Citations (183)
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Chiraag Thakrar Karia, Elizabeth Anderson, Annette Burgess & Sue Carr. (2024) Peer teacher training develops “lifelong skills”. Medical Teacher 46:3, pages 373-379.
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Anita Fitzgerald, Sharon Konrad, Belinda Daughrity & Lei Sun. (2024) Healthcare students’ perceptions of professional identity and program support. Studies in Higher Education 49:2, pages 325-335.
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Abdullah A. Alshehri, Ali M. K. Hindi, Ejaz Cheema, M. Sayeed Haque, Zahraa Jalal & Asma Yahyouche. (2023) Integration of pharmacist independent prescribers into general practice: a mixed-methods study of pharmacists’ and patients’ views. Journal of Pharmaceutical Policy and Practice 16:1.
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Mikio Hayashi, Raoul Breugelmans & Katsumi Nishiya. (2023) Identity conflicts of student affairs officers in a medical university. Medical Education Online 28:1.
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Joanna Peart, Nele R. Michels, Karena Hanley, Cian Dolan, Julie Luyckx, Valerie Tanghe, Emma Peeters, Milda Burneikaite, Sonata Varvuolyte, Vesna Homar, Lucija Galič, Kamala Klobučar Kragelj, Geoff McCoombe & Nynke Scherpbier. (2023) What influences on their professional development do general practice trainees report from their hospital placements? A qualitative study. European Journal of General Practice 29:1.
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Michelle McLean, Arjun Khaira & Charlotte Alexander. (2023) Symbols and rituals are alive and well in clinical practice in Australia: Perspectives from a longitudinal qualitative professional identity study. Medical Teacher 45:12, pages 1425-1430.
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P. Lusk, T. Ark, R. Crowe, V. Monson, L. Altshuler, V. Harnik, L. Buckvar-Keltz, M. Poag, P. Belluomini & A. Kalet. (2023) Measuring the development of a medical professional identity through medical school. Medical Teacher 0:0, pages 1-7.
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Karen E. Hauer, Anna Chang, Sandrijn M. van Schaik, Catherine Lucey, Tami Cowell & Arianne Teherani. (2023) “It’s All About the Trust And Building A Foundation:” Evaluation of a Longitudinal Medical Student Coaching Program. Teaching and Learning in Medicine 35:5, pages 550-564.
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Julianne Stout, Aletha Stahl & J. Dennis Fortenberry. (2023) Developing medical professionalism in care of gender nonconforming patients: Reflections of second-year medical students after a curricular experience with gender nonconforming people and allies. Medical Teacher 45:9, pages 984-990.
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Fabrizio Consorti & Giacomo Consorti. (2023) Elements and Determinants of Professional Identity During the Pandemic: A Hermeneutic Qualitative Study. Teaching and Learning in Medicine 35:4, pages 422-435.
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Kevin C. McMains, Abigail Konopasky, Steven J. Durning & Holly S. Meyer. (2023) Do All Roads Lead to Full Participation? Examining Trajectories of Clinical Educators in Graduate Medical Education through Situated Learning Theory. Teaching and Learning in Medicine 0:0, pages 1-11.
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Don Vinson, Harley-Jean Simpson & Andrew Cale. (2023) ‘I felt I’d lost myself – not really knowing who I was’: coach developer learning as negotiating identity through engagement, imagination and alignment. Sport, Education and Society 28:5, pages 536-552.
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Annemarie Moll-Jongerius, Kirsten Langeveld, Wing Tong, Tahir Masud, Anneke W.M. Kramer & Wilco P. Achterberg. (2023) Professional identity formation of medical students in relation to the care of older persons: a review of the literature. Gerontology & Geriatrics Education 0:0, pages 1-14.
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Daniel T. Kim, Megan K. Applewhite & Wayne Shelton. (2023) Professional Identity Formation in Medical Education: Some Virtue-Based Insights. Teaching and Learning in Medicine 0:0, pages 1-11.
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Pieter C. Barnhoorn, Vera Nierkens, Mattijs E. Numans, Yvonne Steinert & Walther N. K. A. van Mook. (2023) “What kind of doctor do you want to become?”: Clinical supervisors’ perceptions of their roles in the professional identity formation of General Practice residents. Medical Teacher 45:5, pages 485-491.
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Rosalyn B. Foo & Heather J. Green. (2023) Investigating professional identity formation of postgraduate clinical psychology students. Australian Psychologist 58:3, pages 198-208.
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Gloria Dall’Alba. (2023) Toward responsive attunement as health professionals. Studies in Continuing Education 0:0, pages 1-18.
