Presented By: Andrea Belovich, Idaho College of Osteopathic Medicine
Co-Authors: Mariluz Henshaw, Touro College of Osteopathic Medicine
Jennifer Hotzman, Idaho College of Osteopathic Medicine
Anne Weisman, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas

Purpose 
Professional identity formation (PIF) is influenced by multiple factors including individually-held personal values. This study aims to identify changes in values held by students in undergraduate medical education (UME) to inform strategies for PIF development. 

Methods 
An IRB-approved survey containing an externally validated inventory of personal values and the Physician Values in Practice (PVIP) questionnaire was administered to students at three U.S. medical schools. Demographic information including program year (PY) was collected. The most commonly held values were determined for each PY, and a linear regression analysis was conducted to determine which values changed in frequency. The top PVIP values were determined using a 5-point Likert scale. 

Results 
99 respondents completed the survey. The most highly ranked values were Compassion (PY1 and PY3), Caring (PY2), and a tie between Caring, Adaptability, Resilience, and Self-Discipline (PY4). Of the ten values most common to all respondents, Resilience increased in frequency with PY (R2 = 0.957, p = 0.02), while Trust (R2 = 0.922, p = 0.04) and Personal Growth (R2 = 0.925, p = 0.04) decreased. The top-rated values in the PVIP questionnaire included: "enjoy life outside of work" (4.80), "time for family and friends" (4.79), "do what I think is right" (4.67), "time for leisure" (4.47), "high level of autonomy" (4.28) and "serve the local community" (4.25). 

Conclusion 
The increased importance of Resilience is expected as students advance through UME, although the decreased importance of Trust is concerning, since trust is required for effective teamwork in patient care. The top PVIP values pertained mostly to work/life balance and autonomy, rather than team-oriented activities. These data raise questions about why medical students' PIF might shift away from growth- and team-oriented values. More research is needed to determine the prevalence of these trends and how educators may intervene.