ABSTRACT
INTRODUCTION: Professional identity formation (PIF) is a sociocultural process through which medical students adopt the professional role of physician. This process is often unscripted and influenced by informal curricular elements. PIF is as important as the acquisition of knowledge and clinical skill in the continuum of medical education. METHODS: Using the ancient art of mask making, we created a process of reflective expression to explicitly examine and formally promote PIF. Students created individual masks to express elements of self in the context of their medical education experiences. Coupled with a narrative reflection describing the mask and the process of mask making, students were challenged to examine and give shape to their evolving sense of professional identity. Using a retrospective pre/post design, we used the mask-making process to examine identity across 4 years of medical school in a cohort of graduating students. RESULTS: The masks and accompanying narratives showed themes of moving from anxiety and uncertainty at matriculation to a more calm and focused state at the time of graduation. Other themes included the ability to organize complex material and the accumulation of a broad fund of knowledge. Students found the mask-making experience to be introspective and enjoyable. DISCUSSION: Mask making is both a product (mask) and process (creation). As such, mask making is an innovative strategy to examine PIF within individuals and across time. Organization, focus, and self-understanding were common themes of professional growth.
ABSTRACT
Caregivers of individuals with Alzheimer's disease are willing to make large sacrifices to attend to the everyday demands of their loved one's health. Many still lack the necessary skills, information, and resources from medical professionals needed to fully execute this role. The aim of this study is to explore the challenges that first-time Alzheimer's caregivers encountered with members of their health care team around a loved one's diagnosis. Four focus groups (N = 13) were conducted in a primary care clinic and academic setting, using a semi-structured interview format facilitated by a mental health professional. The authors used thematic analysis to generate three overarching themes regarding lack of information given about the diagnosis, complications with medication management, and level of confidence in their medical team. Medical professionals should consider educating Alzheimer's disease caregivers during the initial stage of this role, providing greater continuity of care with the family throughout treatment.
