Professional identity among forensic medicine students: a cross-sectional study in Jiangsu Province, East China
Abstract Background Exploring the impact of professional identity on the academic performance of students is crucial for improving teaching effectiveness and educational outcomes in this field. Forensic medicine is a niche interdisciplinary discipline in the medical system. However, current educatio...
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| Language: | English |
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BMC
2025-05-01
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| Series: | BMC Medical Education |
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| Online Access: | https://doi.org/10.1186/s12909-025-07387-1 |
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| author | Kang Wang Xiaowen Yang Zixin Han Kai Li Youjia Yu Zhengsheng Mao Rong Li Yanfang Yu Zhiwei Zhang Yining Huang Jingjing Ding Haihong Chen Feng Chen |
| author_facet | Kang Wang Xiaowen Yang Zixin Han Kai Li Youjia Yu Zhengsheng Mao Rong Li Yanfang Yu Zhiwei Zhang Yining Huang Jingjing Ding Haihong Chen Feng Chen |
| author_sort | Kang Wang |
| collection | DOAJ |
| description | Abstract Background Exploring the impact of professional identity on the academic performance of students is crucial for improving teaching effectiveness and educational outcomes in this field. Forensic medicine is a niche interdisciplinary discipline in the medical system. However, current educational literature on professional identity development does not adequately address forensic medicine students. Aim This study aimed to assess the professional identity among forensic medicine students, explore factors associated with professional identity, and determine the role of professional identity in shaping students’ learning engagement and their subsequent academic achievements. Methods A cross-sectional study was executed for forensic medicine students from a medical university in Jiangsu Province, East China between November and December 2023. Using the method of cluster sampling, 159 undergraduates majoring in forensic medicine were investigated. Data were collected using the demographic questionnaire, and the scales of professional identity, learning engagement, and academic achievement. Linear regression was used to explore professional identity-associated factors. Pearson correlation and mediation analysis were used to analyze the relationship between professional identity, learning engagement, and academic achievement. Results The mean score of professional identity was 3.85. Grade (senior: β = 0.353, P = 0.004; fifth-year: β = 0.392, P = 0.001), student leader experience (β = 0.157, P = 0.037), specialty selection (major assignment: β=-0.215, P = 0.014), knowledge of the specialty before enrollment (β = 0.095, P = 0.033), and current knowledge of the specialty (β = 0.245, P = 0.000) were the statistically significant factors influencing professional identity. Professional identity, learning engagement, and academic achievement were positively correlated (P < 0.001). Learning engagement played an intermediate role between professional identity and academic achievement, accounting for 49.445% of the total effect. Conclusion These findings highlight the pivotal role of professional identity as a strategic mechanism for improving academic achievement in forensic medicine education, with learning engagement serving as the primary mediating factor. As a multifaceted and evolving construct, professional identity is shaped by an interplay of personal, specialty and perception factors. Generating awareness and taking measures among forensic educators to enhance students’ professional identity across stages may be crucial for promoting the quality of forensic talent training. |
| format | Article |
| id | doaj-art-df873ed6535d4a90a2e3408d9d1b6b87 |
| institution | OA Journals |
| issn | 1472-6920 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj-art-df873ed6535d4a90a2e3408d9d1b6b872025-08-20T02:00:07ZengBMCBMC Medical Education1472-69202025-05-0125111210.1186/s12909-025-07387-1Professional identity among forensic medicine students: a cross-sectional study in Jiangsu Province, East ChinaKang Wang0Xiaowen Yang1Zixin Han2Kai Li3Youjia Yu4Zhengsheng Mao5Rong Li6Yanfang Yu7Zhiwei Zhang8Yining Huang9Jingjing Ding10Haihong Chen11Feng Chen12Department of Forensic Medicine, Nanjing Medical UniversityNanjing Medical University LibrarySchool of Health Policy & Management, Nanjing Medical UniversityDepartment of Forensic Medicine, Nanjing Medical UniversityDepartment of Forensic Medicine, Nanjing Medical UniversityDepartment