Exploring Professional Identity and Academic Motivation in Paramedicine

Abstract

Background: The evolution of the paramedic profession necessitates an understanding of the factors influencing professional identity and academic motivation among paramedic students. This study aims to explore the relationship between these two constructs within a cohort of undergraduate paramedicine students. Methods: A cross-sectional study design was utilized. Data were collected via an online survey using the Academic Motivation Scale (AMS) and the Macleod Clark Professional Identity Scale (MCPIS-9). Descriptive statistics and Spearman’s rank correlation were used to analyze the data. Results: Total of 47 participants completed the survey. Significant positive correlations were found between professional identity and extrinsic motivation-identified regulation (Spearman’s rho = 0.495, p < 0.001). Conversely, a significant negative correlation was observed between professional identity and amotivation (Spearman’s rho = -0.524, p < 0.001). Multiple linear regression analyses identified that neither gender, level of study, past experience, nor having relatives in healthcare significantly predicted professional identity scores. Conclusions: This study underscores the importance of fostering a strong professional identity in paramedic students to enhance their academic motivation. Educational strategies that support professional identity development could lead to more motivated and better-prepared healthcare professionals. Further research is needed to explore the mechanisms underlying these relationships and to develop targeted interventions that can be implemented across educational settings.

Background: The construct of professional identity is fundamental in healthcare, influencing job satisfaction, resilience, and quality of care. This scoping review aims to explore the literature on paramedic professional identity, identifying key concepts and study types to guide future research and support the profession's growth. Methods: Following the Arksey & O'Malley framework and PRISMA guidelines, we conducted systematic searches in databases including Ovid MEDLINE, EMCARE, CINAHL, and SCOPUS, with supplementary searches in Google Scholar. We included studies published until 2023, focusing on paramedics' professional identity. Results: The search process identified 649 records. After duplication removal and initial screening, 51 articles were sought for full-text assessment. Following this assessment, 10 studies met the inclusion criteria and were included in the review. Three primary themes emerged: professional identity formation and role perception, education's role in shaping professional identity, and expanding roles and the evolution of practice. Conclusion: This review highlights the dynamic nature of paramedic professional identity and underscores the need for ongoing research to support the profession’s development.