1,377
Views
16
CrossRef citations to date
0
Altmetric
Articles

Mechanisms involved in the formation of professional identity by medical students

, &

References

  • Aronson L. 2011. Twelve tips for teaching reflection at all levels of medical education. Med Teach. 33(3):200–205.
  • Bandura A. 1971. Social learning theory. New York (NY): General Learning Press.
  • Bandura A. 1977. Social learning theory. Oxford, England: Prentice Hall.
  • Becker HS, Geer B, Hughes EC, Strauss AL. 1976. Boys in white (Reprint ed.). USA: Transaction Publishers.
  • Boland JW, Dikomitis L, Gadoud A. 2016. Medical students writing on death, dying and palliative care: a qualitative analysis of reflective essays. BMJ Support Palliat Care. 6(4):486–492.
  • Braun V, Clarke V. 2012. Research designs. In: Cooper H, editor. APA handbook of research methods in psychology. Washington (DC): American Psychological Association; p. 57–71.
  • Bruner JS. 1990. Acts of Meaning. Cambridge (MA): Hravard University Press.
  • Cohen MJM, Kay A, Youakim JM, Balaicuis JM, Balacius JM. 2009. Identity transformation in medical students. Am J Psychoanal. 69(1):43–52.
  • Corbin J, Strauss A. 1990. Grounded theory research - procedures, canons and evaluative criteria. Z Soziol. 19(6):418–427.
  • Coulehan J. 2005. Viewpoint: today's professionalism: engaging the mind but not the heart. Acad Med. 80(10):892–898.
  • Creswell JW. 2007. Chapter 4, five qualitative approaches to inquiry. Qualitative inquiry & research design: choosing among the five approaches. 2nd ed. Thousand Oaks (CA): SAGE Publications, Inc.; p. 57–62.
  • Cruess SR, Cruess RL, Steinert Y. 2019. Supporting the development of a professional identity: general principles. Med Teach. 41(6):641–649.
  • Fosnot CT, Perry RS. 2005. Chapter 2, constructivism: a psychological theory of learning. In: Fosnot CT, editor. Constructivism; theory, perspectives and practice. 2 ed. New York & London: Teachers College, Columbia University; p. 8–38.
  • Gendron TL, Welleford EA, Jensen C, Myers BJ. 2016. Teaming as a mechanism to promote professional identity development. Clin Gerontologist. 39(3):252–259.
  • Goldie J. 2012. The formation of professional identity in medical students: considerations for educators. Med Teach. 34(9):e641–e648.
  • Hargreaves K. 2016. Reflection in medical education. J Univ Teach Learn P. 13(2):1–19. https://ro.uow.edu.au/jutlp/vol13/iss2/6.
  • Hein GE. 1991. Constructivist learning theory. Proceedings of the CECA (International Committee of Museum Educators) Conference; 15–22 October 1991; Jerusalem.
  • Holden M, Buck E, Clark M, Szauter K, Trumble J. 2012. Professional identity formation in medical education: the convergence of multiple domains. HEC Forum. 24(4):245–255.
  • Holden MD, Buck E, Luk J, Ambriz F, Boisaubin EV, Clark MA, Mihalic AP, Sadler JZ, Sapire KJ, Spike JP, et al. 2015. Professional identity formation: creating a longitudinal framework through TIME (Transformation in Medical Education). Acad Med. 90(6):761–767.
  • Ibarra H. 1999. Provisional selves: experimenting with image and identity in professional adaptation. Admin Sci Quart. 44(4):764–791.
  • Jorwekar GJ. 2017. Reflective practice as a method of learning in medical education: history and review of literature. Int J Res Med Sci. 5(4):1188–1192.
  • Kalet A, Buckvar-Keltz L, Monson V, Harnik V, Hubbard S, Crowe R, Ark T, Song H, Tewksbury L, Yingling S. 2018. Professional identity formation in medical school: one measure reflects changes during pre-clerkship training. MedEdPublish. 7(1):255–261.
  • Kegan R. 1982. The evolving self: problem and process in human development. Cambridge (MA): Harvard University Press.
  • Kegan R. 1994. In over our heads: the mental demands of modern life. Cambridge (MA): Harvard University Press.
  • Lewin LO, McManamon A, Stein MTO, Chen DT. 2019. Minding the form that transforms: using Kegan's model of adult development to understand personal and professional identity formation in medicine. Acad Med. 94(9):1299–1304.
