BACKGROUND To respond to the growing need to cultivate medical trainees with professional identity, it is necessary to evaluate professional identity formation (PIF) in medical trainees to understand their state of PIF and apply this to medical education. Previous qualitative studies indicated that Kegan's human development model could explain medical trainees' PIF. I proposed a development scale (DS) to quantitatively evaluate the degree of maturation and socialization as a physician; however, one scale is not enough to illustrate the helical and complex process of development. METHODS Using Kegan's model as the conceptual framework, scales that evaluate stage 2, 3, and 4, and higher stage-specific attributes were developed using data collected in a self-administered questionnaire (322 respondents), reliability analysis, group comparison, and analysis of individual DS scores. The respondents were 4th- and 6th-year medical students and 2nd-year residents at Kagoshima University, and experienced medical doctors (instructors). RESULTS In addition to the DS, one self-administered questionnaire consisting of 27 items for stage 2, 3, 4, and higher stage-specific attribute scales was created. Students had the highest mean score in stage 2, and instructors had the highest mean score in stage 4 and higher stage scales. Individual analysis indicated that there were respondents with varied attributes in each group, that the average medical student might have inclusion preference typically seen at stage 3, and that the average instructor might have independent preference typically seen at stage 4 more than inclusion preference. CONCLUSIONS Combining multiple stage attribute-specific scales and DS scores could quantify the complexity and divergent processes of PIF. These scales could provide meaningful information about individuals, groups, and education in terms of professional development that is different from assessment data of medical knowledge or professional skills.

中文翻译：

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评估医学生，居民和经验丰富的医生的发展阶段和专业身份形成的量表。

背景技术为了满足培养具有专业身份的医学生的不断增长的需求，有必要评估医学生的专业身份形成（PIF），以了解其PIF的状态并将其应用于医学教育。先前的定性研究表明，凯根的人类发展模型可以解释医学实习生的PIF。我提出了一个发展规模（DS）来定量评估医生的成熟程度和社会化程度。然而，仅凭一个量表并不能说明螺旋形和复杂的发展过程。方法使用Kegan模型作为概念框架，使用在自行管理的问卷（322名受访者）中收集的数据，可靠性分析，第二阶段，第三阶段和第四阶段的评估量表，以及针对更高阶段特定属性的评估表，小组比较，以及个人DS得分的分析。受访者是鹿儿岛大学4年级和6年级的医学生和2年级的居民，以及经验丰富的医生（讲师）。结果除了DS之外，还创建了一份自我管理的问卷，该问卷由27项构成，分别针对阶段2、3、4和更高阶段特定的属性量表。学生在第二阶段的平均分数最高，而在第四阶段和更高阶段的量表中，教师的平均分数最高。个体分析表明，每组中都有受访者具有不同的属性，普通医学生可能在第3阶段通常具有包容性偏好，并且平均讲师在第4阶段通常具有比包含性偏好更多的独立偏好。结论结合多阶段特定属性量表和DS评分可以量化PIF的复杂性和发散过程。这些量表可以提供有关个人，团体和教育的有意义的信息，这些信息在专业发展方面不同于医学知识或专业技能的评估数据。