Introduction: Professional identity refers to an individual's understanding of themselves as a member of a particular profession. Its formation is the result of the interaction of various factors that together influence the development of an individual's professional identity. Among radiographers, professional identity is associated not only with acquired professional knowledge, but also with personal identity and the way individuals perceive themselves in relation to patients, colleagues and other healthcare professionals. Purpose: The purpose of this study was to examine the professional identity of radiography students. We aimed to determine how professional identity develops during the course of study and which factors are associated with it. Methods: A quantitative study was conducted using a survey questionnaire among undergraduate and postgraduate radiography students at the Faculty of Health Sciences, University of Ljubljana. Professional identity was measured using the MCPIS-9 scale, while the dimensions of professional identity development were examined using the PIFFS scale. The data were analyzed using descriptive statistics and appropriate statistical tests to examine differences and associations between variables. Results: On average, students expressed a high level of professional identity (M = 4.18; SD = 0.48), indicating a positive identification with the profession of radiographer. The results showed that professional identity was associated with the dimensions of professional identity development, particularly knowledge of professional practices, experience with the profession, professional role models, preference for a particular profession and professional self-efficacy. Individual differences were observed in relation to selected demographic and other factors. However, these factors do not fully explain the development of professional identity. Discussion and conclusion: The findings indicate that radiography students have a well-developed professional identity, which is encouraging for their further professional development. Professional identity is not formed solely based on theoretical knowledge, but also through practical experience, contact with the clinical environment and positive professional role models. Therefore, it is important that the study programme provides students with sufficient opportunities to become familiar with the real work of radiographers, strengthen their self-confidence and reflect on their future professional role.
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