Tools for Assessing Professional Identity in Health Professions Education: A Scoping Review



Tabatabaei ZS^{1, 2} ; Amini H³ ; Khabaz Mafinejad M^{4, 5} Show Affiliations
Source: Journal of Medical Ethics and History of Medicine Published:2024

Abstract

Due to the complexity and multidimensional nature of professional identity assessment in health professions education, it is essential to establish appropriate criteria. Therefore, we conducted a scoping review to explore the current knowledge in this process and map the directions for future research. The present review was based on the five-step framework of Arksey and O’Malley. Eligible articles were examined using descriptive analysis of studies on the characteristics and psychometrics of the tools for professional identity assessment and their underlying theories. After an extensive search, 9,924 studies were identified, 162 of which were selected for full-text review, and finally, 17 articles qualified for inclusion in the study. For the most part, the target group consisted of studies on nursing and medical students. In 14 of the included studies, tools and psychometric properties were mentioned. Most professional identity assessment tools were designed or developed based on identity theories, particularly the social identity theory and Kagan’s constructive-developmental theory, which were used more often than others. This scoping review will help researchers to choose or develop reliable and valid tools under clear conceptual and theoretical frameworks to assess the formation and development of professional identity in health professions education. © 2024 Tehran University of Medical Sciences.