A mixed-methods study on the course of professional identity formation in undergraduate medical students

The extended PSIQ, which includes questions about EPAs and clerkship transitions, maintains reliability and construct validity, making it suitable for studying PIF within an EPA-based curriculum. Although no significant differences in performance were found, assertiveness emerged as a key factor in the quality and quantity of feedback, with more assertive students receiving better feedback. Narrative feedback, especially process-oriented, is crucial for supporting professional identity formation in medical students.