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2.
BMC Med Educ ; 24(1): 304, 2024 Mar 19.
Artigo em Inglês | MEDLINE | ID: mdl-38504233

RESUMO

BACKGROUND: Every physician has a unique professional identity. However, little is known about the diversity of identities among physicians. This study aimed to quantitatively assess the professional identity of physicians in Finland using descriptions of professional identity. METHODS: This study was part of a larger cross-sectional Finnish Physician 2018 Study. The target population consisted of all Finnish physicians under the age of 70 (N = 24,827) in 2018. The sample was drawn from physicians born on even numbered days (N = 11,336) using the Finnish Medical Association register. A total of 5,187 (46%) physicians responded. Professional identity was examined by 27 given characterisations using a five-point Likert scale. Multivariate logistic regression was used in assessing how place of work, graduation year and gender were associated with identity descriptions. RESULTS: The descriptions which most physicians identified with were "member of a working group/team" (82%), "helper" (82%), and "health expert" (79%); the majority reported these as describing them very or quite well. Identity descriptions such as "prescriber of medications" (68% vs. 45%), "prioritiser" (57% vs. 35%) and "someone issuing certificates" (52% vs. 32%) were more popular among junior than senior physicians. The biggest differences between the genders were found in the descriptions "provider of comfort" (62% vs. 40%) and "someone engaged in social work" (45% vs. 25%), with which women identified more frequently than men. CONCLUSIONS: Strong identification as a member of a team is an important finding in the increasingly multiprofessional world of health care. Importantly, most physicians shared several core professional identity descriptions (i.e., helper, health expert) that reflect the traditional image of an exemplary doctor.


Assuntos
Médicos , Humanos , Masculino , Feminino , Estudos Transversais , Finlândia , Identificação Social
3.
PLoS One ; 19(2): e0297370, 2024.
Artigo em Inglês | MEDLINE | ID: mdl-38319947

RESUMO

In adolescence individuals enlarge their social relationships and peer groups acquire a strong importance for their identity. Moreover, adolescents can experiment negative relationships with peers, i.e., bullying/cyberbullying. The present study aims to investigate the relationship between the feeling of belonging to a specific group, social identification, the distance that adolescents maintain interacting with others, interpersonal distance, and bullying/cyberbullying behaviors. Adolescents (age range 10-15 years) completed online measures of group identification (social identification with classmates, friends and family), interpersonal distance, and bullying and cyberbullying (perpetration and victimization). Results showed that adolescents with low social identification with classmates and friends chose larger interpersonal distance. Additionally, low scores in social identification with classmates were associated with higher victimization in cyberbullying. In contrast, adolescents with low scores in social identification with family were more involved as bullies in bullying and as victims in cyberbullying. Male adolescents were more likely to be victimized in bullying than females. This study underlines how social identification with peers and family works as a buffer in interfacing strangers, adjusting the distance maintained with them, and as a protective factor against aggressive relationships in adolescence. This study provides new opportunities for psychologists in understanding the psychological dynamics that shape social interactions among adolescents.


Assuntos
Bullying , Vítimas de Crime , Cyberbullying , Feminino , Humanos , Masculino , Adolescente , Criança , Cyberbullying/psicologia , Identificação Social , Amigos , Bullying/psicologia , Relações Interpessoais , Vítimas de Crime/psicologia
4.
Soc Sci Med ; 344: 116629, 2024 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-38330634

RESUMO

This paper examined the relationship between social identity and health-related behavior, exploring whether social identities are associated with multiple health-related behaviors or only specific ones, and whether this association varies on the type of social identity, the type of social identity measures or the expected relationship between identity and behavior. In a systematic review and meta-analysis we assessed whether the pattern of findings can be explained by the social identity approach. An extensive literature search was conducted in several databases including EBSCO-host and PubMed, using elaborate search terms related to social identity and health-related behavior. This resulted in 10728 potential articles, with 115 articles (with 248 effect sizes from 133 independent samples, N = 112.112) included in the meta-analysis. We found a small but positive overall association between social identification and health-related behavior, which was present for actual behavior, as well as for intention and attitudes. This association was stronger for health-related social identities, positive health-related behaviors, when the expected relationship was positive and when indirect social identity measures were used. However, not all findings could be explained by the social identity approach, indicating a need for further research to better understand the relationship between social identity and health-related behavior, in order to more effectively incorporate social identity into health interventions.


