Background: Professional identity formation (PIF) in medical education is a complex and transformative process that aims to enable students to meet the expectations of medical integrity and societal responsibility. It involves the acquisition of necessary competencies and the development of a professional identity. Teaching this aspect remains challenging – even in competency-based curricula. Methods such as portfolios, reflective writing, and coaching are used to promote long-term identity development and awareness of the physician’s role. Project description: In 2012, a longitudinal track titled “Professional Identity Formation” (PIF) was established at the University of Oldenburg, modelled on a program at its partner institution in Groningen. Early student evaluations indicated that the relevance of this track was often questioned – particularly in the early years of study. As a result, a substantial reform was implemented in the winter semester 2021/22. Current evaluation results show increased acceptance: 74% of surveyed students (n=203) now consider PIF to be well integrated into the overall curriculum. Nonetheless, the success of the program still strongly depends on the engagement and quality of the assigned tutors. Conclusion: Competency-based support for professional identity formation is a challenging endeavour that depends not only on the structural and didactic design of the curriculum but also on students’ willingness to engage with reflective methods and topics. The implementation of the program by tutors – despite extensive training – remains a critical but hard-to-control factor. However, the effectiveness of the PIF track depends heavily on these instructors.
Gehlhar et al. (2026) studied this question.