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Professional identity stages: Evolution of expectations of academic challenges throughout the career program

Abstract:

The objective of the present study was to contrast the professional identity from different cohorts based on the expectations, preferences, and achievements that students rank on academic challenges. The method used was quantitative, descriptive, and cross-sectional. A comparative cohort method was selected. The Professional Identity Stages Questionnaire was applied to 1,583 students from four generations to measure the stages of self-knowledge, related relationships, professional conceptualization, and conscious change. Significant evolution was observed on the students in the last year in three of the stages. First-year students need to reinforce their vocation and interests, while older students prefer challenges associated with their profession. In conclusion, the present study showed that there were differences in identity between students from different cohorts. Students change their expectations on various academic experiences while they advance in their education.