ABSTRACT
This chapter illustrates the relationship between attainment and identity development in student health and social care professionals. Many of the desired outcomes are less tangible and might be termed soft outcomes including the development of reflective skills, problem-solving skills and judgment, which are wholly appropriate, particularly in health and social care professions. The chapter draws reflexively on author's personal experiences from three different perspectives: as a student physiotherapist resistant to being shaped; as an academic responsible for shaping others with professional aspirations; and as a researcher curious to understand the dynamics of the process. Research by Trede suggests that at the end of their programmes student physiotherapists and dietitians are socialized to professional hierarchies, including mimicking the professional behaviour of lecturers and clinical educators without question. Dearnley and Matthew suggests that in higher education, successful outcomes are typically measured in terms of student attrition, academic attainment, practice development and motivation to study.
