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Medical Teacher Volume 39, 2017 - Issue 8
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Original Articles

Exploring the role of classroom-based learning in professional identity formation of family practice residents using the experiences, trajectories, and reifications framework

Luke Y. C. ChenDivision of Hematology, University of British Columbia, Vancouver, Canada; Correspondence[email protected]
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Maria M. HubinetteFamily Practice, University of British Columbia, Vancouver, CanadaView further author information
Pages 876-882 | Published online: 25 Apr 2017

Citations (16)

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Masa Sasagawa & Paul S Amieux. (2019) Dispositional Humility Of Clinicians In An Interprofessional Primary Care Environment: A Mixed Methods Study. Journal of Multidisciplinary Healthcare 12, pages 925-934.
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Articles from other publishers (15)

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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Chris W. Walinga, Pieter C. Barnhoorn, Geurt T.J.M. Essers, Sven P.C. Schaepkens & Anneke W.M. Kramer. (2023) ‘You are not alone.’ An exploratory study on open-topic, guided collaborative reflection sessions during the General Practice placement. BMC Medical Education 23:1.
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Vivienne Baumfield, Alison Bethel, Aimee Dowek, Karen Walshe & Karen Mattick. (2023) Characteristics of research into professional learning across professions: A mapping review. Review of Education 11:2.
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Luke Y.C. Chen, Tien T.T. Quach, Riki Dayan, Dean Giustini & Pim W. Teunissen. (2023) Academic half days, noon conferences and classroom-based education in postgraduate medical education: a scoping review. CMAJ Open 11:3, pages E411-E425.
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Laura Z. Lockwood, Joshua T. B. Williams, Melisa Tanverdi & L. Barry Seltz. (2023) A Qualitative Study of Pediatric Residents’ Experiences at Morning Report. Journal of Medical Education and Curricular Development 10.
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Riki Dayan, Tien T. T. Quach, Sheila With, Jagdeep Ubhi, Hanna Ezzat & Luke Y. C. Chen. (2023) Classroom-Based Learning in an Academic Obstetrics and Gynecology Residency Training Program. Journal of Medical Education and Curricular Development 10.
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Gulbakit Koshmaganbetova, Lazzat Zhamaliyeva, Nurgul Abenova, Gaukhar Dilmagambetova, Aliya Zhylkybekova, Ziyash Tanbetova, Moldir Akhmetzhanova & Aidana Tautanova. (2022) Residents’ Perception of the Educational Program “Family Medicine” in Kazakhstan: A Focus Group Study. Open Access Macedonian Journal of Medical Sciences 10:E, pages 844-851.
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Nozomi Nishikura, Ryuichi Ohta & Chiaki Sano. (2021) Effect of Residents-as-Teachers in Rural Community-Based Medical Education on the Learning of Medical Students and Residents: A Thematic Analysis. International Journal of Environmental Research and Public Health 18:23, pages 12410.
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Marije van Braak, Esther Giroldi, Mike Huiskes, Agnes D. Diemers, Mario Veen & Pieter van den Berg. (2021) A participant perspective on collaborative reflection: video-stimulated interviews show what residents value and why. Advances in Health Sciences Education 26:3, pages 865-879.
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Heeyoung Han & Boyung Suh. (2021) Current Status and Directions of Professional Identity Formation in Medical Education. Korean Medical Education Review 23:2, pages 80-89.
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Erica Rothlind, Uno Fors, Helena Salminen, Per Wändell & Solvig Ekblad. (2020) The informal curriculum of family medicine – what does it entail and how is it taught to residents? A systematic review. BMC Family Practice 21:1.
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James Brown, Helen Reid, Tim Dornan & Debra Nestel. (2020) Becoming a clinician: Trainee identity formation within the general practice supervisory relationship. Medical Education 54:11, pages 993-1005.
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Tasha R. WyattNicole Rockich-WinstonTaryn R. TaylorDeJuan White. (2020) What Does Context Have to Do With Anything? A Study of Professional Identity Formation in Physician-Trainees Considered Underrepresented in Medicine. Academic Medicine 95:10, pages 1587-1593.
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Teresa A. O’Sullivan & Curtis G. Jefferson. (2020) A Review of Strategies for Enhancing Clarity and Reader Accessibility of Qualitative Research Results. American Journal of Pharmaceutical Education 84:1, pages 7124.
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Jonathan M. Keller & Başak Çoruh. 2019. Medical Education in Pulmonary, Critical Care, and Sleep Medicine. Medical Education in Pulmonary, Critical Care, and Sleep Medicine 43 59 .

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