Professional Identity Formation Strategies in Undergraduate Public Health Programs

Abstract

A strong professional identity (PI), seeing oneself as a member of a professional community of practice, is important for student academic and motivational outcomes during transition from college to the work setting. Many educational strategies have been successfully used in medical and other health professions education to support student PI formation. The purpose of this study was to determine the scope and sequence of pedagogical and extra-curricular strategies used by undergraduate public health programs to support student PI formation. An online survey was created and distributed to public health program chairs/directors from all CEPH-accredited undergraduate United States public health programs. Results generally confirmed that the PI formation strategies of curricular training, work-integrated learning, and role-modeling were being implemented in respondents’ accredited undergraduate programs. However, some areas for improvement in offerings and their sequencing were identified. It is recommended that all PI formation strategies be introduced early in the program and constantly emphasized and reinforced so students continually view themselves as part of a professional community of practice. Analysis of the types and timing of PI formation strategies can provide insight on focus areas for improvements that may impact public health student academic achievement, satisfaction, and retention in the program.