Citations (51)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (15)
James Aluri, Joyce Ker, Bonnie Marr, Heather Kagan, Kaitlin Stouffer, Philip Yenawine, Margot Kelly-Hedrick & Margaret S. Chisolm. (2023) The role of arts-based curricula in professional identity formation: results of a qualitative analysis of learner’s written reflections. Medical Education Online 28:1.
Read now
Read now
Hedy S. Wald. (2020) Optimizing resilience and wellbeing for healthcare professions trainees and healthcare professionals during public health crises – Practical tips for an ‘integrative resilience’ approach. Medical Teacher 42:7, pages 744-755.
Read now
Read now
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.
Read now
Read now
M. M. Milota, G. J. M. W. van Thiel & J. J. M. van Delden. (2019) Narrative medicine as a medical education tool: A systematic review. Medical Teacher 41:7, pages 802-810.
Read now
Read now
Hedy S. Wald, Jonathan McFarland & Irina Markovina. (2019) Medical humanities in medical education and practice. Medical Teacher 41:5, pages 492-496.
Read now
Read now
Hedy S. Wald, David Anthony, Jordan White, Shmuel Reis & Angela Esquibel. (2019) Interactive reflective writing-enhanced reflection and professional identity formation in medical education – in reply to (1) Hichem Bouayed, Samiullah Dost, and Tanzeel Hussian and (2) Alexander Morgan, James Moore and Alexander Duff. Medical Teacher 41:2, pages 236-237.
Read now
Read now
Hedy S. Wald, Jordan White, Shmuel P. Reis, Angela Y. Esquibel & David Anthony. (2019) Grappling with complexity: Medical students’ reflective writings about challenging patient encounters as a window into professional identity formation. Medical Teacher 41:2, pages 152-160.
Read now
Read now
Denise Kay, Andrea Berry & Nicholas A. Coles. (2019) What Experiences in Medical School Trigger Professional Identity Development?. Teaching and Learning in Medicine 31:1, pages 17-25.
Read now
Read now
Tara J Schapmire, Barbara A Head, Whitney A Nash, Pamela A Yankeelov, Christian D Furman, R Brent Wright, Rangaraj Gopalraj, Barbara Gordon, Karen P Black, Carol Jones, Madri Hall-Faul & Anna C Faul. (2018) Overcoming barriers to interprofessional education in gerontology: the Interprofessional Curriculum for the Care of Older Adults. Advances in Medical Education and Practice 9, pages 109-118.
Read now
Read now
Patricia Neville. (2018) Introducing dental students to reflective practice: a dental educator’s reflections. Reflective Practice 19:2, pages 278-290.
Read now
Read now
Allen F. Shaughnessy, Lucas Allen & Ashley Duggan. (2017) Attention without intention: explicit processing and implicit goal-setting in family medicine residents’ written reflections. Education for Primary Care 28:3, pages 150-156.
Read now
Read now
Ashley P. Duggan, Andrea Vicini, Lucas Allen & Allen F. Shaughnessy. (2015) Learning to See Beneath the Surface: A Qualitative Analysis of Family Medicine Residents’ Reflections About Communication. Journal of Health Communication 20:12, pages 1441-1448.
Read now
Read now
Amy Hayton, Ilho Kang, Raymond Wong & Lawrence K. Loo. (2015) Teaching Medical Students to Reflect More Deeply. Teaching and Learning in Medicine 27:4, pages 410-416.
Read now
Read now
Hedy S. Wald. (2015) Refining a definition of reflection for the being as well as doing the work of a physician. Medical Teacher 37:7, pages 696-699.
Read now
Read now
Grayson W. Armstrong & Hedy S. Wald. (2013) Fostering reflective capacity with interactive reflective writing in medical education: Using formal analytic frameworks to guide formative feedback to students’ reflective writing. Medical Teacher 35:3, pages 258-258.
Read now
Read now
Articles from other publishers (36)
Nicole Defenbaugh, Lorraine A. Dickey, Vivian C. Foulke & James P. Orlando. (2023) Storied reflections: Development of a longitudinal interdisciplinary curriculum to improve patient-provider communication. PEC Innovation 2, pages 100170.
Crossref
Crossref
Lalit Kumar Radha Krishna, Anushka Pisupati, Kelly Jia Hui Teo, Mac Yu Kai Teo, Chrystie Wan Ning Quek, Keith Zi Yuan Chua, Vaishnavi Venktaramana, Vijayprasanth Raveendran, Harpreet Singh, Sabine Lauren Wong Chyi Hui, Victoria Wen Wei Ng, Ong Yun Ting, Eleanor Kei Ying Loh, Ting Ting Yeoh, Jasmine Lerk Juan Owyong, Eng Koon Ong, Gillian Li Gek Phua, Ruaraidh Hill, Stephen Mason & Simon Yew Kuang Ong. (2023) Professional identity formation amongst peer-mentors in a research-based mentoring programme. BMC Medical Education 23:1.
