ArticleBMC medical education2025
Professional Identity Formation and Population Health: a qualitative study of medical students' experience of Lifestyle Medicine and Prevention.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- Psychometric Validation of the Persian Johns Hopkins Learning Environment Scale: A Cross-Sectional Validation Study Among Iranian Medical Students.Advances in medical education and practice · 2026Article
- Narrative Mentorship and Professional Identity Formation: Reflections from a National Educational Event in Qatar.Advances in medical education and practice · 2026Article
- Integrating narrative mentorship into simulation-based medical education to support professional identity formation.Qatar medical journal · 2026Article
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundHealthcare systems worldwide are facing challenges on multiple fronts: ageing demographics, multimorbidity, staff burnout and persistent health inequalities. There is growing recognition of the need for prevention and population health within education and training programmes. Yet population health has been historically challenging to integrate into clinical-facing curricula. A novel programme of learning was introduced at Imperial College School of Medicine (London, UK). "Lifestyle Medicine and Prevention" (LMAP) comprises two modules and is a core element of learning across the first two years of undergraduate medical training. In these two modules, medical students explore how lifestyle factors, behaviour and the wider determinants of health influence health outcomes through a population health lens.
methodsThis qualitative study describes how LMAP has impacted the professional identity formation of medical students. In June 2020, 278 students completed an optional, anonymous survey, with 14 students completing in-depth focus groups. Thematic analysis was undertaken of the student responses.
resultsFour key themes were identified regarding the impact of the modules on medical students' professional identity formation: the wider purpose of a doctor in society, including their role in prevention, the skills required to deliver holistic care, the value of well-being in medical professionals, and the challenges surrounding LMAP's impact on professional identity.
conclusionsThese results outline how LMAP's novel approach to incorporating population health teaching for medical students may help address the manifold challenges facing modern healthcare services. By shaping the attitudes of future clinicians to recognise the value of prevention, lifestyle factors and their own personal wellbeing, we are preparing medical students for professional practice in increasingly challenging environments. However, further evaluation is required to evidence the longer-term impact of LMAP on medical students' professional identity.
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