RESUMEN
There is a long and impressive scholarly history evidencing why it is important to address professional identity formation (PIF) in medical curricula. In this AMEE Guide, the authors present an evidence-informed pedagogical approach to assist educators in developing educational practices to foster a healthy PIF in medical students. The authors first describe the theoretical framework that underpin this approach. At the core of this framework is the recognition that, for a healthy PIF, students need to become aware that they have the autonomy, but also responsibility, to form their professional identity in a way that fits both their personality and their (future) professional role. In other words, students need to learn to navigate the interplay between socialization and subjectification. Next, the authors outline the six-step structure of their pedagogical approach, designed to help students: (1) undergo a PIF-related experience, (2) observe their responses to the experience, (3) externalize their reflections, (4) share their reflections, (5) broaden their perspective, and (6) explore their freedom of choice through experimentation. The authors also describe six conducive conditions to facilitate the implementation of the pedagogical approach. These conditions include (1) creating a setting that enables students to slow down, (2) adopting a longitudinal approach, (3) making it part of the formal curriculum, (4) refraining from grading, (5) establishing an interdisciplinary expert team, and (6) providing teacher training. The authors conclude that the theoretical framework leads to a coherent and consistent pedagogical approach that, when implemented according to the conducive conditions, enables students to gradually internalize the reflective process and help them to cultivate a reflective attitude towards their PIF.
RESUMEN
A systemic perspective is considered helpful when facing complex organizational challenges, but its practical implementation may be challenging. A potential effective method that facilitates the practical application of a systemic perspective may be the Systemic Constellation method. This method aims to raise individuals' awareness of their social context and to render explicit their tacit knowledge relating to this social context. In recent decades, consultants, coaches, and other professionals, worldwide, have adopted this method, acquired through self-education. However, thus far, this method received only little attention from the scientific community and scientific evidence on the effectiveness of the method is limited. There is currently almost no data on professionals using the Systemic Constellation method within organizations or on how and when they apply it. This lack of insights impedes its scientific evaluation and quality monitoring. We collected data from 273 professionals who use this method. Our results confirmed the existence of a diverse and growing international community. Respondents reported that the primary advantage of using this method is its perceived effectiveness. They felt that the method could benefit from a stronger scientific foundation. Our results shed light on a potentially effective and feasible method for applying a systemic perspective within organizations and suggest directions for future research. Supplementary Information: The online version contains supplementary material available at 10.1007/s11213-023-09642-2.