Context / probleemstelling of aanleiding

Probleemstelling (inclusief theoretische onderbouwing en onderzoeksvraag/vragen):
Early research experiences are encouraged in medical education to develop evidence-driven physicians who can generate, appraise, and translate knowledge. Yet interest in a physician–scientist career is declining. Nurturing the physician-scientist professional identity formation (PIF) may help counterbalance this decline. This study explores how early exposure to science impacts medical students’ professional identity development as physician–scientists, with the goal of informing educational interventions that strengthen this career pathway.
Methode:
We conducted a constructivist qualitative study using Rich Pictures and semi-structured interviews with 12 third- and fourth-year medical students in the Junior Scientific Masterclass (JSM), an honors program with research electives and a supervised pilot project. Ethical approval was granted by the NVMO Ethical Review Board (2024.6.5). Participants created Rich Pictures of memorable experiences and were then interviewed. Data were analyzed iteratively via reflexive thematic analysis, supported by ATLAS.ti, and visual analysis of the pictures.
Resultaten (en conclusie):
Participants drew hands-on experiences with research, impactful courses and interactions with mentors and peers. Three main themes captured how students’ early research experiences influenced their PIF.
<b>Demystification of Research</b>Students commonly entered viewing research as hierarchical, distant and “not for me.” The JSM program lowered thresholds and calibrated participation to novice levels (joining team meetings, collecting data, performing basic analyses). These experiences reframed research as learnable and enjoyable work, not a test of innate talent. Through active participation students felt they contributed to knowledge creation. They reported pride and became enthusiastic about staying curious, questioning assumptions, and carrying this stance into clinical practice.
<b>Research as Connection</b>Building meaningful relationships anchored students’ sense of belonging by facilitating entry, growth, and participation. Mentors who responded promptly, used first-name interactions, checked on well-being, and invited students into meetings repositioned them from “student” to “junior colleague”. Welcoming teams that listened to student ideas and included them in informal routines and social activities accelerated inclusion and learning by fostering sustained student engagement. Identification with admired mentors translated into concrete next career steps and possible trajectories. However, when supervision was scarce or relationships felt transactional, students reported uncertainty, reduced legitimacy, and sometimes withdrawal.
<b>Research as Identity Sandbox</b>Thirdly, research as an identity sandbox enabled students to test fit and judge alignment with the professionals they aspire to become. Without the pressure of high-stakes assessment of the regular medical curriculum, students experienced that they could follow their curiosity during their research project and explore different future career paths. As students’ engagement and ownership increased, projects became personally meaningful. Some students began to envision a career as a physician-scientist, while others realized that they preferred a clinical focus while retaining research literacy. Decisions to persist were guided by intrinsic interest, social fit, and career alignment—determinants of sustainable, values-aligned involvement in research.
Discussie (beschouwing resultaten en conclusie in het kader van de theorie):
Our research contributes to understanding how early exposure to science may contribute to the physician-scientist PIF. Demystification helps students understand what research entails; connection cultivates the relationships and routines that sustain identity work; and the sandbox provides protected space to try on roles, enjoy authentic tasks, and engage in guided reflection.
Interpreted through Communities of Practice theory, these dynamics show how calibrated, novice-appropriate entry points enable legitimate peripheral participation; recurring team rituals and a shared repertoire deepen mutual engagement; and mentor and team invitations with progressive entrustment orient identity trajectories toward increasing levels of participation. In this lens, early research catalyzes identity change not by skill accumulation alone, but by inducting students into real communities where competence, purpose, and membership are co-constructed.
Referenties:
Cruess RL, Cruess SR, Boudreau JD, Snell L, Steinert Y. Reframing medical education to support professional identity formation. <i>Acad Med.</i>2015;90(11):1446–1451.
Wenger E. <i>Communities of Practice: Learning, Meaning, and Identity.</i>Cambridge: Cambridge University Press; 1998.