References
- Cruess RL, Cruess SR, Boudreau JD, Snell L, Steinert Y. Reframing medical education to support professional identity formation. Acad Med. 2014;89(11):1446-51. https://doi.org/10.1097/ACM.0000000000000427
- Jarvis-Selinger S, Pratt DD, Regehr G. Competency is not enough: integrating identity formation into the medical education discourse. Acad Med. 2012;87(9):1185-90. https://doi.org/10.1097/acm.0b013e3182604968
- Niemi PM. Medical students' professional identity: self-reflection during the preclinical years. Med Educ. 1997;31(6):408-15. https://doi.org/10.1046/j.1365-2923.1997.00697.x
- Holden MD, Buck E, Luk J, Ambriz F, Boisaubin EV, Clark MA, et al. Professional identity formation: creating a longitudinal framework through TIME (Transformation in Medical Education). Acad Med. 2015;90(6):761-7. https://doi.org/10.1097/ACM.0000000000000719
- Cruess RL, Cruess SR, Boudreau JD, Snell L, Steinert Y. A schematic representation of the professional identity formation and socialization of medical students and residents: a guide for medical educators. Acad Med. 2015;90(6):718-25. https://doi.org/10.1097/ACM.0000000000000700
- Goldie J. The formation of professional identity in medical students: considerations for educators. Med Teach. 2012;34(9):e641-8. https://doi.org/10.3109/0142159X.2012.687476
- Kegan R. The evolving self: problem and process in human development. Cambridge (MA): Harvard University Press; 1982.
- Lewin LO, McManamon A, Stein MTO, Chen DT. Minding the form that transforms: using Kegan's model of adult development to understand personal and professional identity formation in medicine. Acad Med. 2019;94(9):1299-304. https://doi.org/10.1097/acm.0000000000002741
- Volpe RL, Hopkins M, Haidet P, Wolpaw DR, Adams NE. Is research on professional identity formation biased?: early insights from a scoping review and metasynthesis. Med Educ. 2019;53(2):119-32. https://doi.org/10.1111/medu.13781
- Wald HS. Professional identity (trans)formation in medical education: reflection, relationship, resilience. Acad Med. 2015;90(6):701-6. https://doi.org/10.1097/ACM.0000000000000731
- Wyatt TR, Balmer D, Rockich-Winston N, Chow CJ, Richards J, Zaidi Z. 'Whispers and shadows': a critical review of the professional identity literature with respect to minority physicians. Med Educ. 2021;55(2): 148-58. https://doi.org/10.1111/medu.14295
- Bearman M, Dawson P. Qualitative synthesis and systematic review in health professions education. Med Educ. 2013;47(3):252-60. https://doi.org/10.1111/medu.12092
- Abrams MP, Eckert T, Topping D, Daly KD. Reflective writing on the cadaveric dissection experience: an effective tool to assess the impact of dissection on learning of anatomy, humanism, empathy, well-being, and professional identity formation in medical students. Anat Sci Educ. 2020 Oct 13 [Epub]. https://doi.org/10.1002/ase.2025.