Assuntos
Comportamentos Relacionados com a Saúde , Identificação Social , Humanos , Intenção
5.
Sch Psychol ; 39(1): 8-19, 2024 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-38330321

RESUMO

Online racial discrimination (ORD) has been found to have deleterious effects on the psychological and academic outcomes of youth of color. Racial centrality (i.e., the extent to which one regards their racial group membership as important to their identity) may be a powerful buffer of these effects and has been identified as an important sociocultural asset for Black youth in particular. This study examined the relations among ORD, racial centrality, academic self-efficacy (ASE), and academic achievement among Black children and adolescents (ages 8-17). Results indicated that ORD and centrality increased with age, and the majority (76%) of youth reported at least one incident of ORD in the last year. Racial centrality moderated ORD's relationship with ASE but not with achievement; specifically, ORD and ASE were more strongly related at higher levels of centrality. Centrality was not significantly related to achievement; however, it was indirectly related to achievement via ASE. These findings underscore the importance of disrupting ORD as well as providing support for children and adolescents who experience it. This study also highlights racial centrality as an important mechanism for promoting academic achievement among Black youth. (PsycInfo Database Record (c) 2024 APA, all rights reserved).


Assuntos
Sucesso Acadêmico , Racismo , Criança , Humanos , Adolescente , Racismo/psicologia , Identificação Social , Autoeficácia
6.
Fam Med ; 56(2): 108-114, 2024 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-38335938

RESUMO

BACKGROUND AND OBJECTIVES: Professional identity formation is a complex construct that continually evolves in relation to an individual's experiences. The literature on educators identifying as faculty developers is limited and incompletely addresses how that identify affects other identities, careers, and influences on teaching. Twenty-six health professionals were trained to serve as faculty developers within our educational system. We sought to examine the factors that influence the professional identity of these faculty developers and to determine whether a common trajectory existed. METHODS: We employed a constructivist thematic analysis methodology using an inductive approach to understand the experiences of faculty developers. We conducted semistructured recorded interviews. Coding and thematic analysis were completed iteratively. RESULTS: We identified eight primary themes: (1) initial invitation, (2) discovery of faculty development as a professional activity, (3) discovery of educational theory, skills, and need for more education, (4) process of time and experience, (5) fostering relationships and community, (6) transfer of skills to professional and personal roles, (7) experiences that lead to credibility, and (8) sense of greater impact. CONCLUSIONS: An individual's journey to a faculty developer identity is variable, with several shared pivotal experiences that help foster the emergence of this identity. Consideration of specific programmatic elements to support the themes identified might allow for a strategic approach to faculty development efforts in health professions education.


Assuntos
Docentes , Identificação Social , Humanos , Pessoal de Saúde
7.
Perspect Med Educ ; 13(1): 130-140, 2024.
Artigo em Inglês | MEDLINE | ID: mdl-38406652

