Pediatric Resident Professional Identity Formation as an Educator.

OBJECTIVE

Physicians who identify as clinician-educators are important to advance the field of medicine. Yet, how residents develop an educator identity (EI), and the influence of the clinical learning environment, remains understudied. Data from pediatric programs are particularly lacking. The study objective was to explore pediatric residents' perspectives on their professional identity formation (PIF) as an educator.

METHODS

Informed by Cruess' model of PIF, we conducted a qualitative study using interviews with 20 pediatric residents from December 2024 to October 2025. Four investigators performed a thematic analysis. Codes were built using an iterative approach and organized into themes. Purposeful sampling continued until reaching information power.

RESULTS

Analysis yielded 4 main themes. First, educator PIF was perceived to occur in a progressive but discontinuous fashion throughout residency. Second, the clinical learning environment significantly influences resident educator PIF; one subtheme highlights acquisition of medical knowledge from clinical experiences to build teaching confidence. Autonomy as a teacher is also an essential facilitator of resident educator PIF. Additionally, clinician-educator role models' commitment, enthusiasm, and teaching skills inspire residents to pursue an EI. Third, certain attributes characterize residents who identify as an educator. Finally, a teaching curriculum is key to honing educator skills. Analysis of thematic relationships highlighted self-determination theory as a theoretical framework, as teaching confidence, autonomy, and connection with learners and role models were instrumental in developing an EI.

CONCLUSIONS

Pediatric resident EI was perceived to progressively develop throughout training and was influenced by the clinical learning environment, characteristic attributes, and a teaching curriculum.