Citations (68)
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Gila Yakov, Arieh Riskin & Anath A. Flugelman. (2021) Mechanisms involved in the formation of professional identity by medical students. Medical Teacher 43:4, pages 428-438.
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Yun Ting Ong, Cheryl Shumin Kow, Yao Hao Teo, Lorraine Hui En Tan, Ahmad Bin Hanifah Marican Abdurrahman, Nicholas Wei Sheng Quek, Kishore Prakash, Clarissa Wei Shuen Cheong, Xiu Hui Tan, Wei Qiang Lim, Jiaxuan Wu, Laura Hui Shuen Tan, Kuang Teck Tay, Annelissa Chin, Ying Pin Toh, Stephen Mason & Lalit Kumar Radha Krishna. (2020) Nurturing professionalism in medical schools. A systematic scoping review of training curricula between 1990–2019. Medical Teacher 42:6, pages 636-649.
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Robyn Preston, Monica Gratani, Kimberley Owens, Poornima Roche, Monika Zimanyi & Bunmi Malau-Aduli. (2020) Exploring the Impact of Assessment on Medical Students’ Learning. Assessment & Evaluation in Higher Education 45:1, pages 109-124.
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Catherine L. Grus, David Shen-Miller, Suzanne H. Lease, Sue C. Jacobs, Kimberly E. Bodner, Kristi S. Van Sickle, Jennifer Veilleux & Nadine J. Kaslow. (2018) Professionalism: A Competency Cluster Whose Time Has Come. Ethics & Behavior 28:6, pages 450-464.
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Neil Howie. (2017) Continuing professional development for Physician Associates in primary care. Education for Primary Care 28:4, pages 197-200.
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Mohamed Mostafa Al-Eraky. (2015) Twelve Tips for teaching medical professionalism at all levels of medical education. Medical Teacher 37:11, pages 1018-1025.
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B. Harmse$suffix/text()$suffix/text() & I. Retief$suffix/text()$suffix/text(). (2015) Striving for excellence: investigating the practical aspects of dietetic practice. South African Journal of Clinical Nutrition 28:2, pages 89-91.
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Johanna Schönrock-Adema, Mirabelle A. Schaub-De Jong & Janke Cohen-Schotanus. (2013) The development and validation of a short form of the STERLinG: A practical, valid and reliable tool to evaluate teacher competencies to encourage reflective learning. Medical Teacher 35:10, pages 864-866.
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Sandra Grace & Franziska Trede. (2013) Developing professionalism in physiotherapy and dietetics students in professional entry courses. Studies in Higher Education 38:6, pages 793-806.
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Mathew Todres, Zoi Tsimtsiou, Kalwant Sidhu, Anne Stephenson & Roger Jones. (2012) Medical students’ perceptions of the factors influencing their academic performance: An exploratory interview study with high-achieving and re-sitting medical students. Medical Teacher 34:5, pages e325-e331.
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Pirashanthie Vivekananda-Schmidt, Michelle Marshall, Patsy Stark, Jean Mckendree, John Sandars & Sarah Smithson. (2011) Lessons from medical students’ perceptions of learning reflective skills: A multi-institutional study. Medical Teacher 33:10, pages 846-850.
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Amanda Howe, Susan Miles, Sarah Wright & Sam Leinster. (2010) Putting theory into practice – A case study in one UK medical school of the nature and extent of unprofessional behaviour over a 6-year period. Medical Teacher 32:10, pages 837-844.
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JorgeG. Ruiz, SyedaS. Qadri, Marina Karides, Carmen Castillo, Marcos Milanez & BernardA. Roos. (2009) Fellows' Perceptions of a Mandatory Reflective Electronic Portfolio in a Geriatric Medicine Fellowship Program. Educational Gerontology 35:7, pages 634-652.
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DeanD. VonDras, Diane Flittner, SylviaA. Malcore & Gregory Pouliot. (2009) Workplace Stress and Ethical Challenges Experienced by Nursing Staff in a Nursing Home. Educational Gerontology 35:4, pages 323-341.
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EugeneC. Toy, KonradP. Harms, RobertK. Morris$suffix/text()$suffix/text(), JeanéR. Simmons, AlanL. Kaplan & AllisonR. Ownby. (2009) The Effect of Monthly Resident Reflection on Achieving Rotation Goals. Teaching and Learning in Medicine 21:1, pages 15-19.
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Thanakorn Jirasevijinda & Daniel Richards. (2008) Using videotaped objective structured clinical examination as a tool for reflection on communication skills. Journal of Communication in Healthcare 1:1, pages 51-67.
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Articles from other publishers (52)
Wayne Shelton, Sara Silberstein, Lisa Campo-Engelstein, Henry Pohl, James Desemone & Liva H. Jacoby. (2023) Educational opportunities about ethics and professionalism in the clinical environment: surveys of 3rd year medical students to understand and address elements of the hidden curriculum. International Journal of Ethics Education 8:2, pages 351-372.
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Fatemeh Keshmiri & Mehdi Raadabadi. (2023) Perception and engagement in unprofessional behaviors of medical students and residents: a mixed-method study. BMC Primary Care 24:1.
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Justina Or & Elizabeth Golba. (2023) A Correlational Study on Reflective Capacity and Ethical Engagement in Adult Learners of Health Professions. Adult Learning, pages 104515952311782.
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Diana Toubassi, Carly Schenker, Michael Roberts & Milena Forte. (2022) Professional identity formation: linking meaning to well-being. Advances in Health Sciences Education 28:1, pages 305-318.