RESUMO

Introduction: Professional Identity Formation (PIF) entails the integration of a profession's core values and beliefs with an individual's existing identity and values. Within undergraduate medical education (UGME), the cultivation of PIF is a key objective. The COVID-19 pandemic brought about substantial sociocultural challenges to UGME. Existing explorations into the repercussions of COVID-19 on PIF in UGME have predominantly adopted an individualistic approach. We sought to examine how the COVID-19 pandemic influenced PIF in UGME from a sociocultural perspective. This study aims to provide valuable insights for effectively nurturing PIF in future disruptive scenarios. Methods: Semi structured interviews were conducted with medical students from the graduating class of 2022 (n = 7) and class of 2023 (n = 13) on their medical education experiences during the pandemic and its impact on their PIF. We used the Transformation in Medical Education (TIME) framework to develop the interview guide. Direct content analysis was used for data analysis. Results: The COVID-19 pandemic significantly impacted the UGME experience, causing disruptions such as an abrupt shift to online learning, increased social isolation, and limited in-person opportunities. Medical students felt disconnected from peers, educators, and the clinical setting. In the clerkship stage, students recognized knowledge gaps, producing a "late blooming" effect. There was increased awareness for self-care and burnout prevention. Discussion: Our study suggests that pandemic disruptors delayed PIF owing largely to slower acquisition of skills/knowledge and impaired socialization with the medical community. This highlights the crucial role of sociocultural experiences in developing PIF in UGME. PIF is a dynamic and adaptable process that was preserved during the COVID-19 pandemic.


Assuntos
COVID-19 , Educação de Graduação em Medicina , Educação Médica , Humanos , Identificação Social , Pandemias
8.
Drug Alcohol Depend ; 256: 111064, 2024 Mar 01.
Artigo em Inglês | MEDLINE | ID: mdl-38295509

RESUMO

BACKGROUND: Young people often make lifestyle choices or engage in behaviors, including tobacco product use, based on the norms of peer crowds they affiliate with. Peer crowds are defined as reputation-based peer groups centered around lifestyle norms (e.g., Hipster, Surfer, Hip Hop). This study examined the effects of peer crowd affiliation on e-cigarette use via increased exposure to e-cigarette advertising and increased social network e-cigarette use. METHOD: Data were collected from 1398 ethnically diverse young adults (Mean age = 22.3; SD = 3.2; 62% women) in six-month intervals over one year. Path analyses were used to test a mediation model in which advertising exposure and social network e-cigarette use at six-month follow-up were specified to mediate the effects of baseline peer crowd affiliation on current e-cigarette use at one-year follow-up. RESULTS: Affiliations with Popular-Social and Alternative peer crowds at baseline were associated with higher e-cigarette advertising exposure at six-month follow-up. Affiliation with Popular-Social peer crowd at baseline was associated with increased social network e-cigarette use at six-month follow-up. Affiliation with Popular-Social peer crowds at baseline was found to have a statistically significant indirect effect on increased e-cigarette use at one-year follow-up via increased e-cigarette advertising exposure at six-month follow-up. CONCLUSIONS: Better understanding Popular-Social peer crowds may be highly relevant for development of tailored media and other interventions for e-cigarette use prevention among young adults.


Assuntos
Sistemas Eletrônicos de Liberação de Nicotina , Vaping , Humanos , Feminino , Adulto Jovem , Adolescente , Adulto , Masculino , Publicidade , Grupo Associado , Identificação Social
9.
J Affect Disord ; 349: 384-393, 2024 Mar 15.
Artigo em Inglês | MEDLINE | ID: mdl-38211749

RESUMO

BACKGROUND: Despite substantial efforts to investigate the inequalities in mental health among people with marginalized identities, most research has concentrated on single social identities rather than complete persons. The current study aimed to explore the mechanisms underlying the relationship between the intersectionality of multiple social identities with depression among US adults. METHODS: Data for this study came from the National Health and Nutrition Examination Survey waves between 2015 and 2018, including a total of 11,268 US adults. A latent class analysis (LCA) was conducted to identify latent subpopulations based on sex, race/ethnicity, immigrant status, disability, household income, employment status, and education level. Interclass differences in lifestyle factors and depression were examined. Multiple mediation analysis was used to examine the mediating roles of lifestyle behaviors. RESULTS: LCA identified four potential subpopulations: "least marginalized", "immigrant minorities", "disabled, less-educated non-workers", and "low-income minorities" groups. There was enormous heterogeneity in mental health among immigrant minority individuals. The "disabled, less-educated non-workers" group had the highest rates of depression; in contrast, the "immigrant minorities" group had the best mental health, even better than that of the "least marginalized" group. Distributions of lifestyle factors followed a similar pattern. In addition, lifestyle behaviors significantly mediated the relationship between intersectional social identities and depression. LIMITATIONS: The cross-sectional design prevented establishment of the causality of relationships. CONCLUSIONS: This study suggests that applying a person-centered approach is important when examining intersectional inequalities in mental health and highlights the effects of structural social hierarchies on individuals' health behaviors and mental health.


