Matos MS 77. Matos MS de, Ferraço CM, Rosa JCA, Bastos JA, Brandão PC. Primeiro período de medicina: choque de realidade e o início da construção da identidade médica. Rev Psicol Saúde. 2019;11(3):157-71. 2019 / Brazil Qualitative Thematic category I |
Identify expectations and reality experienced by medical students. |
77 medical students |
Machado CBD 1717. Machado CDB, Wuo AS. Processo de socialização na formação identitária do estudante de medicina. Trab Educ Saúde. 2019;17(2):e0020840. 2018 / Brazil Qualitative Thematic category I |
To analyze expectations of becoming a physician during medical school. |
145 medical students |
Stubbing E 44. Stubbing E, Helmich E, Cleland J. Authoring the identity of learner before doctor in the figured world of medical school. Perspect Med Educ. 2018;7(1):40-6. 2018 / United Kingdom Qualitative Thematic category II |
To understand the expectations and prejudices of medical students about what constitutes being a physician. |
23 medical students |
Winkel AF 1818. Winkel AF, Honart AW, Robinson A, Jones AA, Squires A. Thriving in scrubs: a qualitative study of resident resilience. Reprod Health. 2018;15(1):1-8. 2018 / USA Qualitative Thematic category II |
To understand the development of resilience in residents coping with stressors. |
18 resident physicians |
Burford B 11. Adema M, Dolmans DHJM, Raat JAN, Scheele F, Jaarsma ADC, 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. 2017 / United Kingdom Quantitative Thematic category I |
To establish how medical students identify themselves. |
181 medical students |
Wainwright E 1919. Wainwright E, Fox F, Breffni T, Taylor G, O’Connor M. Coming back from the edge: a qualitative study of a professional support unit for junior doctors. BMC Med Educ . 2017;17(1):1-11. 2017 / United Kingdom Qualitative Thematic category II |
To investigate how the Professional Support Program (PSP) influences the self-perception of MI. |
08 medical students (internship) |
Wasityastuti W 2020. Wasityastuti W, Susani YP, Prabandari YS, Rahayu GR. Correlation between academic motivation and professional identity in medical students in the Faculty of Medicine of the Universitas Gadjah Mada Indonesia. Educ Med. 2018;19(1):23-9. 2016 / Indonesia Quantitative Thematic category I |
To determine academic motivation profiles and relationship between PI and MI. |
531 medical students |
Green MJ 2121. Green MJ. Comics and medicine: peering into the process of professional identity formation. Acad Med . 2015;90(6):774-9. 2015 / USA Qualitative Thematic category III |
To understand, through graphic arts, the experience of medical students. |
58 medical students |
Lovell B 88. Lovell B. “We are a tight community”: social groups and social identity in medical undergraduates. Med Educ. 2015;49(10):1016-27. 2015 / United Kingdom Qualitative Thematic category III |
To analyze how student communities influence PI and MI development. |
32 medical students |
Talisman N 2222. Talisman N, Harazduk N, Rush C, Graves K, Haramati A. The impact of mind-body medicine facilitation on affirming and enhancing professional identity in health care professions faculty. Acad Med . 2015;90(6):780-4. 2015 / USA Quantitative Thematic category I |
To explore whether mindfulness training helps in the construction of MI. |
62 medical students |
Barr J 2323. Barr J, Bull R, Rooney K. Developing a patient focussed professional identity: an exploratory investigation of medical students’ encounters with patient partnership in learning. Adv Health Sci Educ Theory Pract. 2015;20(2):325-38. 2014 / Australia Qualitative Thematic category I |
To analyze the contact of students with chronic patients and the influence on patient-centered IM. |
67 medical students |
Kligler B 2424. Kligler B, Brian L, Nadine TK. Becoming a doctor: a qualitative evaluation of challenges and opportunities in medical student wellness during the third year. Acad Med . 2013;88(4):535-40. 2013 / USA Qualitative Thematic category II |
To understand the impact of the beginning of the third year on the students’ well-being. |
173 medical students |
Iyer A 2525. Iyer A, Jetten J. What’s left behind: identity continuity moderates the effect of nostalgia on well-being and life choices. J Pers Soc Psychol. 2011;101(1):94-108. 2011 / Australia Quantitative Thematic category I |
To assess the effects of nostalgia and continuity of identity on psychological well-being. |
120 undergraduate students |
Sabino C 2626. Sabino C, Luz MT. O ambulatório no discurso dos médicos residentes: reprodução e dinâmica do campo médico. Physis. 2010;20(4):1357-75. 2010 / Brazil Qualitative Thematic category III |
To understand the role of the outpatient clinic in the construction of MI in the beginning of the medical career. |
12 physicians |
Machado MA 2727. Machado MA. Cuidados paliativos e a construção da identidade médica paliativista no Brasil [dissertação]. Rio de Janeiro: Fundação Oswaldo Cruz; 2009. 2009 / Brazil Qualitative Thematic category I |
To investigate the construction of the MI of palliative care physicians. |
06 physicians |
Draper C 2828. Draper C, Louw G. What is medicine and what is a doctor? Medical students’ perceptions and expectations of their academic and professional career. Med Teach. 2007;29(5):e100-7. 2007 / South Africa Qualitative Thematic category III |
To explore the perceptions of medical students about medicine and professional practice. |
193 medical students |
Fiore MLM 2121. Green MJ. Comics and medicine: peering into the process of professional identity formation. Acad Med . 2015;90(6):774-9. 2005 / Brazil Qualitative Thematic category III |
To explore psychological and social factors involved in the choice of medical specialties. |
40 physicians |
Rosenberg EH 3030. Rosenberg EH, Medini G, Lomranz J. Aspects of differential role perception of Israeli medical school students. Med Educ . 1979;13(5):329-35. 1979 / Israel Quantitative Thematic category II |
To investigate how first-year students of the medical course perceive themselves in contact with patients. |
62 medical students |