Reflections: an inquiry into medical students’ professional identity formation
Tóm tắt
Từ khóa
Tài liệu tham khảo
Becker, 1961, Boys in White: Student Culture in Medical School
Hughes, 1994, On Work, Race and Sociological Imagination, 37
Moore, 1970, The Professions: Roles and Rules
Friedson, 2001, Professionalism: The Third Logic
Helmich, 2012, Entering medical practice for the very first time: emotional talk, meaning and identity development, Med Educ, 46, 1074, 10.1111/medu.12019
Weaver, 2011, “Part of the team”: professional identity and social exclusivity in medical students, Med Educ, 45, 1220, 10.1111/j.1365-2923.2011.04046.x
Monrouxe, 2009, Negotiating professional identities: dominant and contesting narratives in medical students’ longitudinal audio diaries, Curr Narratives, 1, 41
Monrouxe, 2010, Identity, identification and medical education: why should we care?, Med Educ, 44, 40, 10.1111/j.1365-2923.2009.03440.x
Irby, 2010, Calls for reform of medical education by the Carnegie Foundation for the Advancement of Teaching: 1910 and 2010, Acad Med, 85, 220, 10.1097/ACM.0b013e3181c88449
Irby, 2011, Educating physicians for the future: carnegie's calls for reform, Med Teacher, 33, 547, 10.3109/0142159X.2011.578173
Stern, 2006, The developing physician - becoming a professional, N Engl J Med, 355, 1794, 10.1056/NEJMra054783
Ibarra, 1999, Provisional selves: experimenting with image and identity in professional adaptation, Adm Sci Q, 44, 764, 10.2307/2667055
Slay, 2011, Professional identity construction: using narrative to understand the negotiation of professional and stigmatized cultural identities, Hum Relations, 64, 85, 10.1177/0018726710384290
Quigley, 2011, Academic identity: a modern perspective, Educate, 11, 20
Erikson, 1968, Identity, Youth and Crisis
Hilton, 2005, Proto-professionalism: how professionalization occurs across the continuum of medical education, Med Educ, 39, 58, 10.1111/j.1365-2929.2004.02033.x
Rees, 2005, Proto-professionalism and the three questions about development, Med Educ, 39, 9, 10.1111/j.1365-2929.2004.02025.x
Scanlon, 2011, “Becoming” A Professional: An Interdisciplinary Analysis of Professional Learning, 13, 10.1007/978-94-007-1378-9_1
Hager, 2011, “Becoming” A Professional: An Interdisciplinary Analysis of Professional Learning, 33, 10.1007/978-94-007-1378-9_2
Hafferty, 1998, Beyond curriculum reform: confronting medicine's hidden curriculum, Acad Med, 73, 403, 10.1097/00001888-199804000-00013
Hafferty, 1994, The hidden curriculum, ethics teaching, and the structure of medical education, Acad Med, 69, 861, 10.1097/00001888-199411000-00001
Chuang, 2010, To the point: reviews in medical education - taking control of the hidden curriculum, Am J Obstet Gynecol, 203, e1
Monrouxe, 2011, Differences in medical students’ explicit discourses of professionalism: acting, representing, becoming, Med Educ, 45, 585, 10.1111/j.1365-2923.2010.03878.x
Charon, 2001, Narrative medicine: a model for empathy, reflection, profession and trust, JAMA, 286, 1897, 10.1001/jama.286.15.1897
Wald, 2009, Reflecting on reflection: enhancement of medical education curriculum with structured field notes and guided feedback, Acad Med, 84, 830, 10.1097/ACM.0b013e3181a8592f
Wald, 2012, Fostering and evaluating reflective capacity in medical education: developing the REFLECT rubric for assessing reflective writing, Acad Med, 87, 1, 10.1097/ACM.0b013e31823b55fa
Driessen, 2003, Use of portfolios in early undergraduate medical training, Med Teach, 25, 18, 10.1080/0142159021000061378
Driessan, 2005, Conditions for successful reflective use of portfolios in undergraduate medical education, Med Educ, 39, 1230, 10.1111/j.1365-2929.2005.02337.x
Clandinin, 2008, Creating pedagogical spaces for developing doctor professional identity, Med Educ, 42, 765, 10.1111/j.1365-2923.2008.03098.x
Pitkala, 2004, Feelings related to first patient experiences in medical school: a qualitative study on students personal portfolios, Patient Educ Couns, 54, 171, 10.1016/S0738-3991(03)00209-X
O'Sullivan, 2012, Does a summative portfolio foster the development of capabilities such as reflective practice and understanding ethics? An evaluation from two medical schools, Med Teach, 34, e21, 10.3109/0142159X.2012.638009
Karnielli-Miller, 2010, Medical students’ professionalism narratives: a window on the informal and hidden curriculum, Acad Med, 85, 124, 10.1097/ACM.0b013e3181c42896
Niemi, 1997, Medical students’ professional identity: self reflection during the preclinical years, Med Educ, 31, 408, 10.1046/j.1365-2923.1997.00697.x
Reissman, 2008, Narrative Analysis Methods for the Human Sciences
Merriam, 2009, Qualitative Research. A Guide to Design and Implementation
Sandelowski, 1995, Focus on qualitative methods: sample size in qualitative research, Res Nurs Health, 18, 179, 10.1002/nur.4770180211
Kassebaum, 1998, On the culture of student abuse in medical school, Acad Med, 73, 1149, 10.1097/00001888-199811000-00011
Rees, 2013, Narrative, emotion and action: analysing ‘most memorable’ professionalism dilemmas, Med Educ, 47, 80, 10.1111/j.1365-2923.2012.04302.x
Costello, 2005, Professional Identity Crisis: Race, Class, Gender, and Success at Professional Schools, 1
Foster, 2011, “Becoming” A Professional: An Interdisciplinary Analysis of Professional Learning, 171, 10.1007/978-94-007-1378-9_9
Neumann, 2011, Empathy decline and its reasons: a systematic review of studies with medical students and residents, Acad Med, 86, 996, 10.1097/ACM.0b013e318221e615