  • Mann KV. 2011. Theoretical perspectives in medical education: past experience and future possibilities. Med Educ. 45(1):60–68.
  • Monrouxe LV. 2009. Negotiating professional identities: dominant and contesting narratives in medical students’ longitudinal audio diaries. Curr Narratives. 1(1):41–59.
  • Monrouxe LV. 2010. Identity, identification and medical education: why should we care? Med Educ. 44(1):40–49.
  • Monrouxe LV. 2016. Chapter 3, Theoretical insights into the nature and nurture of professional identities. In: Cruess RL, Cruess SR, Steinert Y, editors. Teaching medical professionalism: supporting the development of a professional identity. 2nd ed. Cambridge: Cambridge University Press; p. 37–53.
  • Moss JM, Gibson DM, Dollarhide CT. 2014. Professional identity development: a grounded theory of transformational tasks of counselors. J Couns Dev. 92(1):3–12.
  • Papadakis MA, Teherani A, Banach MA, Knettler TR, Rattner SL, Stern DT, Veloski JJ, Hodgson CS. 2005. Disciplinary action by medical boards and prior behavior in medical school. N Engl J Med. 353(25):2673–2682.
  • Peetsma T, van der Veen I. 2011. Relations between the development of future time perspective in three life domains, investment in learning, and academic achievement. Learn Instr. 21(3):481–494.
  • Riskin A, Kerem NC, Van-Raalte R, Kaffman M, Yakov G, Aizenbud D, Ben-Barak A, Shachor-Meyouhas Y, Edery R, Shabtai Musih Y, et al. 2015. 'Becoming a Physician'-medical students get acquainted with disadvantaged populations, and practise sensitive and effective communication. Perspect Med Educ. 4(6):339–343.
  • Sawatsky AP, Nordhues HC, Merry SP, Bashir MU, Hafferty FW. 2018. Transformative learning and professional identity formation during international health electives: a qualitative study using grounded theory. Acad Med. 93(9):1381–1390.
  • Skorikov VB, Vondracek FW. 2011. Chapter economic and civic participation, occupational identity. In: Schwartz SJ, Luyckx K, Vignoles VL, editors. Handbook of identity theory and research. New York (NY): Springer; p. 693–714.
  • Smith B, Sparkes AC. 2008. Contrasting perspectives on narrating selves and identities: an invitation to dialogue. Qual Res. 8(1):5–35.
  • Stark P, Roberts C, Newble D, Bax N. 2006. Discovering professionalism through guided reflection. Med Teach. 28(1):e25–e31.
  • Vicini A, Shaughnessy AF, Duggan AP. 2017. Cultivating the inner life of a physician through written reflection. Ann Fam Med. 15(4):379–381.
  • Wald HS, Anthony D, Hutchinson TA, Liben S, Smilovitch M, Donato AA. 2015. Professional identity formation in medical education for humanistic, resilient physicians: pedagogic strategies for bridging theory to practice. Acad Med. 90(6):753–760.
  • Wald HS, Borkan JM, Taylor JS, Anthony D, Reis SP. 2012. Fostering and evaluating reflective capacity in medical education: developing the REFLECT rubric for assessing reflective writing. Acad Med. 87(1):41–50.
  • Wald HS, Reis SP. 2010. Beyond the margins: reflective writing and development of reflective capacity in medical education. J Gen Intern Med. 25(7):746–749.
  • Wald HS, White J, Reis SP, Esquibel AY, Anthony D. 2019. Grappling with complexity: medical students’ reflective writings about challenging patient encounters as a window into professional identity formation. Med Teach. 41(2):152–160.
  • Wald HS. 2015. Professional identity (trans)formation in medical education: reflection, relationship, resilience. Acad Med. 90(6):701–706.
  • Weaver R, Peters K, Koch J, Wilson I. 2011. 'Part of the team': professional identity and social exclusivity in medical students. Med Educ. 45(12):1220–1229.
  • Wenger E. 1998. Communities of practice. Leaning, meaning, and identity. New York (NY): Cambridge University Press.
  • Wilson I, Cowin LS, Johnson M, Young H. 2013. Professional identity in medical students: pedagogical challenges to medical education. Teach Learn Med. 25(4):369–373.
  • Wong A, Trollope-Kumar K. 2014. Reflections: an inquiry into medical students' professional identity formation. Med Educ. 48(5):489–501.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.