Scholarlink

Background <p>Healthcare systems worldwide are facing challenges on multiple fronts: ageing demographics, multimorbidity, staff burnout and persistent health inequalities. There is growing recognition of the need for prevention and population health within education and training programmes. Yet population health has been historically challenging to integrate into clinical-facing curricula.</p> <p>A novel programme of learning was introduced at Imperial College School of Medicine (London, UK). “Lifestyle Medicine and Prevention” (LMAP) comprises two modules and is a core element of learning across the first two years of undergraduate medical training. In these two modules, medical students explore how lifestyle factors, behaviour and the wider determinants of health influence health outcomes through a population health lens.</p> Methods <p>This qualitative study describes how LMAP has impacted the professional identity formation of medical students. In June 2020, 278 students completed an optional, anonymous survey, with 14 students completing in-depth focus groups. Thematic analysis was undertaken of the student responses.</p> Results <p>Four key themes were identified regarding the impact of the modules on medical students’ professional identity formation: the wider purpose of a doctor in society, including their role in prevention, the skills required to deliver holistic care, the value of well-being in medical professionals, and the challenges surrounding LMAP’s impact on professional identity.</p> Conclusions <p>These results outline how LMAP’s novel approach to incorporating population health teaching for medical students may help address the manifold challenges facing modern healthcare services. By shaping the attitudes of future clinicians to recognise the value of prevention, lifestyle factors and their own personal wellbeing, we are preparing medical students for professional practice in increasingly challenging environments. However, further evaluation is required to evidence the longer-term impact of LMAP on medical students’ professional identity.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Professional Identity Formation and Population Health: a qualitative study of medical students’ experience of Lifestyle Medicine and Prevention

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年11月11日

查看全文
  • Anna Ogier,
  • Stephen Naulls,
  • Christopher-James Harvey,
  • Ana Baptista,
  • Richard J. Pinder

摘要

Background

Healthcare systems worldwide are facing challenges on multiple fronts: ageing demographics, multimorbidity, staff burnout and persistent health inequalities. There is growing recognition of the need for prevention and population health within education and training programmes. Yet population health has been historically challenging to integrate into clinical-facing curricula.

A novel programme of learning was introduced at Imperial College School of Medicine (London, UK). “Lifestyle Medicine and Prevention” (LMAP) comprises two modules and is a core element of learning across the first two years of undergraduate medical training. In these two modules, medical students explore how lifestyle factors, behaviour and the wider determinants of health influence health outcomes through a population health lens.

Methods

This qualitative study describes how LMAP has impacted the professional identity formation of medical students. In June 2020, 278 students completed an optional, anonymous survey, with 14 students completing in-depth focus groups. Thematic analysis was undertaken of the student responses.

Results

Four key themes were identified regarding the impact of the modules on medical students’ professional identity formation: the wider purpose of a doctor in society, including their role in prevention, the skills required to deliver holistic care, the value of well-being in medical professionals, and the challenges surrounding LMAP’s impact on professional identity.

Conclusions

These results outline how LMAP’s novel approach to incorporating population health teaching for medical students may help address the manifold challenges facing modern healthcare services. By shaping the attitudes of future clinicians to recognise the value of prevention, lifestyle factors and their own personal wellbeing, we are preparing medical students for professional practice in increasingly challenging environments. However, further evaluation is required to evidence the longer-term impact of LMAP on medical students’ professional identity.