Stimulating Medical Student Professional Identity Formation Through Mentored Longitudinal Partnerships With Patient Teachers

Lydia Busey; Natalie May; James R Martindale; Elizabeth B Bradley; Margaret Plews-Ogan; Rachel H Kon

doi:10.1097/ACM.0000000000005960

Stimulating Medical Student Professional Identity Formation Through Mentored Longitudinal Partnerships With Patient Teachers

Acad Med. 2024 Dec 23. doi: 10.1097/ACM.0000000000005960. Online ahead of print.

Authors

Lydia Busey¹, Natalie May², James R Martindale³, Elizabeth B Bradley⁴, Margaret Plews-Ogan⁵, Rachel H Kon⁶

Affiliations

¹ L. Busey is a third-year resident, Department of Medicine, University of Virginia School of Medicine, Charlottesville, Virginia.
² N. May is associate professor of research, University of Virginia School of Medicine, and co-founder, University of Virginia Center for Appreciative Practice, Charlottesville, Virginia.
³ J.R. Martindale is director of assessment and associate professor of medical education, Department of Medical Education, University of Virginia School of Medicine, Charlottesville, Virginia; ORCID: https://orcid.org/0000-0002-1027-8327.
⁴ E.B. Bradley is director of evaluation and associate professor of medical education, Department of Medical Education, University of Virginia School of Medicine, Charlottesville, Virginia; ORCID: https://orcid.org/0000-0002-6807-3711.
⁵ M. Plews-Ogan is professor of medicine, Department of Medicine, University of Virginia School of Medicine, and co-founder, University of Virginia Center for Appreciative Practice, Charlottesville, Virginia; ORCID: https://orcid.org/0000-0003-2245-3476.
⁶ R.H. Kon is associate professor of medicine, Department of Medicine, University of Virginia School of Medicine, Charlottesville, Virginia; ORCID: https://orcid.org/0000-0002-3326-5203.

PMID: 39752588
DOI: 10.1097/ACM.0000000000005960

Abstract

ProblemLongitudinal patient relationships can positively affect medical students' professional identity formation (PIF), understanding of illness, and socialization within medical practice, but a longitudinal integrated clerkship (LIC) model is not always feasible. The authors describe the novel Patient Student Partnership (PSP) program, which provides authentic roles for students in mentored longitudinal patient relationships while maintaining a traditional block clerkship model.ApproachThe PSP program at the University of Virginia School of Medicine pairs all matriculating medical students with a patient living with chronic illness to follow across multiple health care settings until graduation. The 4-year required program is rooted in the conceptual frameworks of PIF, experiential learning, and communities of practice. This program evaluation used survey data collected from the first full cohort of students (Class of 2022) at 5 timepoints during the initial 4 years of implementation (2018-2022).OutcomesAt graduation, 152 students had completed the PSP program. Students' narrative responses on surveys indicated PSP participation helped them connect classroom learning to clinical practice, play meaningful roles in patient care, practice communication skills via electronic health records, and practice self-reflection about their future roles as physicians. On the survey administered as students approached graduation, 54/67 (80.6%) of responding students agreed or strongly agreed that the PSP program allowed them to observe the general trajectory of a patient's chronic illness and its impact on daily life.Next StepsThis initial evaluation demonstrates the feasibility of integrating a mentored longitudinal experience into an existing block curriculum. Future study of PIF development occurring during PSP activities is needed to explore whether the PSP program stimulates PIF in ways similar to LICs. Additionally, the authors plan to address variability in engagement between medical students and their patient teachers through further student and faculty development regarding role clarification.