Professional Identity

Publications by CHES Members on Professional Identity:

• The power of stories: Supporting professional identity transitions through longitudinal coaching

  Farrell L, Ajjawi R. The power of stories: Supporting professional identity transitions through longitudinal coaching. Medical Education. 2023 Jul;57(7):598-600.

• The ways social networks shape reflection on early significant clinical experiences in medical school

  Stasiuk S, Hubinette M, Nimmon L. The ways social networks shape reflection on early significant clinical experiences in medical school. Canadian Medical Education Journal/Revue canadienne de l’éducation médicale. 2022;13(5):28-38.

• Re-thinking “I”dentity in medical education: genealogy and the possibilities of being and becoming

  Schrewe B, Martimianakis MA. Re-thinking “I” dentity in medical education: genealogy and the possibilities of being and becoming. Advances in Health Sciences Education. 2022 Feb 5:1-15.

• COVID as a catalyst: medical student perspectives on professional identity formation during the COVID-19 pandemic

  Williams-Yuen J, Shunmugam M, Smith H, Jarvis-Selinger S, Hubinette M. COVID as a catalyst: medical student perspectives on professional identity formation during the COVID-19 pandemic. Canadian Medical Education Journal/Revue canadienne de l’éducation médicale. 2022;13(3):13-21.

• Strangers in a strange land: The experience of physicians undergoing remediation

  Bourgeois‐Law G, Regehr G, Teunissen PW, Varpio L. Strangers in a strange land: The experience of physicians undergoing remediation. Medical Education. 2022 Jun 1.

• Urban ideals and rural realities: Physiotherapists navigating paradox in overlapping roles

  Gingerich A, Van Volkenburg K, Maurice S, Simpson C, Roots R. Urban ideals and rural realities: Physiotherapists navigating paradox in overlapping roles. Medical Education. 2021 Oct 1;55(10):1183-1193.

• Students’ social networks are diverse, dynamic and deliberate when transitioning to clinical training

  Atherley AE, Nimmon L, Teunissen PW, Dolmans D, Hegazi I, Hu W. Students’ social networks are diverse, dynamic and deliberate when transitioning to clinical training. Medical Education. 2021 Mar 1;55(3):376-386.

• I Can Understand Where They’re Coming From”: How Clinicians’ Disability Experiences Shape Their Interaction With Clients

  Battalova A, Bulk L, Nimmon L, Hole R, Krupa T, Lee M, Mayer Y, Jarus T. “I can understand where they’re coming from”: How clinicians’ disability experiences shape their interaction with clients. Qualitative Health Research. 2020 Nov;30(13):2064-2076.

• Professional identity formation: a role for patients as mentors

  Kline CC, Park SE, Godolphin WJ, Towle A. Professional identity formation: a role for patients as mentors. Academic Medicine. 2020 Sep 29;95(10):1578-1586.

• Surgical training in the midst of a pandemic: a distributed general surgery residency program’s response to COVID-19

  Hintz GC, Duncan KC, Mackay EM, Scott TM, Karimuddin AA. Surgical training in the midst of a pandemic: a distributed general surgery residency program’s response to COVID-19. Canadian Journal of Surgery. 2020 Aug;63(4):E346.

• An international study of trainee-trained transitions: Introducing the transition-to-trained-doctor (T3D) model

  Gordon L, Teunissen PW, Jindal-Snape D, Bates J, Rees CE, Westerman M, Sinha R, van Dijk A. An international study of trainee-trained transitions: Introducing the transition-to-trained-doctor (T3D) model. Medical Teacher. 2020 Jun 2;42(6):679-688.

• Disabled healthcare professionals’ diverse, embodied, and socially embedded experiences

  Bulk LY, Tikhonova J, Gagnon JM, Battalova A, Mayer Y, Krupa T, Lee M, Nimmon L, Jarus T. Disabled healthcare professionals’ diverse, embodied, and socially embedded experiences. Advances in Health Sciences Education. 2020 Mar;25(1):111-129.

• The Line

  Schrewe B. The line. CMAJ. 2019 Nov 4;191(44):E1223-1224.

• Attitudes Towards Physicians Requiring Remediation: One-of-Us or Not-Like-Us?

  Bourgeois-Law G, Teunissen PW, Varpio L, Regehr G. Attitudes towards physicians requiring remediation: one-of-us or not-like-us? Academic Medicine. 2019 Nov 1;94(11S):S36-41.

• Thrown into the world of independent practice: from unexpected uncertainty to new identities

  Schrewe B. Thrown into the world of independent practice: from unexpected uncertainty to new identities. Advances in Health Sciences Education. 2018 Dec;23(5):1051-1064.

• Professional paradox: identity formation in qualified doctors pursuing further training

  Chan M, Pratt D, Poole G, Sidhu R. Professional paradox: identity formation in qualified doctors pursuing further training. Medical Education. 2018 Mar;52(3):302-313.

• We are not anything alike’: marginalization of health professionals with disabilities

  Bulk LY, Easterbrook A, Roberts E, Groening M, Murphy S, Lee M, Ghanouni P, Gagnon J, Jarus T. ‘We are not anything alike’: marginalization of health professionals with disabilities. Disability & Society. 2017 May 28;32(5):615-634.

• The big d(eal): professional identity through discursive constructions of ‘patient’

  Schrewe B, Bates J, Pratt D, Ruitenberg CW, McKellin WH. The Big D (eal): professional identity through discursive constructions of ‘patient’. Medical Education. 2017 Jun;51(6):656-668.

• The legitimization process of students with disabilities in health and human service educational programs in Canada

  Easterbrook A, Bulk L, Ghanouni P, Lee M, Opini B, Roberts E, Parhar G, Jarus T. The legitimization process of students with disabilities in health and human service educational programs in Canada. Disability & Society. 2015 Nov 26;30(10):1505-1520.

• Program evaluation of a model to integrate internationally educated health professionals into clinical practice

  Greig A, Dawes D, Murphy S, Parker G, Loveridge B. Program evaluation of a model to integrate internationally educated health professionals into clinical practice. BMC medical education. 2013 Dec;13(1):1-8.

• “I am a doctor”: Negotiating the discourses of standardization and diversity in professional identity construction

  Frost HD, Regehr G. “I am a doctor”: negotiating the discourses of standardization and diversity in professional identity construction. Academic Medicine. 2013 Oct 1;88(10):1570-1577.

• An onion? Conceptualising and researching identity

  Monrouxe L, Poole G. An onion? Conceptualising and researching identity. Medical education. 2013 Apr;47(4):425-429.

• Finding potential in balance: navigating the competing discourses of diversity and standardization

  Schrewe B, Frost H. Finding potential in balance: navigating the competing discourses of diversity and standardization. Academic Medicine. 2012 Nov 1;87(11):1479.

• Competency Is Not Enough: Integrating Identity Formation Into the Medical Education Discourse

  Jarvis-Selinger S, Pratt DD, Regehr G. Competency is not enough: integrating identity formation into the medical education discourse. Academic medicine. 2012 Sep 1;87(9):1185-1190.

• Rebuttal: Do nurse practitioners pose a threat to family physicians? Yes.

  Laguë G. Rebuttal: Do nurse practitioners pose a threat to family physicians?: YES. Canadian Family Physician. 2009 Jan 1;55(1):22.

• Rebuttal: Do nurse practitioners pose a threat to family physicians? No.

  Bourgeois-Law G. Rebuttal: Do nurse practitioners pose a threat to family physicians?: No. Canadian Family Physician. 2009 Jan 1;55(1):22.