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Medical Teacher Volume 40, 2018 - Issue 11: BEST PRACTICE FOR ASSESSMENT
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Articles

Medical students’ professional identity development from being actors in an objective structured teaching exercise

Jehanne De GrassetInstitute of Primary Care, Geneva University Hospitals, Genève, Switzerland; View further author information
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Marie-Claude AudetatInstitute of Primary Care, Geneva University Hospitals, Genève, Switzerland; ;Unit of Development and Research in Medical Education, Faculty of Medicine, University of Geneva, Genève, SwitzerlandView further author information
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Nadia BajwaInstitute of Primary Care, Geneva University Hospitals, Genève, Switzerland; ;Unit of Development and Research in Medical Education, Faculty of Medicine, University of Geneva, Genève, SwitzerlandORCID Iconhttp://orcid.org/0000-0002-1445-4594View further author information
ORCID Icon,
Nicole JastrowInstitute of Primary Care, Geneva University Hospitals, Genève, Switzerland; View further author information
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Hélène Richard-LepourielInstitute of Primary Care, Geneva University Hospitals, Genève, Switzerland; View further author information
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Mathieu NendazInstitute of Primary Care, Geneva University Hospitals, Genève, Switzerland; ;Unit of Development and Research in Medical Education, Faculty of Medicine, University of Geneva, Genève, SwitzerlandView further author information
&
Noelle Junod PerronInstitute of Primary Care, Geneva University Hospitals, Genève, Switzerland; ;Unit of Development and Research in Medical Education, Faculty of Medicine, University of Geneva, Genève, SwitzerlandCorrespondence[email protected]
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Pages 1151-1158 | Published online: 22 Apr 2018

Citations (7)

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Read on this site (3)

Hannah G. Kay, Margaret Rose Mahoney & Roger A. Edwards. (2023) The Objective Structured Teaching Encounter (OSTE) in health professions education: A systematic review. Medical Teacher 45:8, pages 893-905.
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H. Richard-Lepouriel, N. Bajwa, J. de Grasset, M.C Audétat, M. Dominicé Dao, N. Jastrow, M. Nendaz & N. Junod Perron. (2020) Medical students as feedback assessors in a faculty development program: Implications for the future. Medical Teacher 42:5, pages 536-542.
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Ronald M. Harden & Pat Lilley. (2018) Best practice for assessment. Medical Teacher 40:11, pages 1088-1090.
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Articles from other publishers (4)

Mathieu Nendaz. (2023) Apprentissage entre pairs : enseigner aux étudiants en médecine à enseigner. Pédagogie Médicale 24:2, pages 129-133.
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Naike Bochatay, Nadia M. Bajwa, Mindy Ju, Nital P. Appelbaum & Sandrijn M. van Schaik. (2021) Towards equitable learning environments for medical education: Bias and the intersection of social identities. Medical Education 56:1, pages 82-90.
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Shiva Sarraf-Yazdi, Yao Neng Teo, Ashley Ern Hui How, Yao Hao Teo, Sherill Goh, Cheryl Shumin Kow, Wei Yi Lam, Ruth Si Man Wong, Haziratul Zakirah Binte Ghazali, Sarah-Kei Lauw, Javier Rui Ming Tan, Ryan Bing Qian Lee, Yun Ting Ong, Natalie Pei Xin Chan, Clarissa Wei Shuen Cheong, Nur Haidah Ahmad Kamal, Alexia Sze Inn Lee, Lorraine Hui En Tan, Annelissa Mien Chew Chin, Min Chiam & Lalit Kumar Radha Krishna. (2021) A Scoping Review of Professional Identity Formation in Undergraduate Medical Education. Journal of General Internal Medicine 36:11, pages 3511-3521.
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Tasha R. Wyatt, Dorene Balmer, Nicole Rockich‐Winston, Candace J. Chow, Joslyn Richards & Zareen Zaidi. (2020) ‘Whispers and shadows’: A critical review of the professional identity literature with respect to minority physicians. Medical Education 55:2, pages 148-158.
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