Number
533
Name
Shaped Over Time: A Qualitative Study on Professional Identity Formation among Medical and Nursing Students Through the Longitudinal Humanistic and Socialistic Medicine Curriculum
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Russell Franco D'Souza, Chair, Department of Education, UNESCO Chair in Bioethics, Melbourne, Australia
Mary Mathew, Kasturba Medical College, Manipal, Manipal Academy of Higher Educationa (MAHE), Manipal, India
Krishna Mohan Surapaneni, Panimalar Medical College Hospital & Research Institute, Chennai, India
Presentation Topic(s)
Other
Description
PURPOSE
Professional identity formation involves internalizing values, attitudes
and responsibilities central to future clinical roles. This study explored
how longitudinal exposure to a humanistic and socialistic medicine training
as a part of the Beyond Campus Curriculum offered by Department of Education,
University of Porto, influences identity development among medical and
nursing students who underwent 5 years of training. The objective was to
understand how sustained engagement with ethically driven and people-centred
learning experiences shaped their perspectives, reflective capacity and
readiness for patient-centred practice.
METHODS
An exploratory qualitative design was adopted. Participants included
medical and nursing internship students who completed the full duration of
the longitudinal humanistic and socialistic medicine program and graduated
(Convenience sampling, n=125). Semi-structured interviews and reflective
narratives were analysed using inductive thematic analysis. Review of the
curriculum framework helped trace how planned learning experiences were
aligned with identity-forming objectives across training stages. Rigour was
supported through researcher triangulation and participant validation.
RESULTS
Students described progressive internalization of values through repeated
exposure to ethical discourse, social responsiveness, and patient-centred
perspectives. Emergent themes included: shifting from theoretical knowledge
to value-informed practice, growing sensitivity to social determinants of
health, recognition of self as a responsible healthcare professional and
integration of moral reasoning into clinical judgement. Participants noted
that long-term engagement with international faculty and structured
reflective mentoring contributed to deeper professional insight and awareness
of societal responsibilities.
CONCLUSIONS
Longitudinal humanistic and socialistic medicine training positively
influenced professional identity formation in both medical and nursing
students. Consistent reinforcement of ethical reasoning, social awareness and
reflective practice supported development of responsible, value-driven future
clinicians. Findings highlight the importance of embedding sustained
humanistic curriculum elements across health professions education to
strengthen identity development and readiness for real-world practice.
Professional identity formation involves internalizing values, attitudes
and responsibilities central to future clinical roles. This study explored
how longitudinal exposure to a humanistic and socialistic medicine training
as a part of the Beyond Campus Curriculum offered by Department of Education,
University of Porto, influences identity development among medical and
nursing students who underwent 5 years of training. The objective was to
understand how sustained engagement with ethically driven and people-centred
learning experiences shaped their perspectives, reflective capacity and
readiness for patient-centred practice.
METHODS
An exploratory qualitative design was adopted. Participants included
medical and nursing internship students who completed the full duration of
the longitudinal humanistic and socialistic medicine program and graduated
(Convenience sampling, n=125). Semi-structured interviews and reflective
narratives were analysed using inductive thematic analysis. Review of the
curriculum framework helped trace how planned learning experiences were
aligned with identity-forming objectives across training stages. Rigour was
supported through researcher triangulation and participant validation.
RESULTS
Students described progressive internalization of values through repeated
exposure to ethical discourse, social responsiveness, and patient-centred
perspectives. Emergent themes included: shifting from theoretical knowledge
to value-informed practice, growing sensitivity to social determinants of
health, recognition of self as a responsible healthcare professional and
integration of moral reasoning into clinical judgement. Participants noted
that long-term engagement with international faculty and structured
reflective mentoring contributed to deeper professional insight and awareness
of societal responsibilities.
CONCLUSIONS
Longitudinal humanistic and socialistic medicine training positively
influenced professional identity formation in both medical and nursing
students. Consistent reinforcement of ethical reasoning, social awareness and
reflective practice supported development of responsible, value-driven future
clinicians. Findings highlight the importance of embedding sustained
humanistic curriculum elements across health professions education to
strengthen identity development and readiness for real-world practice.
Presentation Tag(s)
International Presenter, Best Faculty Oral Nominee