Full Length Research Paper
References
Ainscough L, Foulis E, Colthorpe K, Zimbardi K, Robertson-Dean M, Chunduri P, Lluka L (2016). Changes in Biology Self-Efficacy during a First-Year University Course. CBE-Life Sciences Education. |
|
Allen-Ramdial SAA, Campbell AG (2014). Reimagining the Pipeline: Advancing STEM Diversity, Persistence, and Success. BioScience 64(7):612-618. |
|
Andrews SE, Aikens ML (2018). Life Science Majors' Math-Biology Task Values Relate to Student Characteristics and Predict the Likelihood of Taking Quantitative Biology Courses. Journal of Microbiology & Biology Education 19(2):80. |
|
Armitage-Chan E (2016). 'Assessing Professionalism: A Theoretical Framework for Defining Clinical Rotation Assessment Criteria', Journal of Veterinary Medical Education 43(4):364-371. |
|
Austin Z (2007). Geographical migration, psychological adjustment, and reformation of professional identity: the double culture shock experience of international pharmacy graduates in Ontario (Canada). Globalisation, Societies and Education 5(2):239-255. |
|
Beckett D, Gough J (2004). Perceptions of professional identity: a story from paediatrics. Studies in Continuing Education 26(2):195-208. |
|
Beijaard D, Meijer PC, Verloop N (2013). Chapter 10 The Emergence of Research on Teachers' Professional Identity: A Review of Literature from 1988 to 2000. Advances in Research on Teaching pp. 205-222. |
|
Brace JL, Baiduc RR, Drane DL, Flores LC, Beitel GJ, Lo SM (2018). Design, implementation, and evaluation of a multi-disciplinary professional development program for research mentors. Mentoring & Tutoring: Partnership in Learning 26(4):377-399. |
|
Brownell SE, Tanner KD (2012). Barriers to faculty pedagogical change: lack of training, time, incentives and tensions with professional identity? CBE Life Sciences Education 11(4):339-346. |
|
Bullock K, Hejmadi M, Lock G (2012). Work placements for bioscience undergraduates: are they really necessary? Journal of Biological Education 46(1):4-11. |
|
Cameron C, Lee HY, Anderson CB, Trachtenberg J, Chang S (2020) The role of scientific communication in predicting science identity and research career intention. PLoS ONE 15(2):e0228197. |
|
Cardoso I, Batista P, Graça A (2014). Professional Identity in Analysis: A Systematic Review of the literature. The Open Sports Sciences Journal 7(1):83-97. |
|
Carlone HB, Scott C, Lowder C (2014). Becoming (less) scientific: A longitudinal study of students' identity work from elementary to middle school science. Journal of Research in Science Teaching 51(7):836-869. |
|
Chang MJ, Eagan MK, Lin MH, Hurtado S (2011). Considering the Impact of Racial Stigmas and Science Identity: Persistence Among Biomedical and Behavioral Science Aspirants. The Journal of Higher Education 82(5):564-596. |
|
Cheng C (2019). An Exploration of Medical Education in Central and Southern China: Measuring the Professional Competence of Clinical Undergraduates. International Journal of Environmental Research and Public Health 16(21):4119. |
|
Clark SG, Steen-Adams MM, Pfirman S, Wallace RL (2011). Professional development of interdisciplinary environmental scholars. Journal of Environmental Studies and Sciences 1:99-113. |
|
Cooper KM, Gin LE, Akeeh B, Clark CE, Hunter JS, Roderick TB, Elliott DB, Gutierrez LA, Mello RM, Pfeiffer LD, Scott RA, Arellano D, Ramirez D, Valdez EM, Vargas C, Velarde K, Zheng Y, Brownell SE (2019). Factors that predict life sciences student persistence in undergraduate research experiences. PLOS ONE14(8):e0220186. |
|
Cruess RL, Cruess SR, Boudreau JD, Snell L, Steinert Y (2015). A schematic representation of the professional identity formation and socialization of medical students and residents: a guide for medical educators. Academic medicine: Journal of the Association of American Medical Colleges 90(6):718-725. |
|
