Avoid common mistakes on your manuscript.
INTRODUCTION
Professional identity formation (PIF) is a complex sociocultural process whereby medical students learn to think, feel, and act like physicians. This process is often unscripted and influenced by informal curricular elements. Medical schools must provide students with the scientific knowledge and clinical skills to practice medicine, and also with opportunities to develop a healthy professional identity—empowering them to “think, act and feel like a physician”.1(p.1447) Developing a comfortable professional identity is a challenging process that requires self-awareness, and a habit of reflective practice.2 Alarmingly, rates of depression, burnout and suicide have increased sharply in medical students.2, 3 Hypothesizing that a struggle in the process of identity formation is associated, we incorporate visual strategies to (re)introduce mask-making as a mechanism to foster PIF in the context of medical education.
SETTING AND PARTICIPANTS
Building on traditions of symbols and ceremony in times of transition, mask-making is markedly different from narrative strategies that are traditionally used to explore PIF in medical education. Masks have been used for centuries as a ritual to alter or explore new identities. Masks explore sociocultural perspectives of transition, environment, and learning to visually convey stories and stimulate emotions.4 While our focus has been on undergraduate medical education, we have also used mask-making to explore identity formation in graduate students (art and engineering), faculty (art, medicine, engineering) and undergraduate students recently separated from military service (see, http://www.nationalgeographic.com/healing-soldiers/).
PROGRAM DESCRIPTION
Developed in collaboration with a certified art therapist, our process is a co-curricular, non-graded mask-making PIF curriculum as a form of “reflective expression.” Using dedicated prompts (Table 1), each student uses a blank papier-mâché mask to create a representation of their sense of self in the broader context of medical education. After students have completed work on their mask, they are invited to a group processing activity where they can voluntarily share the meaning behind their masks with their peers. Respecting that not all students may be comfortable sharing the stories of their masks, they are also asked to write a reflective essay to describe their masks (Fig. 1). We have found that key transitional time periods to explore PIF include entry to medical school (“Who Am I?”), transition to clinical clerkships (“Who Have I Become?”), and just prior to graduation (“Who Do I Want To Be?”).
PROGRAM EVALUATION
To date, several hundred students have participated in the mask-making PIF activity. Using visual rhetoric and a listening guide to analyze the visual components of each mask and the accompanying written narratives, we have identified themes of role strain, isolation, burnout, and identity dissonance to be the most common in medical student masks.5 Although potentially limited by scope and generalizability, our findings suggest that the students are able to reflect deeply on personal and professional identity-related issues and express these through the mask-making experience. This learner-centric approach embraces art as both product and process and appears to facilitate each student’s individual ability to reflect upon and learn about themselves.
DISCUSSION
Mask-making can be used to examine PIF as a process of reflective expression. We have found mask-making to be a safe and engaging way for students to explore their developing sense of self within the community of medical practice. Students have responded positively to the process. They describe mask-making as provocative, liberating, and fun. From an ontological perspective, the most persuasive illustrations of the power of mask-making to support student reflection and identity formation are the masks and accompanying narratives (Fig. 1).
Recognizing that individuals view their present selves differently from their past or future selves, we feel that mask-making represents a unique way to longitudinally examine identity formation. PIF occurs at a pace that is specific to each student’s experiences and personal contextual factors. Mask-making adds to the process of PIF as a unique form of reflective expression using elements of artistry and non-linguistic expression. The expressive opportunities afforded by mask-making may provide additional insights into identity that are hard to capture in words, lending new direction to the scholarship of professional identity formation.
References
Cruess RL, Cruess SR, Boudreau JD, et al. Reframing medical education to support professional identity formation. Acad Med 2014; 89:1446–1451.
Dyrbye LN, West CP, Satele, D et al. Burnout among US medical students, residents and early career physicians relative to the general US population. Acad Med 2014; 89(3): 443–451.
Rotenstein LS, Ramos MA, Torre M, et al. Prevalence of depression, depressive symptoms and suicidal ideation among medical students: A systematic review and meta-analysis. JAMA 2016; 316(21): 2214–2236.
Ballengee-Morris C, Taylor PG. You can hide but you can’t run: Interdisciplinary and culturally sensitive approaches to mask making. Art Education 2005; 58: 12–17.
Joseph K, Bader, K, Wilson, S, et al. Unmasking identity dissonance: Exploring medical students’ professional identity formation through mask making. Perspect Med Ed 2017; 6(2): 99–107.
Acknowledgements
The authors gratefully acknowledge the contributions of all participating student-artists.
Funding
The work was funded internally by the Uniformed Services University and the National Intrepid Center of Excellence.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of Interest
The authors declare that they do not have a conflict of interest.
Disclaimer
The views expressed in this manuscript are solely those of the authors and do not necessarily reflect those of the Uniformed Services University of the Health Sciences or the US Department of Defense.
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Stephens, M.B., Bader, K.S., Myers, K.R. et al. Examining Professional Identity Formation Through the Ancient Art of Mask-Making. J GEN INTERN MED 34, 1113–1115 (2019). https://doi.org/10.1007/s11606-019-04954-3
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11606-019-04954-3