- Adema M, Dolmans DH, Raat JA, Scheele F, Jaarsma AD, Helmich E. Social interactions of clerks: the role of engagement, imagination, and alignment as sources for professional identity formation. Acad Med. 2019;94(10):1567-73. https://doi.org/10.1097/acm.0000000000002781
- Cunningham H, Taylor D, Desai UA, Quiah SC, Kaplan B, Fei L, et al. Looking back to move forward: first-year medical students' meta-reflections on their narrative portfolio writings. Acad Med. 2018;93(6):888-94. https://doi.org/10.1097/acm.0000000000002102
- Sawatsky AP, Nordhues HC, Merry SP, Bashir MU, Hafferty FW. Transformative learning and professional identity formation during international health electives: a qualitative study using grounded theory. Acad Med. 2018;93(9):1381-90. https://doi.org/10.1097/acm.0000000000002230
- Shiozawa T, Glauben M, Banzhaf M, Griewatz J, Hirt B, Zipfel S, et al. An insight into professional identity formation: qualitative analyses of two reflection interventions during the dissection course. Anat Sci Educ. 2020;13(3):320-32. https://doi.org/10.1002/ase.1917
- Sorrell S, Ibrahim H. First year medical students' perceptions of the impact of wearing scrubs on professional identity: a narrative analysis in the United Arab Emirates. BMJ Open. 2020;10(11):e039357. https://doi.org/10.1136/bmjopen-2020-039357
- Stuart E, O'Leary D, Rowntree R, Carey C, O'Rourke L, O'Brien E, et al. 'Challenges in experiential learning during transition to clinical practice: a comparative analysis of reflective writing assignments during general practice, paediatrics and psychiatry clerkships'. Med Teach. 2020;42(11):1275-82. https://doi.org/10.1080/0142159X.2020.1803250
- Wald HS, White J, Reis SP, Esquibel AY, Anthony D. Grappling with complexity: medical students' reflective writings about challenging patient encounters as a window into professional identity formation. Med Teach. 2019;41(2):152-60. https://doi.org/10.1080/0142159x.2018.1475727
- Wong A, Trollope-Kumar K. Reflections: an inquiry into medical students' professional identity formation. Med Educ. 2014;48(5):489-501. https://doi.org/10.1111/medu.12382
- Chen LYC, Hubinette MM. Exploring the role of classroom-based learning in professional identity formation of family practice residents using the experiences, trajectories, and reifications framework. Med Teach. 2017;39(8):876-82. https://doi.org/10.1080/0142159X.2017.1317729
- Hatem DS, Halpin T. Becoming doctors: examining student narratives to understand the process of professional identity formation within a learning community. J Med Educ Curric Dev. 2019;6:2382120519834546. https://doi.org/10.1177/2382120519834546
- Konkin J, Suddards C. Creating stories to live by: caring and professional identity formation in a longitudinal integrated clerkship. Adv Health Sci Educ Theory Pract. 2012;17(4):585-96. https://doi.org/10.1007/s10459-011-9335-y
- Nothnagle M, Reis S, Goldman RE, Anandarajah G. Fostering professional formation in residency: development and evaluation of the "forum" seminar series. Teach Learn Med. 2014;26(3):230-8. https://doi.org/10.1080/10401334.2014.910124
- De Lasson L, Just E, Stegeager N, Malling B. Professional identity formation in the transition from medical school to working life: a qualitative study of group-coaching courses for junior doctors. BMC Med Educ. 2016;16:165. https://doi.org/10.1186/s12909-016-0684-3
- Kline CC, Park SE, Godolphin WJ, Towle A. Professional identity formation: a role for patients as mentors. Acad Med. 2020;95(10):1578-86. https://doi.org/10.1097/ACM.0000000000003561
- Parsons AS, Kon RH, Plews-Ogan M, Gusic ME. You can have both: coaching to promote clinical competency and professional identity formation. Perspect Med Educ. 2021;10(1):57-63. https://doi.org/10.1007/s40037-020-00612-1
- Reis SP, Wald HS. Contemplating medicine during the Third Reich: scaffolding professional identity formation for medical students. Acad Med. 2015;90(6):770-3. https://doi.org/10.1097/ACM.0000000000000716
- Schei E, Knoop HS, Gismervik MN, Mylopoulos M, Boudreau JD. Stretching the comfort zone: using early clinical contact to influence professional identity formation in medical students. J Med Educ Curric Dev. 2019;6:2382120519843875. https://doi.org/10.1177/2382120519843875
- Tien L, Wyatt TR, Tews M, Kleinheksel AJ. Simulation as a tool to promote professional identity formation and patient ownership in medical students. Simul Gaming. 2019;50(6):711-24. https://doi.org/10.1177/1046878119869038
- Green MJ. Comics and medicine: peering into the process of professional identity formation. Acad Med. 2015;90(6):774-9. https://doi.org/10.1097/ACM.0000000000000703
- Joseph K, Bader K, Wilson S, Walker M, Stephens M, Varpio L. Unmasking identity dissonance: exploring medical students' professional identity formation through mask making. Perspect Med Educ. 2017;6(2):99-107. https://doi.org/10.1007/s40037-017-0339-z
- Rabow MW, Evans CN, Remen RN. Professional formation and deformation: repression of personal values and qualities in medical education. Fam Med. 2013;45(1):13-8.
