Professional identity in medical students: Pedagogical challenges to medical education
Journal article
Wilson, Ian G., Cowin, Leanne S., Johnson, Maree and Young, Helen. (2013). Professional identity in medical students: Pedagogical challenges to medical education. Teaching and Learning in Medicine. 25(4), pp. 369 - 373. https://doi.org/10.1080/10401334.2013.827968
Authors | Wilson, Ian G., Cowin, Leanne S., Johnson, Maree and Young, Helen |
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Abstract | Background: Professional identity, or how a doctor thinks of himself or herself as a doctor, is considered to be as critical to medical education as the acquisition of skills and knowledge relevant to patient care. Summary: This article examines contemporary literature on the development of professional identity within medicine. Relevant theories of identity construction are explored and their application to medical education and pedagogical approaches to enhancing students’ professional identity are proposed. The influence of communities of practice, role models, and narrative reflection within curricula are examined. Conclusions: Medical education needs to be responsive to changes in professional identity being generated from factors within medical student experiences and within contemporary society. |
Year | 2013 |
Journal | Teaching and Learning in Medicine |
Journal citation | 25 (4), pp. 369 - 373 |
Publisher | Lawrence Erlbaum Associates inc. |
ISSN | 1040-1334 |
Digital Object Identifier (DOI) | https://doi.org/10.1080/10401334.2013.827968 |
Scopus EID | 2-s2.0-84886392231 |
Page range | 369 - 373 |
Publisher's version | File Access Level Controlled |
Place of publication | United States |
https://acuresearchbank.acu.edu.au/item/89z52/professional-identity-in-medical-students-pedagogical-challenges-to-medical-education
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