Citations (57)
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Bente Prytz Mjølstad & Linn Okkenhaug Getz. (2023) ‘They never mentioned this in medical school!’ A qualitative analysis of medical students’ reflective writings from general practice. Scandinavian Journal of Primary Health Care 41:4, pages 417-426.
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Anja Rydén Gramner. (2023) Feeling rules for professionals: medical students constructing emotional labour in fiction talk. Studies in Continuing Education 45:3, pages 265-282.
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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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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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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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M. Ekelin, L.J. Kvist, L. Thies-Lagergren & E.K Persson. (2021) Clinical supervisors’ experiences of midwifery students’ reflective writing: a process for mutual professional growth. Reflective Practice 22:1, pages 101-114.
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Hedy S. Wald. (2020) Response to: Response to: Persistent influence of a narrative educational program on physician attitudes regarding patient care. Medical Teacher 42:12, pages 1433-1433.
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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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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.
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Kwong D. Chan, Linda Humphreys, Amary Mey, Carissa Holland, Cathy Wu & Gary D. Rogers. (2020) Beyond communication training: The MaRIS model for developing medical students’ human capabilities and personal resilience. Medical Teacher 42:2, pages 187-195.
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Hedy S. Wald, Jonathan McFarland & Irina Markovina. (2019) Medical humanities in medical education and practice. Medical Teacher 41:5, pages 492-496.
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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.
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Alexander Morgan, James Moore & Alexander Duff. (2019) Guide the way: Tutored reflection facilitates professional identity formation. Medical Teacher 41:2, pages 235-236.
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Hichem Bouayed, Samiullah Dost & Tanzeel Hussain. (2019) Medical students’ reflective writings about challenging patient encounters: A final year medical students perspective. Medical Teacher 41:2, pages 235-235.
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Articles from other publishers (43)
Noor Akmal Shareela Ismail, Nanthini Mageswaran, Siti Mariam Bujang & Mohd Nasri Awang Besar. (2024) Beyond words: analyzing non-verbal communication techniques in a medical communication skills course via synchronous online platform. Frontiers in Medicine 11.
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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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Maria Weurlander, Linda Wänström, Astrid Seeberger, Annalena Lönn, Linda Barman, Håkan Hult, Robert Thornberg & Annika Wernerson. (2024) Development and validation of the physician self-efficacy to manage emotional challenges Scale (PSMEC). BMC Medical Education 24:1.
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Daniel T. Kim. 2024. Religion and Social Criticism. Religion and Social Criticism
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Wayne Shelton, Sara Silberstein, Lisa Campo-Engelstein, Henry Pohl, James Desemone & Liva H. Jacoby. (2023) Educational opportunities about ethics and professionalism in the clinical environment: surveys of 3rd year medical students to understand and address elements of the hidden curriculum. International Journal of Ethics Education 8:2, pages 351-372.
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Brady S. Laughlin, Natalie Langley, Samir H. Patel, Katherine Kough, Brenda Ernst, Jonathan B. Ashman, William G. Rule & Tamara Z. Vern-Gross. (2023) Attitudes and Perception of the REFLECT Communication Curriculum for Clinical Oncology Graduate Medical Education. Journal of Cancer Education 38:6, pages 1786-1791.
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Annalena Lönn, Maria Weurlander, Astrid Seeberger, Håkan Hult, Robert Thornberg & Annika Wernerson. (2023) The impact of emotionally challenging situations on medical students’ professional identity formation. Advances in Health Sciences Education 28:5, pages 1557-1578.
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Herwig Czech, Sabine Hildebrandt, Shmuel P Reis, Tessa Chelouche, Matthew Fox, Esteban González-López, Etienne Lepicard, Astrid Ley, Miriam Offer, Avi Ohry, Maike Rotzoll, Carola Sachse, Sari J Siegel, Michal Šimůnek, Amir Teicher, Kamila Uzarczyk, Anna von Villiez, Hedy S Wald, Matthew K Wynia & Volker Roelcke. (2023) The Lancet Commission on medicine, Nazism, and the Holocaust: historical evidence, implications for today, teaching for tomorrow. The Lancet 402:10415, pages 1867-1940.