Assuntos
Depressão , Identificação Social , Humanos , Adulto , Depressão/epidemiologia , Estudos Transversais , Enquadramento Interseccional , Inquéritos Nutricionais , Estilo de Vida
10.
J Relig Health ; 63(1): 640-651, 2024 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-38238473

RESUMO

This paper presents a case study to support the hypothesis that religiosity and spirituality (R/S), as mood balancing factors, could facilitate the recovery process for patients suffering from bipolar disorder (BD) once they have been stabilized and are receiving appropriate support (e.g., in a residential rehabilitative center). After a succinct review of BD and R/S, the patient's medical history and rehabilitation pathway are described, with a particular focus on the role played by R/S. The authors found that in this case, once the patient was stabilized, R/S helped to consolidate her feelings of well-being, increasing her positive perception of social support services and ultimately her self-confidence.


Assuntos
Transtorno Bipolar , Espiritualidade , Humanos , Feminino , Identificação Social , Religião , Apoio Social , Itália
11.
Int J Nurs Stud ; 151: 104670, 2024 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-38215688

RESUMO

BACKGROUND: Accelerated graduate entry nursing programmes require students to rapidly socialise to the profession. Professional identity is an important element of becoming a nurse. OBJECTIVE: This scoping review aimed to synthesise published literature reporting the development of professional identity, belongingness and self-concept as a nurse in students enrolled in a pre-registration graduate entry nursing programme. DESIGN: Scoping review. SETTING: Graduate entry nursing programmes. PARTICIPANTS: Graduate entry nursing students. METHOD: Following a pre-registered protocol, we searched electronic databases for publications investigating graduate entry nursing students' development of professional identity, belongingness and self-concept. Screening, data extraction and analysis were initially in duplicate and independent, and then by consensus. RESULTS: Of the 871 records identified, twenty met the inclusion criteria. Publications were from the USA, Australia, New Zealand, Canada, and the UK. We identified one overarching theme of 'professional nursing self', with four sub-themes: 1) professional socialisation, 2) professional self-concept, 3) developing nursing agency, and 4) identity formation. Socialisation into nursing and belongingness to the profession occurred concurrently as students moved through their programme of learning. Due to the accelerated nature of the programmes, rapid professional socialisation was required, supported by positive relationships in the clinical setting. Strategies that enhanced belongingness and wellbeing enabled students to feel connected to the profession. CONCLUSIONS: The development of professional identity in graduate entry nursing students is impacted by their rapid professional transition through an accelerated programme. Students' growing sense of nursing agency is embodied in their experiences of thinking and acting as a nurse. Their previous professional identity is then reconstituted in their new graduate selves; educational programmes support this transition. TWEETABLE ABSTRACT: Scoping review finds professional identity development in graduate entry nursing students is rapid in accelerated preregistration degrees #belonging #connection.


