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Professional identity, Professionalism, Medical students, Social Identification, Model, Introduction Professional identity formation in medical students, as the most important goal of medical education, and the path to the realization of professionalism ( 1, ), has been the focus of researchers in this field for about two decades. In this regard, many conceptual models and frameworks have been developed, and efforts have been made to determine the nature and components of professional identity, how it is formed, and the factors influencing its formation ( 2, - 16, ). Although these studies have played an important role in identifying the complex concept of professional identity, and suggesting several educational interventions to facilitate its formation, professionalism, as the main expected outcome of these interventions, has not yet been revealed.Perhaps the cause of these failures can be found in the special features of this process, which are mentioned below, &,bull The professional identity formation is a complex and multi-layered process that requires the internalization of a wide range of values, behaviors, and perceptions that are often implicit, and formed through authentic work experiences sub-consciously ( 17, , 18, ). &,bull This process occurs simultaneously both at the individual level (psychological adaptation) and at the collective level (achieving acceptance and full participation in the professional community) ( 9, ), and therefore, unlike its visible external dimensions, examining and measuring the internal dimensions are not an easy task. &,bull Personal identity is the foundation of professional identity ( 19, ), and based on the Kegan model, individuals are not the same in terms of the stages of social maturity ( 20, ) therefore, the speed and ease of professional socialization process, and identity formation will be different in peers. &,bull The influence of uncontrollable factors such as genetics, gender, and age on the process of socialization and the formation of professional identity ( 21, ), causes people to show different perceptions, and reactions in the face of the same experiences. &,bull Several psychological factors affect how a professional identity develops, and it is not clear that how the desired image of professional- self in the future can affect professional identity development ( 17, ). &,bull Perceived incompatibility between personal identity, and the stereotypical characteristics of members of the profession may weaken people&apos,s understanding of the practicality of the career path and the motivation to pursue it ( 22, , 23, ). Given these complexities, it is not possible to propose effective interventions without a deep and comprehensive understanding of this process. The more accurate the understanding of this process, the more effective the proposed interventions will be.In this regard, in our previous study, we proposed an analytic definition of professional socialization ( 24, ), as a fundamental process through which the professional identity of medical students is formed.According to this definition, professional socialization is a non-linear, continuous, interactive, personal and psychosocial process that is formed through the internalization of the specific culture of the professional community and its main outcome is the formation of professional identity ( 24, ). In the next step, it is necessary to identify the dimensions and components of the concept of professional identity, and to propose a conceptual model for it as a basis for monitoring the development of its components during the socialization process.Although there are several conceptual models about professional identity in the literature, each of them often deals with only one dimension of this concept and from a specific perspective.Therefore, the purpose of the present study is designing a comprehensive static structural model for professional identity. By identifying the components and subcomponents of this concept, it is possible to follow how they evolve in the process of socialization, and as a result, opportunity to intervene and facilitate the formation of a desirable professional identity of medical students would be possible.Methods In this study, a theory or model construction method was used to synthesize a comprehensive static structural model for professional identity for medical students. In this regard, Walker and Avant approach to model synthesis was followed. According to Walker and Avant ( 25, ), the following three steps was used to synthesize the model,Step 1, &,ldquo Specifying focal concepts to serve as anchors for the synthesized theory&,rdquo .The theorist must first choose the subject to synthesize the theory, and to do this, s/he defines a focal concept and moves from the focal concept to other related concepts. In this stage of the study, the phrase &,ldquo professional identity formation&,rdquo was selected as a focal concept. Step 2, &,ldquo Reviewing literature to identify factors related to the focal concepts and to specify the nature of relationships&,rdquo ,In the next step, a detailed search and review of the literature until 2017, in the main databases, EBSCO CINAHL scientific databases EBSCO CINAHL, Web of Science, Eric, Pub Med, Scopus, and Google Scholar was performed to achieve existing conceptual models and frameworks related to the focal concept of &,ldquo professional identity formation&,rdquo .Only articles containing a conceptual model or framework, published in English, and with free access to the entire article were included in the review, and quantitative or experimental articles were excluded. In this way, we reached 9 conceptual models which were carefully examined.Step 3, &,ldquo Organizing concepts and statements into an integrated and efficient representation of the phenomena of interest.&,rdquo After collecting data from different information sources, the theorist should depict the complex relationships between the concepts related to the phenomenon of interest, and organize the general pattern of relationships between them ( 25, ).One of the mechanisms for developing a theory or theoretical framework is the collapse of several very similar concepts into a more comprehensive summary concept ( 25, ), then placing more relevant concepts in the main &,ldquo blocks&,rdquo , and finally determining their interrelationships.In this way, the concepts obtained from the previous steps as fragmented knowledge were integrated into a comprehensive model.ResultsIn the first step of the study, the concept of &,ldquo professional identity formation&,rdquo was selected as the focal concept of interest. While many studies have been published on professional identity formation, none of them has addressed the structure and components of this concept through a comprehensive approach. It seems necessary to identify the components and elements of professional identity as the first step to draw a detailed roadmap to monitor how these elements evolve during the process of socialization and management.In the second step, 9 conceptual models obtained from this search were carefully examined in terms of the type and focus of the model, and the proposed results in relation to the concepts of &,ldquo professional identity formation&,rdquo (Table 1,) then, the key concepts and components of each model in relation to &,ldquo professional identity formation&,rdquo were extracted (Table 2,). In the third step, similar concepts were categorized into two main dimensions, psychosocial and social. Then, by in-depth study of the concepts of each dimension and the relevant literature, during a precise intellectual inductive process, the concepts of each dimension were divided into subgroups, the more relevant concepts being organized as defined ",blocks", and their interrelationships being determined (Table 3,). It is worth noting that the idea for part of this division (prospective and normative subcomponents of affective realm) stemmed from Kelchtermans&apos, proposed concepts for teacher&apos,s professional development ( 26, ). Thereupon, the comprehensive model of Psychosocial Model of professional Identity (PMPI) was developed ( Figure1,).Title First author/ Year of publicationKind of modelFocus of modelOutcomesExploring the transition of undergraduate medical students into a clinical clerkship using organizational socialization theoryAtherley, A.E./2016 ( 14, )Descriptive- prescriptiveThe process of transition to clinical trainingDescribing the factors influencing this process and proposing recommendations to facilitate itThe professionalization of medical students, A longitudinal analysis of professional identity formation and professionalism perceptions in second and third year medical studentsByram, J.N./ 2017 ( 16, )Descriptive- normativeThe process of professional identity formation &,amp medical students&apos, perceptions of professionalism and its impact on their professional identity formationMain themes of Professional Identity Formation, (1) Connecting to Image of Medicine, (2) Exploring Self in Medicine, (3) Embodying Role in Medicine, (4) Exploring Specialty Choice, and (5) Internalizing of Professional Values and CharacteristicsA schematic representation of the professional identity formation and socialization of medical students and residents, A guide for medical educatorsCruess, R. L./2015 ( 11, )Explanatory/CausalFactors influencing professional identity formation, emphasizing the role of faculty &,amp active role of studentDescribing various elements of socialization process (Knowledge AcquisitionExplaining the mechanisms |