DOI: 10.32322/jhsm.1994259 ISSN: 2636-8579

A creative drama-based educational intervention to support professional identity among first-year medical students: a mixed-methods study

Hilal Hatice Ülkü
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Aims: Professional identity development is a fundamental objective of undergraduate medical education; however, evidence regarding educational interventions that support this process during the preclinical years remains limited. This study aimed to examine a creative drama-based educational intervention incorporating reflective writing and AI-supported patient interactions among first-year medical students by examining changes in professional attitudes and exploring students’ experiences related to professional identity development.Methods: This exploratory pilot study employed a mixed-methods design and was conducted with 30 first-year medical students enrolled in an elective Medicine and Creative Drama course. The six-session intervention integrated creative drama activities, reflective writing, and AI-supported patient-physician interviews. Quantitative data were collected using the scale for attitudes towards the medical profession, an Observational Assessment Form, and an AI-Supported Patient-Physician Interview Evaluation Form. Qualitative data consisted of students’ reflective writings. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data were analysed using thematic analysis.Results: No statistically significant difference was observed between pre- and post-intervention total professional attitude scores (p=.061), and no significant changes were found in the willingness, helping others, or commitment to the profession subdimensions (p>.05). A strong positive correlation was found between observational assessment scores and AI-supported patient interview scores (rs=.761, p

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