What’s in an identity?
Whether we recognize it or not, we spend our lives assigning ourselves to social categories. Social categories allow us to define ourselves in relation to others. We assign ourselves to certain groups (in-groups) over others (out-groups) as a mechanism of self-enhancement and self-definition. It is our way of saying to the world: this is who I am and what I believe. The groups and categories to which we assign ourselves will also influence our behaviours and actions.
As social identity theory explains, we hold multiple social identities across our lives. And our social identities, along with associated skills, attitudes and behaviours will be triggered by specific timing, settings or scenarios. This explains how within the context and setting of patient care delivery, I can assume my professional role and identity as an oral health professional. Yet, I can just as easily become fun ‘Aunt Lindsay’ around my family.
A professional identity is a variation of social identity. It enables a person to assume, embody and enact the knowledge skills and expertise of a profession. Fostering the development of a professional identity, through exposure to profession-related settings, experiences and scenarios is a key priority of health professional education programs. It supports students in ‘becoming’ their professional role and their identity continues to evolve in practice. More recently, rising needs for healthcare professionals to ‘become’ effective collaborators and ready to work interprofessionally has given rise to a new area of focus: the development of an interprofessional identity.
Your ‘super’ identity
Emerging theory and research on professional identity formation offers exciting insights on how to optimize collaboration in practice. When we provide individuals with frequent exposure to contexts where they can positively socialize, interact and meaningfully contribute to a wider group of health professionals, this can support the development of a new ‘super’ identity. Rather than a competing identity, an interprofessional identity is described as an extension of professional identity. It enables individuals to assign themselves to a new social category, group of belonging and identifying with a wider professional team. It also involves developing beliefs, attitudes, and behaviours rooted in collaboration, support, and commitment to others. Interprofessional identity formation is the powerful differentiator between saying:
“I am a dental hygienist”
“I am a nurse”
“I am a pharmacist”
And saying, I am the above. And I am a member of the healthcare team.
This understanding provides a critical lens to current approaches to health professions education, as well as the design and settings of healthcare practice. We are learning that initiating intentional and consistent opportunities for students as well as professionals in practice to experience contexts, experiences and settings that support socialization and interprofessional identity development is essential to collaborative practice.
As we look for ways to bridge gaps between ‘oral health’ and ‘health, theories which underpin our social development cannot be overlooked. Exploring how we can promote interprofessional identity formation through education, practice and policy developments stands out as a relatively untapped, yet critical factor to see integrated oral and primary care systems in the future.
Photo by Ann H
