DE01 Beyond skills and knowledge: professional identity formation in dermatology residency training

Abstract

Professional identity formation – the internalization of what it means to think, act and feel like a doctor – is central to postgraduate training, as emphasized by the Carnegie Foundation. This study examines the underexplored area of professional identity formation among dermatology residents within the specialty’s unique and niche training environment. This study explores how dermatology residents learn what it means to be a dermatologist and how they develop their professional identities. Guided by an interpretivist paradigm, this study employed a qualitative approach. Dermatology residents at different training stages from multiple UK deaneries were recruited using purposive sampling. Nine semistructured video interviews were conducted, audio recorded, transcribed verbatim and analysed using reflexive thematic analysis with inductive coding. Six themes were identified: Being at the threshold: trainees entered dermatology feeling underprepared, occupying an ‘imposter’ phase as prior general-­medicine identities no longer fit. Crossing the threshold: supervised responsibility, feedback and reflection transformed uncertainty into growing confidence and clearer standards of a ‘good dermatologist’. Growth through experiences: life events deepened empathy and maturity. Belonging and communities of practice: stable teams and peer support fostered psychological safety and purpose. Role modelling and mentoring: admired senior dermatologists shaped values, communication style and comportment, often more powerfully than formal teaching. Teledermatology fostered a hybrid professional identity: residents reconcile evolving practices with traditional doctor–patient ideals. Dermatology residents’ identities emerge primarily through experiential learning, responsibility, belonging and mentorship. Training programmes should strengthen supervision, feedback and supportive environments to facilitate identity formation and competence.