Graduated Identity Development Process of Colleges under Praboromaratchanok Institute Jurisdiction, Ministry of Public Health

Abstract

This main objective of this research was to explore development process for identity development of graduates from Praboromaratchanok Institute. The mixed method design, a combination of research and analysis of both qualitative and quantitative data, was employed. Qualitative method was used to study graduated identity and developing process of graduated identity by group discussions and interviews; and the quantitative research was used to study the opinions of graduated users/teamwork/supervisor towards the graduate identity, and to validate the qualitative data analysis. The 187 participants for the qualitative research consisted of administrators, faculty lecturers, clinical mentors in practical training field, and fourth year students. Quantitative research samples were 370 graduated from colleges under the Praboromarajchanok Institute, academic year 2015. Quantitative research tools was a questionnaire with 5 likert scale with 0.87 Chronbach’s alpha coefficient. Data were analyzed by descriptive statistics: percentage, mean, and standard deviation. The research showed that graduate identity of the colleges under the Praboromarajchanok Institute was “humanized care”. This was composed of 3 elements: service mind (S), analytical thinking (A), and behavior lead to patients’ participation (P). The overall score was at good level. For the process of identity development, there were the top 5 main processes which included: (1) instructor as a role model, (2) teaching and learning method of small group (more often were reflection and case study), (3) family like system in the colleges, (4) integration between teaching learning and activities outside classroom to support learning, and (5) organization policy. Moreover, it was found that the graduates’ identity was in line with the core value of Ministry of Public Health (M O P H). The learning environment was opened and healthy; and the teaching and learning process facilitated transformative learning.