Cruess SR, Cruess RL, Steinert Y (2019). Supporting the development of a professional identity: General principles. Medical Teacher 41(6):641-649. |
|
D'Arcy CE, Martinez A, Khan AM, Olimpo JT (2019). Cognitive and non-cognitive outcomes associated with student engagement in a novel brain chemo architecture mapping course-based undergraduate research experience. The Journal of Undergraduate Neuroscience Education 18(1):A15. |
|
Drinkwater MJ, Matthews KE, Seiler J (2017). How Is Science Being Taught? Measuring Evidence-Based Teaching Practices across Undergraduate Science Departments. CBE-Life Sciences Education 16(1):ar18:1-11. |
|
Dunne A, Devane J, O'Hara T (1999). The Relationship between In vitro Drug Dissolution and In vivo Absorption. Journal of the Royal Statistical Society. Series D (The Statistician) 48(1):125-133. |
|
Dyer MA, Taylor SM (2012). Supporting professional identity in undergraduate Early Years students through reflective practice. Reflective Practice 13(4):551-563. |
|
Edwards H, Dirette D (2010). The Relationship Between Professional Identity and Burnout Among Occupational Therapists. Occupational Therapy in Health Care 24(2):119-129. |
|
Esparza D, Wagler AE, Olimpo JT (2020). Characterization of Instructor and Student Behaviors in CURE and Non-CURE Learning Environments: Impacts on Student Motivation, Science Identity Development, and Perceptions of the Laboratory Experience. CBE-Life Sciences Education 19(1):ar10. |
|
Estrada M, Eroy-Reveles A, Matsui J (2018). The Influence of Affirming Kindness and Community on Broadening Participation in STEM Career Pathways. Social Issues and Policy Review 12(1):258-297. |
|
Estrada M, Woodcock A, Hernandez PR, Schultz PW (2011). Toward a Model of Social Influence that Explains Minority Student Integration into the Scientific Community. Journal of Educational Psychology 103(1):206-222. |
|
Fearon JD (1999). What is identity (as we now use the word). Unpublished manuscript, Stanford University, Stanford, Calif. pp. 1-43. |
|
Frantz KJ, Demetrikopoulos MK, Britner SL, Carruth LL, Williams BA, Pecore JL, DeHaan RL, Goode CT (2017). A Comparison of Internal Dispositions and Career Trajectories after Collaborative versus Apprenticed Research Experiences for Undergraduates. CBE-Life Sciences Education 16(1):ar1-12. |
|
Fraser GA, Crook AC, Park JR (2007). A Tool for Mapping Research Skills in Undergraduate Curricula. Bioscience Education 9(1):1-12. |
|
Gertsog GA (2017). Professional identity for successful adaptation of students - a participative approach. Rupkatha Journal on Interdisciplinary Studies in Humanities 9(1):301-311. |
|
Goldie J (2012). The formation of professional identity in medical students: Considerations for educators. Medical Teacher 34(9):e641-e648. |
|
Goldstein PA, Storey-Johnson C, Beck S (2014). Facilitating the initiation of the physician's professional identity: Cornell's urban semester program. Perspectives on Medical Education 3(6):492-499. |
|
Guraya SY (2016). The Desired Concept Maps and Goal Setting for Assessing Professionalism in Medicine. Journal Ofclinical And Diagnostic Research pp. JE01-JE05. |
|
Hanauer DI, Graham MJ, Hatfull GF (2016). A Measure of College Student Persistence in the Sciences (PITS). CBE-Life Sciences Education 15(4):ar54. |
|
Hancock S, Walsh E (2014). Beyond knowledge and skills: rethinking the development of professional identity during the STEM doctorate. Studies in Higher Education 41(1):37-50. |
|
Hanna F, Oostdam R, Severiens SE, Zijlstra BJH (2019). Domains of teacher identity: A review of quantitative measurement instruments. Educational Research Review 27:15-27. |
|
Hernandez ML, Pérez DL, Román PL, Laureano TF, Calzada JN, Mendoza S, Washington AV, Borrero M (2019). An exploratory study comparing students' science identity perceptions derived from a hands-on research and non-research-based summer learning experience. Biochemistry and Molecular Biology Education 48(2):134-142. |
