An evidence-informed pedagogical approach to support professional identity formation in medical students: AMEE Guide No. 171-Reference-Cited by-同舟云学术

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An evidence-informed pedagogical approach to support professional identity formation in medical students: AMEE Guide No. 171

Published:2024-08-07 Issue: Volume: Page:1-9
ISSN:0142-159X
Container-title:Medical Teacher
language:en
Short-container-title:Medical Teacher

Author:

Fleer Joke¹²^ORCID,Smit Margreet J.¹,Boer Hedwig J.¹^ORCID,Knevel Maleah¹,Velthuis Floor³^ORCID,Trippenzee Miranda¹^ORCID,de Carvalho Filho Marco A.³^ORCID,Scholtens Salome¹⁴^ORCID

Affiliation:

1. Department of Health Sciences, University Medical Center Groningen, Groningen, The Netherlands

2. Dean of University College Groningen, University of Groningen, Groningen, The Netherlands

3. University Medical Center Groningen, Groningen, The Netherlands

4. Faculty of Economics and Business, University of Groningen, Groningen, The Netherlands

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/0142159X.2024.2387809

Reference59 articles.

1. Burnout During Residency Training: A Literature Review

2. Burnout in medical students: a systematic review

3. Measurement of negative and depressive symptoms: Discriminatory relevance of affect and expression

4. A Schematic Representation of the Professional Identity Formation and Socialization of Medical Students and Residents

5. Frank JR Snell LS Sherbino J editors. Royal college of physicians and surgeons of Canada. The Draft CANMEDS 2015 physician competency framework. September 2014. http://www.royalcollege.ca/portal/page/portal/rc/common/documents/ canmeds/framework/canmeds2015_framework_series_III_e.pdf

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