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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.
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Sherri L Rudinsky, Elizabeth Weissbrod & Rebekah Cole. (2023) “Not for the Faint of Heart”: First-year Military Medical Students’ Professional Identity Formation During the Innovative Patient Experience at Operation Bushmaster. Military Medicine 188:Supplement_3, pages 34-40.
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María Gonzalez-Moreno, Carlos Monfort-Vinuesa, Antonio Piñas-Mesa & Esther Rincon. (2023) Digital Technologies to Provide Humanization in the Education of the Healthcare Workforce: A Systematic Review. Technologies 11:4, pages 88.
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Natalie Kennie-Kaulbach, Hannah Gormley, Harriet Davies, Anne Marie Whelan, Heidi Framp, Sheri Price & Kristin K. Janke. (2023) Indicators, influences, and changes in professional identity formation in early experiential learning in community pharmacy. Currents in Pharmacy Teaching and Learning 15:4, pages 414-426.
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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.
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Arvind Rajagopalan, Qian Hui Chew & Kang Sim. (2023) Medical Humanities in Undergraduate Psychiatry Teaching: Learner Assessment and Mediators of Better Learning Outcomes. Journal of Medical Education and Curricular Development 10.
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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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Elisabeth Assing Hvidt, Anne Ulsø, Cecilie Valentin Thorngreen, Jens Søndergaard & Christina Maar Andersen. (2022) Weak inclusion of the medical humanities in medical education: a qualitative study among Danish medical students. BMC Medical Education 22:1.
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Jingxian Sun, Aihong Wang & Qingqing Xu. (2022) Exploring midwifery students’ experiences of professional identity development during clinical placement: A qualitative study. Nurse Education in Practice 63, pages 103377.
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Brett Schrewe & Maria Athina Martimianakis. (2022) Re-thinking “I”dentity in medical education: genealogy and the possibilities of being and becoming. Advances in Health Sciences Education 27:3, pages 847-861.
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Jeffrey M Borkan. (2022) Immersion–Crystallization: a valuable analytic tool for healthcare research. Family Practice 39:4, pages 785-789.
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Jenny Moffett, Elizabeth Armitage-Chan, Jennifer Hammond, Síle Kelly & Teresa Pawlikowska. (2022) “It’s okay to not know …” a qualitative exploration of faculty approaches to working with uncertainty. BMC Medical Education 22:1.
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Sangmi Teresa Lee, Kyung Hye Park, Yon Chul Park & Byung-il Yeh. (2022) Analysis of Role Modeling Experiences and Reflection Level of Fourth‐Year Medical Students at a Single Medical College: A Focus on the Clinical Clerkship. Korean Medical Education Review 24:1, pages 46-55.
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Diana Toubassi, Milena Forte, Lindsay Herzog, Michael Roberts, Carly Schenker, Ian Waters & Erin Bearss. (2022) Supporting resident wellness through reflection on professional identity: A novel curriculum. Education in the Health Professions 5:3, pages 85.
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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.
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Rachel Conrad Bracken, Ajay Major, Aleena Paul & Kirsten Ostherr. (2021) Reflective Writing about Near-Peer Blogs: A Novel Method for Introducing the Medical Humanities in Premedical Education. Journal of Medical Humanities 42:4, pages 535-569.
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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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Elizabeth Armitage-Chan, Stefanie Reissner, Elizabeth Jackson, April Kedrowicz & Regina Schoenfeld-Tacher. (2021) How Do Veterinary Students Engage When Using Creative Methods to Critically Reflect on Experience? A Qualitative Analysis of Assessed Reflective Work. Journal of Veterinary Medical Education, pages e20210070.
