutional documents. They carried out discursive thematic analyses of the verbatim transcripts and then performed within- and cross-case analyses. Results The most striking finding was the diverging responses between those at the UK school and those at the other schools. In the UK case, family medicine was recognized as a prestigious academic discipline; students and faculty praised the knowledge and skills of family physicians, and students more often indicated their intent to pursue family medicine. In the other cases, family medicine was not well regarded by students or faculty. This was expressed overtly or through a paradoxical academic discourse that stressed the importance of family medicine to the health care system while decrying its lack of innovative technology and the large workload-to-income ratio. Students at these schools were less likely to consider family medicine. Conclusions These results stress the influence of academic discourses on medical students' ability to identify with the practice of family medicine. Educators must consider processes of professional identity formation during undergraduate medical training as they develop and reform medical education. (R.A.)
- Published
- 2015