Navigating the complex dynamics of anesthesiologists’ professional identity formation in the context of their specialty training program: a phenomenographic perspective.

Abstract

Abstract Background A specialty training program is crucial for shaping future specialist doctors, imparting clinical knowledge and skills, and fostering a robust professional identity. This study investigates how anesthesiologists develop their professional identity, examining the unique challenges they face in gaining respect, balancing leadership and service duties, and establishing diverse work relationships. Professional identity in anesthesiology significantly influences well-being, teamwork, and patient safety, making it a crucial aspect of anesthesiology education. The study utilizes Creuss's model to describe professional identity formation as a socialization process within the anesthesiology community. Using phenomenography, the research explores various personal experiences and perspectives of this process, providing valuable insights for enhancing future anesthetic educational programs. Method Data for this phenomenographic study were collected through semi-structured interviews with anesthesia trainees and specialists, guided by open-ended questions. Conducted at a Swedish university hospital, participant selection used purposive sampling, reaching data saturation after 15 interviews. Iterative analysis followed the seven-step phenomenographic approach. The research team, comprising qualitative research and anesthesiology education experts, ensured result validity through regular review, discussion, and reflective practices. Results The study reveals three fundamental dimensions: 'Knowledge of Subject Matter,' 'Knowledge of Human Relations,' and 'Knowledge of Affect.' These dimensions offer insights into how anesthetists comprehend anesthesiology subjects, navigate interactions with colleagues and patients, and interpret emotional experiences in anesthesiology practice – all crucial elements in the formation of professional identity. The findings could be synthesized and described by three conceptions: The Outcome-Driven Learner, the Emerging Collaborator, and the Self-Directed Caregiver. Conclusion The study uncovers differing understandings in the development of anesthesiologists' professional identity, underscoring the necessity for a customized educational approach. Varying priorities, values, and role interpretations highlight the shortcomings of a generic, one-size-fits-all strategy. By acknowledging and integrating these nuanced perspectives, as elucidated in detail in this study, the future of anesthesia education can be enriched. This will necessitate a holistic approach, intertwining and focusing on humanities, tacit knowledge, and flexible teaching strategies, to guarantee thorough professional development, lifelong learning, and resilience.