Assuntos
Bacharelado em Enfermagem , Estudantes de Enfermagem , Humanos , Aprendizagem , Canadá , Autoimagem , Identificação Social
12.
Soc Sci Med ; 343: 116549, 2024 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-38219413

RESUMO

BACKGROUND: Previous research has linked discrimination to poorer health. Yet health risk behaviours such as heavy alcohol consumption are often targeted with stigmatising public health campaigns. The current study sought to establish the link between experiencing discrimination and health outcomes among heavy drinkers, with a focus on exploring the multiple social identity processes that might underpin this relationship. METHODS: A survey was conducted with 282 people who self-reported consuming alcohol above recommended guidelines. We measured discrimination experienced as a drinker, components of social identification as a drinker (centrality, satisfaction, solidarity, homogeneity, and self-stereotyping), and two health outcomes: psychological distress and severity of alcohol use disorder symptomatology. RESULTS: Discrimination was a moderate-large predictor of psychological distress and alcohol use disorder symptoms. Three social identity constructs were implicated in the link between discrimination and ill-health: identity centrality and homogeneity positively mediated this relationship while identity satisfaction was a negative mediator. The model explained a large proportion of the variance (39-47%) in health outcomes. DISCUSSION: Results are interpreted with an emphasis on the need to avoid stigmatising messaging and to prioritise social identity processes to prevent and treat substance use disorders. We further highlight the need for social identity researchers to consider the multidimensional nature of social identities, especially in the context of stigmatised groups.


Assuntos
Intoxicação Alcoólica , Alcoolismo , Humanos , Identificação Social , Alcoolismo/epidemiologia , Estereotipagem , Consumo de Bebidas Alcoólicas/epidemiologia , Consumo de Bebidas Alcoólicas/psicologia , Estigma Social , Discriminação Social
13.
Am J Pharm Educ ; 88(3): 100657, 2024 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-38244778

RESUMO

OBJECTIVE: Professional identity formation (PIF) is the process which one internalizes the values and norms of a profession, ultimately becoming a member of that profession. The objective of this study was to determine the perceived professional identities of pharmacists in memes and how pharmacy-related memes affect students' PIF. METHODS: Student pharmacists from a single academic institution participated in focus groups to discuss the concept of professional identity, view self-submitted pharmacy-related memes, and reflect on the memes' impact on their PIF. An inductive, thematic content analysis was performed, and a theoretical model was developed to illustrate the themes observed. RESULTS: Twenty-six student pharmacists participated in the study. Before exposure to the self-submitted memes, the participants described the professional identity of a pharmacist in a more idealistic way, noting pharmacist roles such as medication expert, educator, and patient care provider. After exposure to the memes, the participants' responses reflected a pharmacist identity based on feelings of being antagonized, overwhelmed, and misperceived. Despite these challenges, the participants noted the importance of remaining professional. CONCLUSION: When exposed to pharmacy-related memes, the students' perceptions of the pharmacist identity changed from one based on idealistic roles to an identity based on negative feelings and interactions. Owing to memes' ability to reflect one's experiences, it is important to recognize the impact memes may have on PIF. Further research is needed to determine how pharmacy educators can help students navigate identity dissonances that arise from the students' pharmacy experiences.


Assuntos
Educação em Farmácia , Assistência Farmacêutica , Farmácia , Estudantes de Farmácia , Humanos , Identificação Social , Estudantes
14.
Psychol Sci ; 35(3): 239-249, 2024 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-38285965

RESUMO

In the present research, we explored social-identity threat caused by subtle acts of omission, specifically situations in which social-identity information is requested but one's identity is not among the options provided. We predicted that being unable to identify with one's group-that is, in the demographics section of a survey-may signal social-identity devaluation, eliciting negative affect (e.g., anger) and increasing the importance of the omitted identity to group members' sense of self. Six preregistered experiments (N = 2,964 adults) sampling members of two minority-identity groups (i.e., gender minorities and members of a minority political party) support these predictions. Our findings document the existence of a subtle but likely pervasive form of social-identity threat.


