References
- Medical Schools Council. Advice from medical schools council to UK medical schools on actions surrounding Covid-19. [Internet]. London: Medical Schools Council; 2020.
- Ahmed H, Allaf M, Elghazaly H. COVID-19 and medical education. Lancet Infect Dis. 2020 Mar. DOI:10.1016/S1473-3099(20)30226-7
- Sandars JC, Dankbaar R, de Jong M, et al. Twelve tips for rapidly migrating to online learning during the COVID-19 pandemic. MedEdPublish. 2020. DOI:10.15694/mep.2020.000082.1
- Wilson I, Cowin L, Johnson M, et al. Professional identity in medical students: pedagogical challenges to medical education. Teach Learn Med. 2013;25(4):369–373.
- Wenger E. Communities of practice and social learning systems. Organization. 2000;7(2):225–246.
- Lave J, Wenger E. Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press; 1991.
- Wenger E. Conceptual tools for CoPs as social learning systems: boundaries, identity, trajectories and participation. In: Blackmore C, editor. Social learning systems and communities of practice. London: Springer; 2010. p. 125–143.
- Wenger E. Communities of practice: learning, meaning and identity. New York: Cambridge University Press; 1998.
- Freedman D, Stoddard-Holmes M, editors. The teacher’s body: embodiment, authority, and identity in the academy. Albany: State University of New York Press; 2003.
- Wynia MK, Papadakis MA, Sullivan WM, et al. More than a list of values and desired behaviors: a foundational understanding of medical professionalism. Acad Med. 2014 May;89(5):712–714.
- Hafferty F, Papadakis M, Sullivan W, et al. ABMS definition of medical professionalism (Long Form). Chicago: American Board of Medical Specialities; 2012.
- Cruess RL, Cruess SR, Boudreau JD, et al. Reframing medical education to support professional identity formation. Acad Med. 2014 Nov;89(11):1446–1451.
- Cruess RL, Cruess SR, Boudreau JD, et al. A schematic representation of the professional identity formation and socialization of medical students and residents: a guide for medical educators. Acad Med. 2015 Jun;90(6):718–725.
- Monrouxe LV. Identity, identification and medical education: why should we care? Med Educ. 2010 Jan;44(1):40–49.
- Sabancıogullari S, Dogan S. Effects of the professional identity development programme on the professional identity, job satisfaction and burnout levels of nurses: A pilot study. Int J Nurs Pract. 2015 Dec;21(6):847–857.
- Hall D, Zhu G, Yan A. Career creativity as protean identity transformation. In: Peiperl M, Arthur M, Anand N, editors. Career creativity. Oxford: Oxford University Press; 2002. p. 159–179.
- Bennett KL, Phillips JP. Finding, recruiting, and sustaining the future primary care physician workforce: a new theoretical model of specialty choice process. Acad Med. 2010 Oct;85(10 Suppl):S81–8.
- UK Foundation Programme Office. 2019 F2 career destinations survey. Birmingham: UK Foundation Programme Office; 2020.
- Centre for Workforce Intelligence. In-depth review of the general practitioner workforce Final report. London; 2014.
- Holden M, Buck E, Clark M, et al. Professional identity formation in medical education: the convergence of multiple domains. HEC Forum. 2012 Dec;24(4):245–255.
- Jarvis-Selinger S, Pratt DD, Regehr G. Competency is not enough: integrating identity formation into the medical education discourse. Acad Med. 2012 Sep;87(9):1185–1190.
- Jenkins R. Social Identity. 3rd ed. Abingdon: Routledge; 2008.
- Goldie J. The formation of professional identity in medical students: considerations for educators. Med Teach. 2012;34(9):e641–8.
- Kegan R. The evolving self: problems and process in human development. Cambridge: Harvard University Press; 1982.
- Kenny NP, Mann KV, MacLeod H. Role modeling in physicians’ professional formation: reconsidering an essential but untapped educational strategy. Acad Med. 2003 Dec;78(12):1203–1210.
- Hill E, Vaughan S. The only girl in the room: how paradigmatic trajectories deter female students from surgical careers. Med Educ. 2013 Jun;47(6):547–556.
- Cote J, Levine C. A formulation of Erikson’s theory of ego identity formation. Dev Rev. 1987;7(4):273–325.
- Monrouxe L, Poole G. An onion? Conceptualising and researching identity. Med Educ. 2013 Apr;47(4):425–429.
- Scott S. Negotiating identity: symbolic interactionist approaches to social identity. Cambridge: Polity Publishers; 2015.
- Penuel W, Wertsch J. Vygotsky and identity formation: A sociocultural approach. Edu Psy. 1995;30(2):83–92.
- Kanani N, Waller E. Next steps on general practice response to covid 19. England G, editor. London: NHS England; 2020.
- Shaughnessy A, Wasson E, editor, London: British Journal of General Practice; 2020. BJGP Life. Available from https://bjgplife.com/2020/05/13/medical-students-an-asset-to-the-primary-care-team-in-crisis/
- Hull-York Medical School. Student volunteering opportunities in the nhs coronavirus (covid19). Hull: Hull-York Medical School; 2020.
- Pearson DJ, McKinley RK. Why tomorrow’s doctors need primary care today. J R Soc Med. 2010 Jan;103(1):9–13.
- Kelly M, Bennett D, O’Flynn S, et al. A picture tells 1000 words: learning teamwork in primary care. Clin Teach. 2013 Apr;10(2):113–117.
- Greenhalgh T, Wherton J, Shaw S, et al. Video consultations for covid-19. BMJ. 2020 Mar;368:m998.
- Donaghy E, Atherton H, Hammersley V, et al. Acceptability, benefits, and challenges of video consulting: a qualitative study in primary care. Br J Gen Pract. 2019 Sep;69(686):e586–e594.
- Shaw S, Wherton J, Vijayaraghavan S, et al. Advantages and limitations of virtual online consultations in a NHS acute trust: the VOCAL mixed-methods study. 2018. Southampton: NIHR Journals Library.
- Royal College of General Practitioners. Find your local GP society london: royal college of general practitioners. 2020. London: Royal College of General Practitioners. Available from https://www.rcgp.org.uk/training-exams/discover-general-practice/medical-students/become-a-part-of-team-gp/gp-societies.aspx
- Practitioners RCoG, Medical School Council. Destination GP: medical student’ experiences and perceptions of general practice. London; 2017.
- Duemer L, Fontenot D, Gumfory K, et al. The use of online synchronous discussion groups to enhance community formation and professional identity development. J Interac Online Learn. 2002;1(2):1–12.
- Gray B. Informal learning in an online community of practice. Int J E-Learn Distance Edu. 2005;19:1.
- Barnett S, Jones SC, Caton T, et al. Implementing a virtual community of practice for family physician training: a mixed-methods case study. J Med Internet Res. 2014 Mar;16(3):e83.