DOI: 10.5064/f6luhapl
title: Data for: How Pre-Medical Scribing Shapes Medical Student Experience and Professional Identity

description: &lt;h3&gt; Project Overview&lt;/h3&gt; 
&lt;p&gt;This project evaluates the impact of pre-medical experiences, 
particularly medical scribing and assisting, on medical students’ learning, 
professional identity formation, and overall success. As medical knowledge 
rapidly expands, students face increasing pressure to develop competency 
beyond standardized test performance. Traditional pre-medical 
requirements, rooted in the 1910 Flexner Report, have remained largely 
unchanged, focusing heavily on the sciences, while often overlooking 
essential skills such as communication, experiential learning, and research 
evaluation. With many students now entering medical school with clinical 
exposure through scribing or assisting, this study examines how these 
experiences influence confidence, competency, and professional 
development.&lt;/p&gt;
description: &lt;h3&gt; Data and Data Collection Overview&lt;/h3&gt; 
&lt;p&gt;This study collected data through surveys, academic performance 
metrics, and qualitative reflections to assess the impact of pre-medical 
scribing and assisting on medical students’ learning and professional 
identity formation.&lt;/p&gt;
&lt;p&gt;The survey was conducted online in 2020 and distributed to first- and 
second-year medical students from three campuses of a multi-campus 
medical school, targeting those with and without prior scribing or assisting 
experience. A total of 244 students participated, providing self-reported 
data on confidence, competency, and perceptions of preparedness. 
Academic performance data, including standardized test scores, course 
evaluations, and clinical performance assessments, were analyzed to 
identify correlations between pre-medical experience and medical school 
success. These measures were obtained from office of medical education at 
the main campus of the medical school and are not eligible for further 
sharing.&lt;/p&gt;
&lt;p&gt;Additionally, qualitative reflections from students were collected 
through open-ended survey responses and focus groups, offering deeper 
insights into how scribing and assisting shaped their professional 
development. These combined data sources provide a comprehensive 
assessment of how pre-medical clinical exposure influences medical training
outcomes and deepened the researchers understanding of the survey 
responses. These data were not authorized for sharing&lt;/p&gt;
description: &lt;h3&gt; Shared Data Organization&lt;/h3&gt; 
&lt;p&gt;The data file shared here consists of the responses to a researcher-
designed survey (Part 1) and the responses to a standardized professional 
identity survey called Professional Self Identity Questionnaire (PSIQ). To 
find a way to match responses from each participant in both surveys 
without collecting personally identifiable information, a unique code was 
developed for each respondent. In the researcher-designed survey (Part 1), 
this code is recorded in column K (Question #26) and in the Professionalism
ID survey (Part 2), the code is recorded in column J (Question 37).
The documentation files shared consist of the original informed consent 
used, the survey questionnaire, this Data Narrative and an administrative 
README file.&lt;/p&gt;
description: Qualtrics
description: License changed from QDR Standard Access to CC BY 4.0 on depositor's request.