Research code: 1005
Ethics code: 1404/142
Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran
Abstract: (79 Views)
Objective:
This study aimed to design a model for the professional identity development of medical sciences students as humanistic physicians.
Methods:
The study employed a meta-theoretical synthesis approach based on the six-stage Finkelday-Kant model (2018). Data were extracted through qualitative content analysis of 71 peer-reviewed articles published between 2000 and 2024.
Findings:
At the synthesis stage, 71 initial codes were identified and categorized into three conceptual levels:
- Antecedents: Ethical values (empathy, respect for human dignity), global citizenship competencies (awareness of health inequities), and clinical-cognitive skills (critical thinking, ethical decision-making).
- Processes: Human-centered curriculum design, interdisciplinary integration (merging medical ethics, social sciences, and public health), problem-based learning (PBL), and engagement in community-based clinical services.
- Outcomes: Accountability toward underserved patients, commitment to health equity, and the development of sustainable solutions to reduce health disparities.
Conclusion
This study conceptualizes medical professional identity beyond technical competencies, emphasizing the critical role of ethical, social, and cultural dimensions in shaping humanistic physicians. The findings suggest that fostering such an identity requires curricular reform in medical education, strengthening interdisciplinary training, and creating opportunities for active participation in real-world health care settings. The proposed model can serve as a theoretical and practical framework to guide reforms in medical education toward more humane and socially responsible medical practice.
This study aimed to design a model for the professional identity development of medical sciences students as humanistic physicians.
Methods:
The study employed a meta-theoretical synthesis approach based on the six-stage Finkelday-Kant model (2018). Data were extracted through qualitative content analysis of 71 peer-reviewed articles published between 2000 and 2024.
Findings:
At the synthesis stage, 71 initial codes were identified and categorized into three conceptual levels:
- Antecedents: Ethical values (empathy, respect for human dignity), global citizenship competencies (awareness of health inequities), and clinical-cognitive skills (critical thinking, ethical decision-making).
- Processes: Human-centered curriculum design, interdisciplinary integration (merging medical ethics, social sciences, and public health), problem-based learning (PBL), and engagement in community-based clinical services.
- Outcomes: Accountability toward underserved patients, commitment to health equity, and the development of sustainable solutions to reduce health disparities.
Conclusion
This study conceptualizes medical professional identity beyond technical competencies, emphasizing the critical role of ethical, social, and cultural dimensions in shaping humanistic physicians. The findings suggest that fostering such an identity requires curricular reform in medical education, strengthening interdisciplinary training, and creating opportunities for active participation in real-world health care settings. The proposed model can serve as a theoretical and practical framework to guide reforms in medical education toward more humane and socially responsible medical practice.
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