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Jennifer M. Klasen, Zoe Schoenbaechler, Bryce J. M. Bogie, Andrea Meienberg, Christian Nickel, Roland Bingisser & Kori LaDonna. (2022) Medical students’ perceptions of learning and working on the COVID-19 frontlines: ‘… a confirmation that I am in the right place professionally’. Medical Education Online 27:1.
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Angela Wood, Jodie Copley, Anne Hill & Neil Cottrell. (2022) Interprofessional identity in clinicians: A scoping review. Journal of Interprofessional Care 0:0, pages 1-12.
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L. Jones, D. Fowler, A. Bialocerkowski & N. Sheeran. (2022) Learning how to work in an interprofessional environment: how students transition to allied health professionals working interprofessionally. Journal of Interprofessional Care 36:3, pages 419-427.
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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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D.P. Perera & K. Mohanna. (2021) General practice is “different”: a qualitative study of adaptation experiences of East Staffordshire general practice speciality trainees. Education for Primary Care 32:1, pages 34-42.
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Ellen Stuart, Daire O’Leary, Roberta Rowntree, Cornelia Carey, Linda O’Rourke, Emer O’Brien, Aisling Walsh & Vincent Russell. (2020) ‘Challenges in experiential learning during transition to clinical practice: A comparative analysis of reflective writing assignments during general practice, paediatrics and psychiatry clerkships’. Medical Teacher 42:11, pages 1275-1282.
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Nadia M. Bajwa, Jehanne De Grasset, Marie-Claude Audétat, Nicole Jastrow, Hélène Richard-Lepouriel, Melissa Dominicé Dao, Mathieu R. Nendaz & Noëlle Junod Perron. (2020) Training junior faculty to become clinical teachers: The value of personalized coaching. Medical Teacher 42:6, pages 663-672.
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Sjoukje van den Broek, Sophie Querido, Marjo Wijnen-Meijer, Marijke van Dijk & Olle ten Cate. (2020) Social Identification with the Medical Profession in the Transition from Student to Practitioner. Teaching and Learning in Medicine 32:3, pages 271-281.
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R Tong, M. Brewer, H. Flavell & L. D. Roberts. (2020) Professional and interprofessional identities: a scoping review. Journal of Interprofessional Care 0:0, pages 1-9.
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Jyh-Gang Hsieh, Li-Chuan Kuo & Ying-Wei Wang. (2019) Learning medical professionalism – the application of appreciative inquiry and social media. Medical Education Online 24:1.
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Mireille Stelwagen, Alvin Westmaas, Anne Van Kempen & Fedde Scheele. Rebalancing of professional identity roles in an integrated maternity and neonatal care setting designed to increase parent autonomy: a qualitative study among health professionals. Journal of Interprofessional Care 0:0, pages 1-9.
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Stefanie Reissner & Elizabeth Armitage-Chan. Manifestations of professional identity work: an integrative review of research in professional identity formation. Studies in Higher Education 0:0, pages 1-16.
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Maria Liljeholm Bång, Ola Lindberg, Oscar Rantatalo & Sara Lilliehorn. The mismatch between teaching and assessing professionalism: a practice architecture analysis of three professional programmes. Studies in Continuing Education 0:0, pages 1-20.
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Adeela Bashir, Irene Janette McTaggart, Shazia Tufail, Nilofar Mustafa & Ayesha Rauf. Negative faculty role modelling – is it a reflection of deteriorating societal values?. Medical Teacher 0:0, pages 1-7.
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Lindsey E. Moseley, Kimberly B. Garza & Channing R. Ford. (2024) Who am I? Exploring the evolution of professional identity among health professions educators. New Directions for Teaching and Learning.
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Shiva Sarraf‐Yazdi, Anushka Pisupati, Chloe Keyi Goh, Yun Ting Ong, You Ru Toh, Suzanne Pei Lin Goh & Lalit Kumar Radha Krishna. (2024) A scoping review and theory‐informed conceptual model of professional identity formation in medical education. Medical Education.
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Binbin Zheng & Zilu Wang. (2022) Near-peer teaching in problem-based learning: Perspectives from tutors and tutees. PLOS ONE 17:12, pages e0278256.
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Gabriël Rafaël Cantaert, Peter Pype, Martin Valcke & Emelien Lauwerier. (2022) Interprofessional Identity in Health and Social Care: Analysis and Synthesis of the Assumptions and Conceptions in the Literature. International Journal of Environmental Research and Public Health 19:22, pages 14799.
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George R. MountRenate KahlkeJohn MeltonLara Varpio. (2022) A Critical Review of Professional Identity Formation Interventions in Medical Education. Academic Medicine 97:11S, pages S96-S106.
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