Crossref
Crossref
Marlene Rosa, Roberta Frontini & Natália Martins. (2023) Physiotherapy students’ perceptions of ageing – Playing narratives as a pedagogical innovation. Revista Española de Geriatría y Gerontología 58:3, pages 148-154.
Crossref
Crossref
Krzysztof J. Rechowicz & Carrie A. Elzie. (2023) The use of artificial intelligence to detect students' sentiments and emotions in gross anatomy reflections. Anatomical Sciences Education.
Crossref
Crossref
Machelle Linsenmeyer & Goldberry Long. (2023) Goal-Oriented and Habit-Oriented Reflective Models to Support Professional Identity Formation and Metacognitive Thinking. Medical Science Educator 33:2, pages 569-575.
Crossref
Crossref
Jia Yin Lim, Simon Yew Kuang Ong, Chester Yan Hao Ng, Karis Li En Chan, Song Yi Elizabeth Anne Wu, Wei Zheng So, Glenn Jin Chong Tey, Yun Xiu Lam, Nicholas Lu Xin Gao, Yun Xue Lim, Ryan Yong Kiat Tay, Ian Tze Yong Leong, Nur Diana Abdul Rahman, Min Chiam, Crystal Lim, Gillian Li Gek Phua, Vengadasalam Murugam, Eng Koon Ong & Lalit Kumar Radha Krishna. (2023) A systematic scoping review of reflective writing in medical education. BMC Medical Education 23:1.
Crossref
Crossref
Kelly Jia Hui Teo, Mac Yu Kai Teo, Anushka Pisupati, Rui Song Ryan Ong, Chloe Keyi Goh, Claire Hui Xian Seah, You Ru Toh, Neha Burla, Natalie Song Yi Koh, Kuang Teck Tay, Yun Ting Ong, Min Chiam, Warren Fong, Limin Wijaya, Suzanne Pei Lin Goh & Lalit Kumar Radha Krishna. (2022) Assessing professional identity formation (PIF) amongst medical students in Oncology and Palliative Medicine postings: a SEBA guided scoping review. BMC Palliative Care 21:1.
Crossref
Crossref
George R. Mount, Renate Kahlke, John Melton & Lara Varpio. (2022) A Critical Review of Professional Identity Formation Interventions in Medical Education. Academic Medicine 97:11S, pages S96-S106.
Crossref
Crossref
Giovanna Artioli, Laura Deiana, Francesco De Vincenzo, Margherita Raucci, Giovanna Amaducci, Maria Chiara Bassi, Silvia Di Leo, Mark Hayter & Luca Ghirotto. (2021) Health professionals and students’ experiences of reflective writing in learning: A qualitative meta-synthesis. BMC Medical Education 21:1.
Crossref
Crossref
Abigail Konopasky, Lara Varpio & Renée E. Stalmeijer. (2021) The potential of narrative analysis for HPE research: Highlighting five analytic lenses. Medical Education 55:12, pages 1369-1375.
Crossref
Crossref
Lior Rozental, Dafna Meitar & Orit Karnieli‐Miller. (2020) Medical students' experiences and needs from written reflective journal feedback. Medical Education 55:4, pages 505-517.
Crossref
Crossref
Hedy S. Wald & Meaghan Ruddy. (2021) Surreal Becomes Real: Ethical Dilemmas Related to the COVID-19 Pandemic and Professional Identity Formation of Health Professionals. Journal of Continuing Education in the Health Professions 41:2, pages 124-129.
Crossref
Crossref
Hedy S. Wald. (2020) Letter to the Editor: Editorial: What is Narrative Medicine, and Why Should We Use it in Orthopaedic Practice?. Clinical Orthopaedics & Related Research 478:2, pages 445-445.
Crossref
Crossref
Sinai C. Zyblewski, Louise Callow, Dorothy M. Beke, Parag Jain, Sai Bala Madathil, Steven Schwartz, Sarah Tabbutt & Ronald A. Bronicki. (2019) Education and Training in Pediatric Cardiac Critical Care: International Perspectives. World Journal for Pediatric and Congenital Heart Surgery 10:6, pages 769-777.
Crossref
Crossref
Ara A. Vaporciyan. (2019) How to Give Effective Formative Feedback in Thoracic Surgery Education. Thoracic Surgery Clinics 29:3, pages 249-257.
Crossref
Crossref
Hamish Wilson, Sally Warmington & May‐Lill Johansen. (2019) Experience‐based learning: junior medical students’ reflections on end‐of‐life care. Medical Education 53:7, pages 687-697.
Crossref
Crossref
Rebecca Low, Sharla King & Caroline Foster-Boucher. (2019) Learning to Bounce Back: A Scoping Review About Resiliency Education. Journal of Nursing Education 58:6, pages 321-329.