of Forensic Medicine, Nanjing Medical UniversityDepartment of Forensic Medicine, Nanjing Medical UniversityDepartment of Forensic Medicine, Nanjing Medical UniversityDepartment of Forensic Medicine, Nanjing Medical UniversityCollege of Journalism and Communication, Central China Normal UniversityInstitution of Medical Education Research, Nanjing Medical UniversitySchool of Health Policy & Management, Nanjing Medical UniversityDepartment of Forensic Medicine, Nanjing Medical UniversityAbstract Background Exploring the impact of professional identity on the academic performance of students is crucial for improving teaching effectiveness and educational outcomes in this field. Forensic medicine is a niche interdisciplinary discipline in the medical system. However, current educational literature on professional identity development does not adequately address forensic medicine students. Aim This study aimed to assess the professional identity among forensic medicine students, explore factors associated with professional identity, and determine the role of professional identity in shaping students’ learning engagement and their subsequent academic achievements. Methods A cross-sectional study was executed for forensic medicine students from a medical university in Jiangsu Province, East China between November and December 2023. Using the method of cluster sampling, 159 undergraduates majoring in forensic medicine were investigated. Data were collected using the demographic questionnaire, and the scales of professional identity, learning engagement, and academic achievement. Linear regression was used to explore professional identity-associated factors. Pearson correlation and mediation analysis were used to analyze the relationship between professional identity, learning engagement, and academic achievement. Results The mean score of professional identity was 3.85. Grade (senior: β = 0.353, P = 0.004; fifth-year: β = 0.392, P = 0.001), student leader experience (β = 0.157, P = 0.037), specialty selection (major assignment: β=-0.215, P = 0.014), knowledge of the specialty before enrollment (β = 0.095, P = 0.033), and current knowledge of the specialty (β = 0.245, P = 0.000) were the statistically significant factors influencing professional identity. Professional identity, learning engagement, and academic achievement were positively correlated (P < 0.001). Learning engagement played an intermediate role between professional identity and academic achievement, accounting for 49.445% of the total effect. Conclusion These findings highlight the pivotal role of professional identity as a strategic mechanism for improving academic achievement in forensic medicine education, with learning engagement serving as the primary mediating factor. As a multifaceted and evolving construct, professional identity is shaped by an interplay of personal, specialty and perception factors. Generating awareness and taking measures among forensic educators to enhance students’ professional identity across stages may be crucial for promoting the quality of forensic talent training.https://doi.org/10.1186/s12909-025-07387-1Forensic medicine studentsProfessional identityInfluencing factorsLearning engagementAcademic achievement |
| spellingShingle | Kang Wang Xiaowen Yang Zixin Han Kai Li Youjia Yu Zhengsheng Mao Rong Li Yanfang Yu Zhiwei Zhang Yining Huang Jingjing Ding Haihong Chen Feng Chen Professional identity among forensic medicine students: a cross-sectional study in Jiangsu Province, East China BMC Medical Education Forensic medicine students Professional identity Influencing factors Learning engagement Academic achievement |
| title | Professional identity among forensic medicine students: a cross-sectional study in Jiangsu Province, East China |
| title_full | Professional identity among forensic medicine students: a cross-sectional study in Jiangsu Province, East China |
| title_fullStr | Professional identity among forensic medicine students: a cross-sectional study in Jiangsu Province, East China |
| title_full_unstemmed | Professional identity among forensic medicine students: a cross-sectional study in Jiangsu Province, East China |
| title_short | Professional identity among forensic medicine students: a cross-sectional study in Jiangsu Province, East China |
| title_sort | professional identity among forensic medicine students a cross sectional study in jiangsu province east china |
| topic | Forensic medicine students Professional identity Influencing factors Learning engagement Academic achievement |
| url | https://doi.org/10.1186/s12909-025-07387-1 |
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