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Tracy MonizMaryam GolafshaniCarolyn M. GasparNancy E. AdamsPaul HaidetJaveed SukheraRebecca L. VolpeClaire de BoerLorelei Lingard. (2021) How Are the Arts and Humanities Used in Medical Education? Results of a Scoping Review. Academic Medicine 96:8, pages 1213-1222.
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Hetty Cunningham, Delphine S. Taylor, Urmi A. Desai, Katherine L. Ender, Julie Glickstein, Usha S. Krishnan, Boyd F. Richards, Rita Charon & Dorene F. Balmer. (2020) Reading the Self: Medical Students’ Experience of Reflecting on Their Writing Over Time. Academic Medicine 96:8, pages 1168-1174.
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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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Kelly Rhea MacArthur, Jonathan Koley & Steven P. Wengel. (2021) Student Perceptions of a Reflective Writing-based Wellness Course: “Good in Theory, But...”. Medical Science Educator 31:3, pages 1043-1051.
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Hamde Nazar, Adam Rathbone & Andrew Husband. (2021) The development of undergraduate pharmacy students as reflective thinkers for the evolving field of pharmacy. International Journal of Pharmacy Practice 29:3, pages 271-276.
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Christy Noble, Jessica Young, Ellen Hourn & Dale Sheehan. (2020) Becoming clinical supervisors: identity learnings from a registrar faculty development program. Perspectives on Medical Education 10:2, pages 125-129.
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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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Arieh Riskin, Gila Yakov & Anath A. Flugelman. (2020) Group Mentoring for Junior Medical Students—the Mentor in the Reflection Cycle. Medical Science Educator 31:1, pages 137-145.
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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.
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Emmanuel Costa-DrolonLaurence VerneuilEmilie ManoliosAnne Revah-LevyJordan Sibeoni. (2020) Medical Students’ Perspectives on Empathy: A Systematic Review and Metasynthesis. Academic Medicine 96:1, pages 142-154.
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Satendra Singh, Juhi Kalra, Sanjoy Das, Purnima Barua, Navjeevan Singh & Upreet Dhaliwal. (2020) Transformational learning for health professionals through a Theatre of the Oppressed workshop. Medical Humanities 46:4, pages 411-416.
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Megan E.L. Brown, Oluwafemi Coker, Annabel Heybourne & Gabrielle M Finn. (2020) Exploring the Hidden Curriculum’s Impact on Medical Students: Professionalism, Identity Formation and the Need for Transparency. Medical Science Educator 30:3, pages 1107-1121.
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Alisha Brown, Joshua Jauregui, Jonathan Ilgen, Jeff Riddell, Douglas Schaad, Jared Strote & Jamie Shandro. (2019) Does the Medium Matter? Evaluating the Depth of Reflective Writing by Medical Students on Social Media Compared to the Traditional Private Essay Using the REFLECT Rubric. Western Journal of Emergency Medicine 21:1, pages 18-25.
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Hsuan Hung, Ling-Ling Kueh, Jun-Neng Roan & Jing-Jane Tsai. (2020)
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Heather Waters, Christine Foster, Dilshan Pieris, Sarah Kinzie & Joyce Zazulak. 2020. Humanism and Resilience in Residency Training. Humanism and Resilience in Residency Training
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Caitlin Schrepel, Joshua Jauregui, Alisha Brown, Jamie Shandro & Jared Strote. (2019) Navigating Cognitive Dissonance: A Qualitative Content Analysis Exploring Medical Students’ Experiences of Moral Distress in the Emergency Department. AEM Education and Training 3:4, pages 331-339.
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Wojciech Pawlina. (2019) Not “How Should I Learn?” or “How Should I Act?” but, “Who Shall I Become?”: A Précis on the Roots of Early Professional Identity Formation in the Anatomy Course. Anatomical Sciences Education 12:5, pages 465-467.
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