|
Hernandez PR, Bloodhart B, Barnes RT, Adams AS, Clinton SM, Pollack I, Godfrey E, Burt M, Fischer EV (2017). Promoting professional identity, motivation, and persistence: Benefits of an informal mentoring program for female undergraduate students. PLOS ONE 12(11):e0187531. |
|
Hirschy AS, Wilson ME, Lidde llDL, Boyle KM, Pasques IK (2015). Socialization to Student Affairs: Early Career Experiences Associated With Professional Identity Development. Journal of College Student Development 56(8):777-793. |
|
Cheung HY (2008). Measuring the professional identity of Hong Kong in?service teachers. Journal of In?service Education 34(3):375-390. |
|
Holland DC (2001). "The Woman Who Climbed up the House." Identity and Agency in Cultural Worlds, Harvard University Press, Cambridge. |
|
Howard JA (2000). Social Psychology of Identities. Annual Review of Sociology 26(1):367-393. |
|
Ibarra H (2007). Identity Transitions: Possible Selves, Liminality and the Dynamics of Voluntary Career Change. INSEAD Working Papers Collection 31:1-54. |
|
Illing C, Morrow GM, Rothwell nee Kergon CR, Burford BC, Baldauf BK, Davies CL, Morrison J (2013). Perceptions of UK medical graduates' preparedness for practice: a multi-centre qualitative study reflecting the importance of learning on the job. BMC medical education 13(1):1-12. |
|
Joynes VCT (2017). Defining and understanding the relationship between professional identity and interprofessional responsibility: implications for educating health and social care students. Advances in Health Sciences Education 23(1):133-149. |
|
Kalet A, Buckvar-Keltz L, Harnik V, Monson V, Hubbard S, Crowe R, Song HS, Yingling S (2016). Measuring professional identity formation early in medical school. Medical Teacher 39(3):255-261. |
|
Kay D, Berry A, Coles NA (2018). What Experiences in Medical School Trigger Professional Identity Development? Teaching and Learning in Medicine 31(1):17-25. |
|
Kedraka K (2018). Student Run Biology Workshop: An Educational and Transformative Experience in Biosciences. International Journal of Learning and Development 8(3):152. |
|
Kim-Prieto C, Copeland HL, Hopson R, Simmons T, Leibowitz MJ (2013). The role of professional identity in graduate school success for under-represented minority students. Biochemistry and Molecular Biology Education 41(2):70-75. |
|
Kuchynka S, Findley-Van Nostrand D, Pollenz RS (2019). Evaluating Psychosocial Mechanisms Underlying STEM Persistence in Undergraduates: Scalability and Longitudinal Analysis of Three Cohorts from a Six-Day Pre-College Engagement STEM Academy Program. CBE-Life Sciences Education 18(3):ar41. |
|
Kunhunny S, Salmon D (2017). The Evolving Professional Identity of the Clinical Research Nurse - A Qualitative Exploration. Journal Of Clinical Nursing 26(23-24):5121-5132. |
|
Le PT, Doughty L, Thompson AN, Hartley LM (2019). Investigating Undergraduate Biology Students' Science Identity Production. CBE-Life Sciences Education 18(4):ar50. |
|
Lifshitz-Assaf H (2017). Dismantling Knowledge Boundaries at NASA: The Critical Role of Professional Identity in Open Innovation. Administrative Science Quarterly 63(4):746-782. |
|
McCourt JS, Andrews TC, Knight JK, Merrill JE, Nehm RH, Pelletreau KN, Prevost LB, Smith MK, Urban-Lurain M, Lemons PP (2017). What Motivates Biology Instructors to Engage and Persist in Teaching Professional Development? CBE-Life Sciences Education 16(3):ar54. |
|
McCutcheon K, Lohan M, Traynor M (2016). A systematic review protocol on the use of online learning versus blended learning for teaching clinical skills to undergraduate health professional students. Higher Education Pedagogies1(1):82-88. |
|
McDonald MM, Zeigler-Hill V, Vrabel JK, Escobar M (2019a). A Single-Item Measure for Assessing STEM Identity. Frontiers in Education P 4. |
|
