Mirrors and prisms: How interprofessional interactions influence medical students' professional identity formation.

Professional identity formation (PIF) is fundamental to the development of medical students as they become future healthcare professionals., As students embark on their educational trajectory, their identity formation is modulated by a range of socialization experiences, particularly through participation in clinical exposures and role modelling., , Reflecting on these complex experiences is essential, as it enables students to critically align their personal beliefs and values with the profession's expectations., , Yet most existing literature treats reflection as a single, undifferentiated activity, and we still have limited quantitative examinations of how different types of reflection associate with PIF., , , , , , By identifying which types of reflection are associated (or not) with PIF, educators can design and optimize activities that more effectively support students' professional identity development. PIF is a central developmental process in medical education through which students internalize the values, norms and roles of the profession., Drawing on Wenger's community of practice theory, PIF can be understood as a trajectory of becoming a member of the medical community; a trajectory that is nurtured by participation in shared practices and recognition as a legitimate member of that community., Clinical and educational settings function as spaces where this participation happens, where students encounter both formal and informal influences and continually interpret and negotiate the values related to the process of becoming a doctor., Because becoming a doctor is an interpretive process, students need opportunities to make sense of their experiences and reconcile emerging professional expectations with their own values., , , In this regard, reflection provides a key mechanism for examining, negotiating and articulating developing identities., , , Within medical education, two types of reflection are especially relevant. The first one is reflective practice, first articulated by Schön, which refers to the deliberate, critical analysis of one's experiences aimed at improving future clinical practice, decision‐making and patient care. Reflective practice relies fundamentally on the development of reflective capacity, which encompasses a learner's ability, motivation and tendency to engage in thoughtful consideration of their experiences throughout both academic and clinical contexts., This process involves critically examining one's own and others' assumptions and beliefs about clinical decisions, attending to emotions (e.g., empathy, discomfort and moral distress) as sources of insight and remaining responsive to the interpersonal and contextual dynamics of clinical settings, while maintaining an open‐minded stance toward learning from diverse perspectives., , , Engaging in reflective practice supports the development of critical thinking skills, fosters cognitive empathy and cultivates not only self‐awareness but also a deeper understanding of patients' perspectives; however, its direct contribution to PIF has not yet been empirically demonstrated.,