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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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Shireen Suliman, Karen D. Könings, Margaret Allen, Ayad Al-Moslih, Alison Carr & Richard P. Koopmans. (2023) Sailing the boat together: Co-creation of a model for learning during transition. Medical Teacher 45:2, pages 193-202.
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Articles from other publishers (14)
Louise Binow Kjær, Karl-Johan Schmidt Nielsen, Mette Krogh Christensen & Pia Strand. (2023) Patient-centred learning in practice. A mixed methods study of supervision and learning in student clinics. Patient Education and Counseling 112, pages 107717.
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Julianne M. Hall, Rahul Anand, Lynn E. Copes, Kelly Moran-Crusio, J. Nathan Davis, Maya Doyle, Christine Maffeo & Eitan S. Kilchevsky. (2023) Vertical Integration in the Pediatrics Clerkship: A Case Study. Education Sciences 13:6, pages 545.
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Daniel Herchline, Margot E. Cohen, Marietta Ambrose, Jennifer Hwang, Daniel Kaminstein, Marissa Kilberg, Samuel Rosenblatt, Justin Ziemba & Donald Boyer. (2023) Into the Unknown: Characterizing Fellow Uncertainty During the Transition to Unsupervised Practice. Journal of Graduate Medical Education 15:2, pages 201-208.
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Natalie Edmiston, Wendy Hu, Stephen Tobin, Jannine Bailey, Caroline Joyce, Krista Reed & Lise Mogensen. (2023) “You’re actually part of the team”: a qualitative study of a novel transitional role from medical student to doctor. BMC Medical Education 23:1.
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Louise Binow Kjær, Pia Strand & Mette Krogh Christensen. (2022) ‘Making room for student autonomy’ – an ethnographic study of student participation in clinical work. Advances in Health Sciences Education 27:4, pages 1067-1094.
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Elena Brandford, Tammy Wang, Clarice Nguyen & Caroline E. Rassbach. (2022) Sense of Belonging and Professional Identity Among Combined Pediatrics-Anesthesiology Residents. Academic Pediatrics 22:7, pages 1246-1253.
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Linda Bonnie, Mechteld Visser, Anneke Kramer & Nynke van Dijk. (2022) Kenmerkende beroepsactiviteiten: geen toetsmiddel, wel een leermiddel. Huisarts en wetenschap.
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Heyu Meng, Jianjun Ruan, Yanqiu Chen, Zhaohan Yan, Xiangdong Li & Fanbo Meng. (2022) An Investigation into the Pressures Experienced by Medical Masters Students during the COVID-19 Pandemic Based on the Perceived Stress Scale-14 and Its Alleviation Methods. Healthcare 10:6, pages 1072.
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Kathleen M. Muldoon. (2022)
IMPROVing
communication about diversity, equity, and inclusion in health professions education
. The Anatomical Record 305:4, pages 1000-1018.
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Ellen M. Driever, Ivo M. Tolhuizen, Robbert J. Duvivier, Anne M. Stiggelbout & Paul L. P. Brand. (2022) Why do medical residents prefer paternalistic decision making? An interview study. BMC Medical Education 22:1.
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Linda H. A. Bonnie, Gaston R. Cremers, Mana Nasori, Anneke W. M. Kramer & Nynke Dijk. (2021) Longitudinal training models for entrusting students with independent patient care?: A systematic review. Medical Education 56:2, pages 159-169.
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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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Marjo Wijnen-Meijer, Sjoukje van den Broek, Franciska Koens & Olle ten Cate. (2020) Vertical integration in medical education: the broader perspective. BMC Medical Education 20:1.
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Ivan Bank & Marjo Wijnen-Meijer. (2020) Why should medical students (not) be recruited to care for patients with COVID-19?. BMC Medical Education 20:1.
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