Assuntos
Minorias Sexuais e de Gênero , Identificação Social , Adulto , Humanos , Grupos Minoritários , Ira , Identidade de Gênero
15.
Curr Pharm Teach Learn ; 16(3): 207-211, 2024 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-38184485

RESUMO

PURPOSE: The purpose of this article is to describe the Professional Identity Formation (PIF) journeys of two Experiential Education (EE) Directors in a reflective narrative. DESCRIPTION: Using the "What? So What? Now What?" model of reflection, this manuscript will describe the experiences of two EE administrators as they reflect upon the various pivotal moments of their career and professional transitions. ANALYSIS/INTERPRETATION: As pharmacy educators seek to be purposeful and intentional about guiding their students' journeys to form their own professional identities, they must first be willing to engage in their own self-reflection to explore their own journeys. Then, pharmacy educators will be better equipped to assist learners as their own professional identity is developed. CONCLUSIONS AND IMPLICATIONS: In this article, the authors have modeled candid self-reflection and have described their own PIF journeys to serve as a guide for other pharmacy educators seeking to do the same.


Assuntos
Farmácia , Estudantes de Medicina , Humanos , Identificação Social , Farmacêuticos , Aprendizagem Baseada em Problemas
16.
Nurse Educ Today ; 134: 106087, 2024 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-38232627

RESUMO

BACKGROUND: Nursing professional identity (NPI) is essential for nurses to develop their nursing profession. It reflects the competencies consistent with the professional practices of nurses and contributes to them providing better healthcare and public health. The formation process of NPI started with undergraduate nursing education and continued throughout the nursing career. OBJECTIVE: To explore nursing students' perceptions of facilitators and barriers to the formation of NPI during their study. METHODS: A 4-year longitudinal, qualitative research design with yearly semi-structured interviews undertaken from 2019 to 2022. The reflexive thematic analysis methodology was applied for the data analysis. RESULTS: Ninety-three nursing students were recruited, joining a group or individual interview. The four-year nursing baccalaureate program revealed a dynamic formation process of NPI: "Outsider of nursing", "Entering the nursing courses", "Building nursing competence", and "Thinking and acting like a nurse". A total of 12 themes were identified to present the barriers and facilitators to the NPI formation at different stages. Specifically, the six barriers include conflict between their ideals and reality, sociocultural stereotypes about nursing, the negative impact of COVID-19, the pre-internship concerns, struggling to meet expectations, and potential danger and discrimination in the healthcare settings. The enablers were: self-motivation and inner belief towards the nursing profession, the power of role models, the improvement of nursing capacity, well integration into the healthcare professional teams, understanding of the clinical environment, and recognition and encouragement from others. CONCLUSIONS: The formation of nursing students' NPI is an ever-changing process, with various intrinsic and extrinsic influences during their four-year study. Nursing educators are suggested to prepare and develop students' professional comportment in their theoretical and clinical practice to develop their professional identity as a nurse.


Assuntos
Bacharelado em Enfermagem , Estudantes de Enfermagem , Humanos , Bacharelado em Enfermagem/métodos , Pesquisa Qualitativa , Atenção à Saúde , Identificação Social
17.
Nurse Educ Today ; 134: 106096, 2024 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-38262186

RESUMO

OBJECTIVES: The effectiveness of university and program mission, vision, and values statements in shaping Doctor in Nursing Practice (DNP) programs' curricula and their students' professional identity is insufficiently understood. DESIGN: This qualitative research project explored how these statements inform DNP program curricula and contribute to the development of the professional identity of students SETTING: Three DNP programs in the U.S. American Midwest participated in this research. PARTICIPANTS: Participants included students, alumni, and faculty from these three programs. METHODS: 33 semi-structured interviews were conducted. The transcriptions were analyzed, using the Grounded Theory approach, and the results were interpreted in light of the statements of participating programs. RESULTS: While a wide range of themes related to interviewees' professional identity was identified, it became apparent that students' professional identity is centered on (1) being citizens engaged in social, democratic, and political processes, (2) building caring relationships and communities, and (3) addressing health inequities. Such priorities are explicitly aligned with the statements of participating programs. CONCLUSIONS: The results (1) highlight the potential of statements to foster students' development of a professional identity as DNPs and (2) underscore that this identity is aligned with nursing programs' specific mission and values.