Crossref
Crossref
Sylvia R. Cruess & Richard L. Cruess. 2018. Understanding Medical Education. Understanding Medical Education
239
254
.
Robert Bing-You, Victoria Hayes, Kalli Varaklis, Robert Trowbridge, Heather Kemp & Dina McKelvy. (2017) Feedback for Learners in Medical Education. Academic Medicine 92:9, pages 1346-1354.
Crossref
Crossref
Lavjay Butani, Susan L. Bannister, Allison Rubin & Karen L. Forbes. (2017) How Educators Conceptualize and Teach Reflective Practice: A Survey of North American Pediatric Medical Educators. Academic Pediatrics 17:3, pages 303-309.
Crossref
Crossref
Stella L. Ng, Laura Bisaillon & Fiona Webster. (2017) Blurring the boundaries: using institutional ethnography to inquire into health professions education and practice. Medical Education 51:1, pages 51-60.
Crossref
Crossref
Kanokporn Sukhato, Sutida Sumrithe, Chathaya Wongrathanandha, Saipin Hathirat, Wajana Leelapattana & Alan Dellow. (2016) To be or not to be a facilitator of reflective learning for medical students? a case study of medical teachers’ perceptions of introducing a reflective writing exercise to an undergraduate curriculum. BMC Medical Education 16:1.
Crossref
Crossref
Richard L. Cruess & Sylvia R. Cruess. 2016. Teaching Medical Professionalism. Teaching Medical Professionalism
5
25
.
Virginia S Cowen, Diane Kaufman & Lisa Schoenherr. (2016) A review of creative and expressive writing as a pedagogical tool in medical education. Medical Education 50:3, pages 311-319.
Crossref
Crossref
Joanna Sharpless, Nell Baldwin, Robert Cook, Aaron Kofman, Alessio Morley-Fletcher, Rebecca Slotkin & Hedy S. Wald. (2015) The Becoming. Academic Medicine 90:6, pages 713-717.
Crossref
Crossref
Hedy S. Wald, David Anthony, Tom A. Hutchinson, Stephen Liben, Mark Smilovitch & Anthony A. Donato. (2015) Professional Identity Formation in Medical Education for Humanistic, Resilient Physicians. Academic Medicine 90:6, pages 753-760.
Crossref
Crossref
Richard L. Cruess, Sylvia R. Cruess, J. Donald Boudreau, Linda Snell & Yvonne Steinert. (2015) A Schematic Representation of the Professional Identity Formation and Socialization of Medical Students and Residents. Academic Medicine 90:6, pages 718-725.
Crossref
Crossref
Stella L Ng, Elizabeth A Kinsella, Farah Friesen & Brian Hodges. (2015) Reclaiming a theoretical orientation to reflection in medical education research: a critical narrative review. Medical Education 49:5, pages 461-475.
Crossref
Crossref
Arno K. Kumagai & Thirusha Naidu. (2015) Reflection, Dialogue, and the Possibilities of Space. Academic Medicine 90:3, pages 283-288.
Crossref
Crossref
Esther Helmich, Sanneke Bolhuis, Roland Laan, Tim Dornan & Raymond Koopmans. (2013) Medical students’ emotional development in early clinical experience: a model. Advances in Health Sciences Education 19:3, pages 347-359.
Crossref
Crossref
Khaled Karkabi, Hedy S Wald & Orit Cohen Castel. (2014) The use of abstract paintings and narratives to foster reflective capacity in medical educators: a multinational faculty development workshop. Medical Humanities 40:1, pages 44-48.
Crossref
Crossref
Benjamin W. Corn. (2014) Acquisition of Compassion Among Physicians: Why Is This Rite Different From All Other Rites?. Journal of Clinical Oncology 32:14, pages 1516-1517.
Crossref
Crossref
Khai-Jing Ng, Hwan-Wun Liu & Shao-Yin Chu. (2014) Service learning with reflective learning outcomes by a medical student at an international meeting. Tzu Chi Medical Journal 26:1, pages 57-60.
Crossref
Crossref
Ursula K. BraunAnne C. GillCayla R. TealLaura J. Morrison. (2013) The Utility of Reflective Writing after a Palliative Care Experience: Can We Assess Medical Students' Professionalism?. Journal of Palliative Medicine 16:11, pages 1342-1349.
Crossref
Crossref
Li-Liang Chuang, Hwan-Wun Liu, Yu-Chuan Lin, Ying-Wei Wang & Shao-Yin Chu. (2013) Using structured narrative to help a medical student reflect on an unexpected clinical situation. Tzu Chi Medical Journal 25:1, pages 68-70.
Crossref
Crossref
Johanna Shapiro. (2011) Perspective: Does Medical Education Promote Professional Alexithymia? A Call for Attending to the Emotions of Patients and Self in Medical Training. Academic Medicine 86:3, pages 326-332.
Crossref
Crossref