Merolla DM, Serpe RT (2013). STEM enrichment programs and graduate school matriculation: the role of science identity salience. Social Psychology of Education 16(4):575-597. |
|
Monrouxe LV, Bullock A, Tseng HM, Wells SE (2017). Association of professional identity, gender, team understanding, anxiety and workplace learning alignment with burnout in junior doctors: a longitudinal cohort study. BMJ Open 7(12):e017942. |
|
Mrdjenovich AJ, Moore BA (2004). The professional identity of counselling psychologists in health care: a review and call for research. Counselling Psychology Quarterly 17(1):69-79. |
|
Mylrea M, Sen Gupta T, Glass B (2017). Developing Professional Identity in Undergraduate Pharmacy Students: A Role for Self-Determination Theory. Pharmacy 5(4):16. MDPI AG. |
|
Nadelson LS, McGuire SP, Davis KA, Farid A, Hardy KK, Hsu YC, Kaiser U, Nagarajan R, Wang S (2015). Am I a STEM professional? Documenting STEM student professional identity development. Studies in Higher Education pp. 1-20. |
|
Neary S (2014). Reclaiming professional identity through postgraduate professional development: careers practitioners reclaiming their professional selves. British Journal of Guidance and Counselling 42(2):199-210. |
|
Noble C, Coombes I, Shaw PN, Nissen LM, Clavarino A (2014). Becoming a pharmacist: the role of curriculum in professional identity formation. Pharmacy Practice (Internet):12(1):00. |
|
O'Leary N, Cantillon P (2020). Why shouldn't we do that on placement if we're doing it in the real world? Differences between undergraduate and graduate identities in speech and language therapy. Advances in Health Sciences Education 25(4):781-797. |
|
Olckers L, Gibbs TJ, Duncan M (2007). Developing health science students into integrated health professionals: a practical tool for learning. BMC Medical Education 7:45. |
|
Page MJ, McKenzie JE, Bossuyt PM, Boutron I, Hoffmann TC, Mulrow CD, Moher D (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. International Journal of Surgery 88:105906. |
|
Paul KM, Maltese AV, Svetina VD (2020). Development and validation of the role identity surveys in engineering (RIS-E) and STEM (RIS-STEM) for elementary students. International Journal of STEM Education 7(1). |
|
Peeters MJ, Vaidya VA (2016). A Mixed-Methods Analysis in Assessing Students' Professional Development by Applying an Assessment for Learning Approach. American Journal of Pharmaceutical Education 80(5):77. |
|
Price RM, Kantrowitz-Gordon I, Gordon SE (2018). Competing Discourses of Scientific Identity among Postdoctoral Scholars in the Biomedical Sciences. CBE-Life Sciences Education 17(2):ar29. |
|
Reeves TD, Marbach-Ad G, Miller KR, Ridgway J, Gardner GE, Schussler EE, Wischusen EW (2016). A Conceptual Framework for Graduate Teaching Assistant Professional Development Evaluation and Research. CBE-Life Sciences Education 15(2):15es2:1-15es2:9. |
|
Remich R, Naffziger-Hirsch ME, GazleyJL, McGee R (2016). Scientific Growth and Identity Development during a Postbaccalaureate Program: Results from a Multisite Qualitative Study. CBE-Life Sciences Education 15(3):ar25. |
|
Robinson KA, Perez T, Nuttall AK, Roseth CJ, Linnenbrink-Garcia L (2018). From science student to scientist: Predictors and outcomes of heterogeneous science identity trajectories in college. Developmental Psychology 54(10):1977-1992. |
|
Robinson RL, McDonald JE (2014). Developing Skills in Second Year Biological Science Undergraduates. Bioscience Education 22(1):42-53. |
|
Rodrigues F, Mogarro MJ (2019). Student teachers' professional identity: A review of research contributions. Educational Research Review 28:100286. |
|
Rowland AA, Knekta E, Eddy S, Corwin LA (2019). Defining and Measuring Students' Interest in Biology: An Analysis of the Biology Education Literature. CBE-Life Sciences Education 18(3):ar34. |
|