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Fatemeh Keshmiri & Mehdi Raadabadi. (2022) Assessment of safety attitudes, professionalism and exploration of medical students’ experiences. BMC Medical Education 22:1.
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Sayaka Oikawa, Junko Iida, Yasunobu Ito & Hiroshi Nishigori. (2022) Cultivating cultural awareness among medical educators by integrating cultural anthropology in faculty development: an action research study. BMC Medical Education 22:1.
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Ryuichi Ohta & Chiaki Sano. (2022) Bedside Teaching in Rural Family Medicine Education in Japan. International Journal of Environmental Research and Public Health 19:11, pages 6807.
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Ryuichi Ohta & Chiaki Sano. (2022) Reflection in Rural Family Medicine Education. International Journal of Environmental Research and Public Health 19:9, pages 5137.
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Savitha D, Taniya Anto & Sejil TV. (2021) Introducing reflective narrative for first-year medical students to promote empathy as an integral part of physiology curriculum. Advances in Physiology Education 45:2, pages 207-216.
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Arieh Riskin, Gila Yakov & Anath A. Flugelman. (2020) Group Mentoring for Junior Medical Students—the Mentor in the Reflection Cycle. Medical Science Educator 31:1, pages 137-145.
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Elisa Bindels, Christel Verberg, Albert Scherpbier, Sylvia Heeneman & Kiki Lombarts. (2018) Reflection revisited: how physicians conceptualize and experience reflection in professional practice – a qualitative study. BMC Medical Education 18:1.
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Leslie A. Hoffman, Rakesh Mehta, T. Robert Vu & Richard M. Frankel. (2017) Experiences of Female and Male Medical Students With Death, Dying, and Palliative Care: One Size Does Not Fit All. American Journal of Hospice and Palliative Medicine® 35:6, pages 852-857.
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Takayo Tada, Paul Moritoshi, Kanae Sato, Takayo Kawakami & Yuko Kawakami. (2018) Effect of Simulated Patient Practice on the Self-Efficacy of Japanese Undergraduate Dietitians in Nutrition Care Process Skills. Journal of Nutrition Education and Behavior 50:6, pages 610-619.
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Kirsty Foster & Chris Roberts. (2016) The Heroic and the Villainous: a qualitative study characterising the role models that shaped senior doctors’ professional identity. BMC Medical Education 16:1.
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Christine Jorm, Chris Roberts, Renee Lim, Josephine Roper, Clare Skinner, Jeremy Robertson, Stacey Gentilcore & Adam Osomanski. (2016) A large-scale mass casualty simulation to develop the non-technical skills medical students require for collaborative teamwork. BMC Medical Education 16:1.
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Leslie A. HoffmanRonald L. ShewT. Robert VuJames J. BrokawRichard M. Frankel. (2016) Is Reflective Ability Associated With Professionalism Lapses During Medical School?. Academic Medicine 91:6, pages 853-857.
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Cherie Tsingos-Lucas, Sinthia Bosnic-Anticevich, Carl R. Schneider & Lorraine Smith. (2016) The Effect of Reflective Activities on Reflective Thinking Ability in an Undergraduate Pharmacy Curriculum. American Journal of Pharmaceutical Education 80:4, pages 65.
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Teresa H. Truong, Amber R. Myers & Becky L. Armor. (2016) Using reflection to evaluate student learning in ambulatory care IPPEs. Currents in Pharmacy Teaching and Learning 8:3, pages 332-338.
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Grace W Irimu, Alexandra Greene, David Gathara, Harrison Kihara, Christopher Maina, Dorothy Mbori-Ngacha, Dejan Zurovac, Migiro Santau, Jim Todd & Mike English. (2014) Explaining the uptake of paediatric guidelines in a Kenyan tertiary hospital – mixed methods research. BMC Health Services Research 14:1.
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Teresa Truong, Becky L. Armor & Heather D. Edwards. (2014) Student insight on the value of performing medication histories independently in a live outpatient setting. Currents in Pharmacy Teaching and Learning 6:3, pages 359-366.
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Christine M. Spampinato, Christopher M. Wittich, Thomas J. Beckman, Stephen S. Cha & Wojciech Pawlina. (2013) “Safe Harbor”: Evaluation of a professionalism case discussion intervention for the gross anatomy course. Anatomical Sciences Education 7:3, pages 191-198.
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Elizabeth C. Bernabeo, Siddharta G. Reddy, Shiphra Ginsburg & Eric S. Holmboe. (2014) Professionalism and Maintenance of Certification: Using Vignettes Describing Interpersonal Dilemmas to Stimulate Reflection and Learning. Journal of Continuing Education in the Health Professions 34:2, pages 112-122.
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Costanza Preti & Graham F. Welch. (2013) Professional identities and motivations of musicians playing in healthcare settings: Cross-cultural evidence from UK and Italy. Musicae Scientiae 17:4, pages 359-375.
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Liz H. Mossop & Kate Cobb. (2013) Teaching and Assessing Veterinary Professionalism. Journal of Veterinary Medical Education 40:3, pages 223-232.
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Doreen J. Bartlett, S. Deborah Lucy, Leslie Bisbee & Angela Conti-Becker. (2009) Understanding the Professional Socialization of Canadian Physical Therapy Students: A Qualitative Investigation. Physiotherapy Canada 61:1, pages 15-25.
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