Assuntos
Estudantes de Enfermagem , Humanos , Identificação Social , Pesquisa Qualitativa , Docentes , Currículo
18.
Curr Opin Psychol ; 56: 101787, 2024 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-38295623

RESUMO

The spread of misinformation threatens democratic societies, hampering informed decision-making. Partisan identity biases perceptions of reality, promoting false beliefs. The Identity-based Model of Political Belief explains how social identity shapes information processing and contributes to misinformation. According to this model, social identity goals can override accuracy goals, leading to belief alignment with party members rather than facts. We propose an extended version of this model that incorporates the role of informational context in misinformation belief and sharing. Partisanship involves cognitive and motivational aspects that shape party members' beliefs and actions. This includes whether they seek further evidence, where they seek that evidence, and which sources they trust. Understanding the interplay between social identity and accuracy is crucial in addressing misinformation.


Assuntos
Cognição , Motivação , Humanos , Identificação Social , Confiança
19.
Cyberpsychol Behav Soc Netw ; 27(1): 57-63, 2024 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-38197844

RESUMO

The metaverse is touted as the next phase in the evolution of the Internet. This emerging digital ecosystem is widely conceptualized as a persistent matrix of interconnected multiuser, massively scaled online environments optimally experienced through immersive digital technologies such as virtual reality (VR). Much of the prognostication about the social implications of the metaverse center on secular activities. For example, retail, entertainment (gaming/concerts), and social networking. Little attention has been given to how the metaverse might impact religion. This narrative review explores contemporary research into online religious practice and the use of immersive digital technologies for religious purposes. This focus informs a discussion about how the metaverse, an online and immersive technology, might impact religion/religious practices. For billions worldwide, religion is an essential aspect of social identity and a cornerstone of psychological wellbeing. The emergence of the metaverse may represent a new way of connecting with an ancient source of human flourishing.


Assuntos
Internet , Bem-Estar Psicológico , Religião , Humanos , Marketing , Identificação Social , Rede Social
20.
PLoS One ; 19(1): e0296367, 2024.
Artigo em Inglês | MEDLINE | ID: mdl-38181035

RESUMO

Evolving individual, contextual, organizational, interactional and sociocultural factors have complicated efforts to shape the professional identity formation (PIF) of medical students or how they feel, act and think as professionals. However, an almost exclusive reliance on online learning during the COVID-19 pandemic offers a unique opportunity to study the elemental structures that shape PIF and the environmental factors nurturing it. We propose two independent Systematic Evidence-Based Approach guided systematic scoping reviews (SSR in SEBA)s to map accounts of online learning environment and netiquette that structure online programs. The data accrued was analysed using the clinically evidenced Krishna-Pisupati Model of Professional Identity Formation (KPM) to study the evolving concepts of professional identity. The results of each SSR in SEBA were evaluated separately with the themes and categories identified in the Split Approach combined to create richer and deeper 'themes/categories' using the Jigsaw Perspective. The 'themes/categories' from each review were combined using the Funnelling Process to create domains that guide the discussion. The 'themes/categories' identified from the 141 included full-text articles in the SSR in SEBA of online programs were the content and effects of online programs. The themes/categories identified from the 26 included articles in the SSR in SEBA of netiquette were guidelines, contributing factors, and implications. The Funnelling Process identified online programs (encapsulating the content, approach, structures and the support mechanisms); their effects; and PIF development that framed the domains guiding the discussion. This SSR in SEBA identifies the fundamental elements behind developing PIF including a structured program within a nurturing environment confined with netiquette-guided boundaries akin to a Community of Practice and the elemental aspect of a socialisation process within online programs. These findings ought to be applicable beyond online training and guide the design, support and assessment of efforts to nurture PIF.


Assuntos
COVID-19 , Educação a Distância , Estudantes de Medicina , Humanos , COVID-19/epidemiologia , Pandemias , Identificação Social
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