Shahabi M, Mohammadi N, Koohpayehzadeh J, Soltani ASK (2020). The attainment of physician's professional identity through meaningful practice: A qualitative study. Medical Journal of The Islamic Republic of Iran. Published. |
|
Shapiro J, Nixon LL, Wear SE, Doukas DJ (2015). Medical professionalism: what the study of literature can contribute to the conversation. Philosophy, Ethics, and Humanities in Medicine 10(1):1-8. |
|
Shuster MI, Curtiss J, Wright TF, Champion C, Sharifi M, Bosland J (2019). Implementing and evaluating a Course-Based Undergraduate Research Experience (CURE) at a Hispanic-Serving Institution. Interdisciplinary Journal of Problem-Based Learning 13(2). |
|
Slay HS, Smith DA (2011). Professional identity construction: Using narrative to understand the negotiation of professional and stigmatized cultural identities. Human Relations 64(1):85-107. |
|
Stets JE, Brenner PS, Burke PJ, Serpe RT (2017). The science identity and entering a science occupation. Social Science Research 64:1-14. |
|
Stubbing E, Helmich E, Cleland J (2018). Authoring the identity of learner before doctor in the figured world of medical school. Perspectives on Medical Education 7(1):40-46. |
|
Tang BL, Gan YH (2005). Preparing the senior or graduating student for graduate research. Biochemistry and Molecular Biology Education 33(4):277-280. |
|
Thiry H, Weston TJ, Laursen SL, Hunter AB (2012). The Benefits of Multi-Year Research Experiences: Differences in Novice and Experienced Students' Reported Gains from Undergraduate Research. CBE-Life Sciences Education11(3):260-272. |
|
Thomas M, Hughes SG, Hart PM, Schollar J, Keirle K, Griffith GW (2001). Group project work in biotechnology and its impact on key skills. Journal of Biological Education 35(3):133-140. |
|
Trede F, Macklin R, Bridges D (2012). Professional identity development: a review of the higher education literature. Studies in Higher Education 37(3):365-384. |
|
Trujillo G, Tanner KD (2014). Considering the Role of Affect in Learning: Monitoring Students' Self-Efficacy, Sense of Belonging, and Science Identity. CBE-Life Sciences Education 13(1):6-15. |
|
Ullrich L, Dumanis SB, Evans TM, Jeannotte AM, Leonard C, Rozzi SJ, Taylor CM, Gale K, Kanwal JS, Maguire-Zeiss KA, Wolfe BB, Forcelli PA (2014). From student to steward: the Interdisciplinary Program in Neuroscience at Georgetown University as a case study in professional development during doctoral training. Medical Education Online 19(1):22623. |
|
Vieira A, Carrieri ADP, Monteiro PRR, Roquete FF (2017). Gender Differences and Professional Identities in Health and Engineering. BAR - Brazilian Administration Review 14(1). |
|
Vincent-Ruz P, Schunn CD (2018). The nature of science identity and its role as the driver of student choices. International Journal of STEM Education 5(1):48. |
|
Vision and change (2018). |
|
Visser CLF, Ket JCF, Croiset G, Kusurkar RA (2017). Perceptions of residents, medical and nursing students about Interprofessional education: a systematic review of the quantitative and qualitative literature. BMC Medical Education 17(1):1-13. |
|
Wald HS, White J, Reis SP, Esquibel AY, Anthony D (2018). Grappling with complexity: Medical students' reflective writings about challenging patient encounters as a window into professional identity formation. Medical Teacher 41(2):152-160. |
|
Wallenberg I, Hopmans CJ, Buljac-Samardzic M, den Hoed PT, IJzermans JNM (2016). Repairing reforms and transforming professional practices: a mixed-methods analysis of surgical training reform. Journal of Professions and Organization 3(1):86-102. |
|
Yazdani S, Zanjani S, Afshar L, Ahmadi S (2016). Concept Analysis: Professional Formation of Medical Students. Biosciences, Biotechnology Research Asia 13(1):361-367. |
Copyright © 2024 Author(s) retain the copyright of this article.
This article is published under the terms of the Creative Commons Attribution License 4.0