The authors explore what is known about identity development within Longitudinal Integrated Clerkships, suggesting they manifest their benefits and influence identity through continuity, relationships and responsibility.
Read the accompanying article to this audio paper: Professional identity formation within longitudinal integrated clerkships: A scoping review.
A scoping review of self-monitoring in graduate medical education - Interview with William Rainey Johnson
The development of professional identity in clinical psychologists: A scoping review - Audio Paper with Samantha Schubert
All medical degrees are equal, but some are more equal than others: An analysis of medical degree classifications - Audio Paper with Matthew H. V. Byrne
Whose problem is it anyway? Confronting myths of ‘problems’ in health professions education - Interview with Aliki Thomas
Graduates’ preparedness for the changing doctor-patient relationship: A qualitative study - Interview with Nicola Brennan
Scratching beneath the surface: How organisational culture influences curricular reform - Audio Paper with Adarsh P. Shah
‘Just pretending’: Narratives of professional identity transitions in internal medicine - Interview with Joanne Kerins
Faculty development participants’ experiences of working with change in clinical settings - Interview with Agnes Elmberger
Negotiating legitimacy and belonging: Disabled students’ and practitioners’ experience - Audio Paper with Tal Jarus
Navigating the burden of proof and responsibility: A narrative inquiry into Indigenous medical learners’ experiences - Audio Paper with Sarah Burm
Anti-oppressive pedagogy in medical education: A qualitative study of trainees and faculty - Interview with Gopika Punchhi and Kathryn Shum
Hetero- and cisnormativity—UK pharmacy education as a queer opponent - Interview with Andrew Mawdsley
Exploring nurses’ role in guiding residents’ workplace learning: A mixed-method study - Audio Paper with Iris Jansen
When I say … chalk talk - Audio Paper with Ryan E. Nelson
Trainees’ perceptions of being allowed to fail in clinical training: A sense-making model - Interview with Jennifer Klasen
Really good stuff—May 2023 editorial - Interview with Helen Church and Lynelle Govender
Learner engagement and teaching effectiveness in livestreamed versus in-person CME - Audio Paper with Christopher R. Stephenson
From bones to bytes: Do manipulable 3D models have added value in osteology education compared to static images? - Interview with Vicky Vandenbossche
‘Noticing’ in health professions education: Time to pay attention? - Interview with Tim Clement
Internal medicine trainee perspectives on back-up call systems and relationships to burnout - Audio Paper with Natasha Sheikh
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