The Educator Within: A Systematic Review of Professional Identity Formation in Health Professions Education

Abstract

Objective: To explore the individual and community-level factors influencing the professional identity formation (PIF) of health professions educators and educationists and examine how these factors influence educator identity within professional communities.

Methodology: This qualitative systematic review followed the SPIDER and PICO frameworks to identify relevant empirical literature published between 2005 to 2024. Four databases (PubMed, ERIC, CINAHL, and PsycINFO) were searched. Studies were included if they employed qualitative or mixed methods with significant qualitative components and focused on health professions educators. Data were synthesized using thematic synthesis following Thomas and Harden’s three-stage approach. Quality appraisal was conducted using the CASP checklist, and inclusion required a minimum score of 12 out of 18 across six evaluative criteria.

Results: Sixteen studies were included, representing diverse geographic and disciplinary contexts. Thematic synthesis revealed four core domains influencing PIF: (1) transitions into educator roles, (2) individual-level drivers such as motivation and reflective agency, (3) community and institutional enablers including mentorship and recognition, and (4) psychological processes such as impostor phenomenon and identity affirmation. These factors interact dynamically within socio-cultural contexts to shape educator identity.

Conclusion: Professional identity formation in health professions educators is a multidimensional, non-linear process shaped by personal motivation, institutional culture, and emotional validation. Faculty development programs must explicitly address identity support alongside pedagogical training to foster sustainable educator roles and academic engagement. Institutional policies should recognize and reward educational contributions to strengthen teaching legitimacy in clinical academic settings.