Objective: This paper describes the patterns of professional identity development (PID) among
medical graduates of a SPICES (i.e., Student-centred/teacher-centred; Problem-based/information
gathering; Integrated/discipline-based; Community based; Elective/uniform; and Systematic/
apprenticeship-based) curriculum implemented by the School of Medical Sciences, Universiti Sains
Malaysia (USM). Methods: The phenomenological study design evaluated 50 medical graduates of
USM who underwent housemanship at government hospitals in the Peninsular of Malaysia. Focus
group interviews (FGI) were conducted to explore and capture the experience of the participants
in relation to PID during medical training. Eight FGI sessions were conducted at a specific place
as agreed by both researchers and participants. A thematic analysis technique assisted by Atlas.ti
software was used to analyse the qualitative data. Results: The thematic analysis revealed that there
were two themes: self-development and professional development. The self-development theme was
represented by four categories: self-confidence, internal and external motivation, communication skills,
and problem solving. The professional development theme was represented by five categories: social
adjustment, leadership skills and management, team work, hands-on skills, and creativity. Conclusion:
The formation of professional identity among USM medical graduates was related to self-development
and professional development. This suggests that the USM medical curriculum is vital in shaping
professionalism attributes among its medical graduates that are balanced among knowledge, skills,
behaviours and values. Producing balanced medical graduates will ensure the highest quality of
healthcare sevices provided to the country. The implications of this study and recommendations are
discussed.