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Citations (28)
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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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Hadil Elsayed, Markus Nivala & Liisa Carlzon. (2023) Students’ and Instructors’ Perspectives on Learning and Professional Development in the Context of Interprofessional Simulation. Teaching and Learning in Medicine 0:0, pages 1-16.
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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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Asia van Buuren, Wid Yaseen, Paula Veinot, Maria Mylopoulos & Marcus Law. (2021) Later is too late: Exploring student experiences of diversity and inclusion in medical school orientation. Medical Teacher 43:5, pages 538-545.
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Tasha R. Wyatt, A. J. Kleinheksel & Matthew Tews. (2021) Linking Patient Care Ownership and Professional Identity Formation through Simulation. Teaching and Learning in Medicine 33:2, pages 164-172.
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Jennifer Adams, Mim Ari, Michelle Cleeves & Jennifer Gong. (2020) Reflective Writing as a Window on Medical Students’ Professional Identity Development in a Longitudinal Integrated Clerkship. Teaching and Learning in Medicine 32:2, pages 117-125.
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Articles from other publishers (22)
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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Fatemeh Ahmadinia, Zohreh Khakbazan & Soleiman Ahmady. (2023) Explaining the Role of Experiences in Shaping the Professional Identity of Medical Residents of Tehran University Medical Sciences. Journal of Medical Education 21:1.
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Pam Harvey, Neville Chiavaroli & Giskin Day. 2023. Clinical Education for the Health Professions. Clinical Education for the Health Professions
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David Yun DaiDavid Yun Dai. 2023. Talent Development from the Perspective of Developmental Science. Talent Development from the Perspective of Developmental Science
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Jenny McDonald, Samantha Ryan, Sylvia Heeneman & Wendy Hu. (2022) Informed self-assessment during the transition to medical school: a longitudinal narrative study. BMJ Open 12:12, pages e065203.
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Andrea N. Leep HunderfundAshok KumbamuBridget C. O’BrienStephanie R. StarrMichael DekhtyarJed D. GonzaloStephanie RennkeHeather RidingerAnna Chang. (2022) “Finding My Piece in That Puzzle”: A Qualitative Study Exploring How Medical Students at Four U.S. Schools Envision Their Future Professional Identity in Relation to Health Systems. Academic Medicine 97:12, pages 1804-1815.
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Stefano Sandrone & Iro Ntonia. (2022) Exploring the identity development of the budding neuroscientist at postgraduate level: a mixed-method study with perspectives from alumni and academics. BMC Medical Education 22:1.
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Pieter C Barnhoorn, Vera Nierkens, Mattijs E Numans, Yvonne Steinert, Anneke WM Kramer & Walther NKA van Mook. (2022) General practice residents’ perspectives on their professional identity formation: a qualitative study. BMJ Open 12:7, pages e059691.
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Dogus Darici, Markus Missler, Anna Schober, Max Masthoff, Hans Schnittler & Martina Schmitz. (2022) “Fun slipping into the doctor's role”—The relationship between sonoanatomy teaching and professional identity formation before and during the Covid‐19 pandemic. Anatomical Sciences Education 15:3, pages 447-463.
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Ye Ji Kang, Jun Soo Hwang, Yanyan Lin, Hyo Jeong Lee, Sang Yun Han & Do-Hwan Kim. (2021) Exploring the preconception of the first year of medical students on medicine before entering medical school. Korean Journal of Medical Education 33:4, pages 369-379.
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Anne-Laure Philippon, Jennifer Truchot, Nathalie De Suremain, Marie-Christine Renaud, Arnaud Petit, Georges-Louis Baron & Yonathan Freund. (2021) Medical students’ perception of simulation-based assessment in emergency and paediatric medicine: a focus group study. BMC Medical Education 21:1.
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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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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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William E. BynumIVIV, Lara Varpio, Janaka Lagoo & Pim W. Teunissen. (2020) ‘I'm unworthy of being in this space’: The origins of shame in medical students. Medical Education 55:2, pages 185-197.
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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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Laëtitia David, Eleonore Franck, Stephanie Paris & Chloé Delacour. (2021) Construction de l’identité professionnelle des étudiants en maïeutique : une étude exploratoire qualitative. Pédagogie Médicale 22:2, pages 57-65.
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Sarah E. Myers, Nicholas R. Bender, Marina A. Seidel & Ruth S. Weinstock. (2020) Diabetes SPECIAL (Students Providing Education on Chronic Illness and Lifestyle): a novel preclinical medical student elective. Perspectives on Medical Education 10:5, pages 312-315.
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Bonny L. Dickinson, Kristine Gibson, Kristi VanDerKolk, Jeffrey Greene, Claudia A. Rosu, Deborah D. Navedo, Kirsten A. Porter-Stransky & Lisa E. Graves. (2020) “It is this very knowledge that makes us doctors”: an applied thematic analysis of how medical students perceive the relevance of biomedical science knowledge to clinical medicine. BMC Medical Education 20:1.
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Cathy C. KlineSo Eyun ParkWilliam J. GodolphinAngela Towle. (2020) Professional Identity Formation: A Role for Patients as Mentors. Academic Medicine 95:10, pages 1578-1586.
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Pam Harvey, Neville Chiavaroli & Giskin Day. 2020. Clinical Education for the Health Professions. Clinical Education for the Health Professions
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Danielle Reimer, Ross Russell, Bertha Ben Khallouq, Christine Kauffman, Caridad Hernandez, Juan Cendán & Analia Castiglioni. (2019) Pre-clerkship medical students’ perceptions of medical professionalism. BMC Medical Education 19:1.
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Linda Orkin LewinAlyssa McManamonMichael T.O. SteinDonna T. Chen. (2019) Minding the Form That Transforms: Using Kegan’s Model of Adult Development to Understand Personal and Professional Identity Formation in Medicine. Academic Medicine 94:9, pages 1299-1304.
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