This study examined the current status of medical professionalism curriculum in Korea to suggest a plan move towards formation professional identity. Professionalism education data from 28 Korean schools were analyzed, including number courses, required or elective status, corresponding credits, major course contents, and teaching evaluation methods. Considerable variation was found courses cre...

INTRODUCTION Students enter the 'figured world' of medical school with preconceptions of what it means to be a doctor. The meeting of these early preconceptions and their newly developing identities can create emotional tensions. The aim of this study was to advance our understanding of how such tensions were experienced and managed. Using figured worlds as a theoretical framework we explored s...

Professional identity development, seen as essential in the transition from student to professional, needs to be owned by the universities in order to ensure a workforce appropriately prepared to provide global health care in the future. The development of professional identity involves a focus on who the student is becoming, as well as what they know or can do, and requires authentic learning ...

Becoming a professional who embodies certain dispositions is known as identity formation. Little research has explored what intentions educators hold for student identity formation or how such intentions influence their teaching. Nine faculty members (all female) in an occupation-centered curriculum were interviewed and observed over 8 weeks. Data were analyzed primarily through narrative writi...