- Stephens MB. Behind the mask: identity formation and team building. Ann Fam Med. 2019;17(6):561. https://doi.org/10.1370/afm.2447
- Hawking M, Kim J, Jih M, Hu C, Yoon JD. "Can virtue be taught?": a content analysis of medical students' opinions of the professional and ethical challenges to their professional identity formation. BMC Med Educ. 2020;20(1):380. https://doi.org/10.1186/s12909-020-02313-z
- Helmich E, Yeh HM, Kalet A, Al-Eraky M. Becoming a doctor in different cultures: toward a cross-cultural approach to supporting professional identity formation in medicine. Acad Med. 2017;92(1):58-62. https://doi.org/10.1097/ACM.0000000000001432
- Matthews R, Smith-Han K, Nicholson H. From physiotherapy to the army: negotiating previously developed professional identities in mature medical students. Adv Health Sci Educ Theory Pract. 2020;25(3):607-27. https://doi.org/10.1007/s10459-019-09942-0
- Van den Broek S, Querido S, Wijnen-Meijer M, van Dijk M, Ten Cate O. Social identification with the medical profession in the transition from student to practitioner. Teach Learn Med. 2020;32(3):271-81. https://doi.org/10.1080/10401334.2020.1723593
- Adams J, Ari M, Cleeves M, Gong J. Reflective writing as a window on medical students' professional identity development in a longitudinal integrated clerkship. Teach Learn Med. 2020;32(2):117-25. https://doi.org/10.1080/10401334.2019.1687303
- Sawatsky AP, Huffman BM, Hafferty FW. Coaching versus competency to facilitate professional identity formation. Acad Med. 2020;95(10): 1511-4. https://doi.org/10.1097/ACM.0000000000003144
- Yardley S, Kinston R, Lefroy J, Gay S, McKinley RK. 'What do we do, doctor?': transitions of identity and responsibility: a narrative analysis. Adv Health Sci Educ Theory Pract. 2020;25(4):825-43. https://doi.org/10.1007/s10459-020-09959-w
- Jarvis-Selinger S, MacNeil KA, Costello GR, Lee K, Holmes CL. Understanding professional identity formation in early clerkship: a novel framework. Acad Med. 2019;94(10):1574-80. https://doi.org/10.1097/acm.0000000000002835
- Pratt MG, Rockmann KW, Kaufmann JB. Constructing professional identity: the role of work and identity learning cycles in the customization of identity among medical residents. Acad Manag J. 2006;49(2):235-62. https://doi.org/10.5465/AMJ.2006.20786060
- Helmich E, Yeh HM, Yeh CC, de Vries J, Fu-Chang Tsai D, Dornan T. Emotional learning and identity development in medicine: a cross-cultural qualitative study comparing Taiwanese and Dutch medical undergraduates. Acad Med. 2017;92(6):853-9. https://doi.org/10.1097/ACM.0000000000001658
- Sawatsky AP, Santivasi WL, Nordhues HC, Vaa BE, Ratelle JT, Beckman TJ, et al. Autonomy and professional identity formation in residency training: a qualitative study. Med Educ. 2020;54(7):616-27. https://doi.org/10.1111/medu.14073
- Kay D, Berry A, Coles NA. What experiences in medical school trigger professional identity development? Teach Learn Med. 2019;31(1):17-25. https://doi.org/10.1080/10401334.2018.1444487
- Conway-Hicks S, de Groot JM. Living in two worlds: becoming and being a doctor among those who identify with "not from an advantaged background". Curr Probl Pediatr Adolesc Health Care. 2019;49(4):92-101. https://doi.org/10.1016/j.cppeds.2019.03.006
- Wyatt TR, Rockich-Winston N, Taylor TR, White D. What does context have to do with anything?: a study of professional identity formation in physician-trainees considered underrepresented in medicine. Acad Med. 2020;95(10):1587-93. https://doi.org/10.1097/ACM.0000000000003192
- Han H. Interprofessional education in medical education: can we break the silos? Korean Med Educ Rev. 2017;19(1):1-9. https://doi.org/10.17496/kmer.2017.19.1.1