DT02: What has been the impact of COVID‐19 redeployment on dermatology trainees’ professional identity? An interpretative phenomenological study

Abstract

J. Guckian,1 N. Lee,2 J. Sutton,3 N. Myat,4 K. Morrison,5 K. Farquhar6 and M. Singh7 1Leeds Teaching Hospitals Trust, Leeds, UK; 2Bradford Teaching Hospitals NHS Foundation Trust, Bradford, UK; 3University Hospital of Southampton NHS Trust, Southampton, UK; 4Barts and the London School of Medicine and Dentistry, London, UK; 5University of Birmingham, Birmingham, UK; 6NHS Greater Glasgow and Clyde, Glasgow, UK; and 7School of Medical Sciences, Faculty of Biology, Medicine and Health, The University of Manchester, Manchester, UK The COVID‐19 pandemic has resulted in unprecedented interruptions within postgraduate dermatology training, as trainees were redeployed to medical wards for sustained periods. Junior doctors going through this transition process have expressed dread, fears of deskilling and a lack of preparedness. Professional identity formation (Goldie J. The formation of professional identity in medical students: considerations for educators. Med Teach 2012; 34: e641–8) is a dynamic process by which learners acquire a sense of self through socialization and enculturation, heavily influenced by a sense of belonging and affecting confidence and competence. Our aim was to identify the impact of COVID‐19 redeployment upon dermatology trainee professional identity, factors influencing identity transitions and whether such transitions affect trainee perceptions on their future careers. Ten trainees from across the UK were purposively recruited to the study. Data were collected through semi‐structured interviews and were analysed phenomenologically through the template analysis method (Brooks J. Applying qualitative research in dermatology: understanding lived experience. Br J Dermatol 2017; 177: 617–18). Central and integrative themes were identified. Three central themes were identified: (i) trainee identity and values; (ii) redeployment transitions; and (iii) future clarity. Three integrative themes were found: tribes; sense of purpose; and uncertainty. A majority of trainees experienced reaffirmation of their prior values, psychologically retreating to the comfort of their close‐knit communities. However, some underwent disorienting dilemmas, leading them to reflect on their futures as dermatologists. Trainees’ experience of prejudicial attitudes and behaviours towards dermatology and educational fulfilment, driven by opportunities for reflection, supervision and staffing levels, tended to drive identity transitions. Redeployment has a strong impact on dermatology trainee professional identity and may lead to reaffirmation of prior tribal values or disorienting reflection upon future career trajectories. Improved support for community transition, reduction of uncertainty and fostering a sense of purpose among trainees may aid identity enrichment and safeguard the future dermatology consultant workforce.