Exploring the role of classroom-based learning in professional identity formation of family practice residents using the experiences, trajectories, and reifications framework

Background: Classroom-based learning such as academic half day has undervalued social aspects. We sought to explore its role in the professional identity development of family medicine residents. Methods: In this case study, residents and faculty from four training sites in the University of British Columbia Department of Family Practice were interviewed. The experiences, trajectories, and reifications (ETR) framework was used as a sensitizing tool for modified inductive (thematic) analysis of the transcripts. Results: Classroom-based learning provided a different context for residents' interpretation of their clinical experiences, characterized as a home base for rotating urban residents, and a connection to a larger academic community for residents in rural training sites. Both these aspects were important in creating a positive trajectory of professional identity formation. Teaching directed at the learning needs of family physicians, and participation of family practice faculty as teachers and role models was a precipitation of a curriculum centered in family medicine. Interactions between family medicine residents and faculty in the classroom facilitated the necessary engagements to reify a shared understanding of the discipline of family practice. Conclusions: Classroom-based learning has substantial impact on professional identity formation at an individual and collective level.