see What does it take to become a neurosurgeon? A mixed methods cross-sectional analysis of professional identity formation amongst neurosurgical trainees
It is often mentioned that ‘being’ a neurosurgeon is about more than just performing surgery. Professional identity may be defined as the ‘stable and enduring constellation of attributes, beliefs, values, motives and experiences in terms of which people define themselves in a professional role’ 1). However, the concept of professional surgical identity and how it can be cultivated by trainees has barely emerged in the neurosurgical community. This may be important as career success has been associated with successful professional identity formation 2) 3).
Ever-developing changes to the working time of junior doctors by the European Working Time Directive, the junior doctor contract of 2019 and most recently the COVID-19 pandemic have impacted the professional identity of doctors. There has been little investigation into its influence on the multifaceted aspects of postgraduate medical training, which feeds into how trainees consider themselves professionally and the concept of professional identity or 'being a doctor'. A review of the medical, socio-political and educational literature reveals that the impact on the professional identity development of trainees is influenced by several perspectives from the trainee, trainer and the public. Gross reduction in working hours has no doubt decreased the raw volume of clinical experiences. However, to counteract this, smarter learning processes have evolved, including narrative reflection, supervised learning events, and a greater awareness of coaching and training among trainers 4).