Investigation of the mechanism of ambivalent professional identity formation: A directed content analysis of reflective assignments
SCT effectively explains API formation in medical interns. Ambivalent learning experiences, mediated by contradictory reinforcements, shape identity development, highlighting SCT's relevance in healthcare education.
Authors
- Xuejun Yin (ORCID: https://orcid.org/0000-0001-8446-9591)
- Shuai Jiang (ORCID: https://orcid.org/0000-0002-4203-5557)
- Xuedong Jia (ORCID: https://orcid.org/0000-0003-4317-5284)
- Xiaoyue Bao
- Qiufang Zhang (ORCID: https://orcid.org/0000-0003-3921-9643)
- Zhao Yin (ORCID: https://orcid.org/0000-0003-2589-0962)
- Yongjie Yang (ORCID: https://orcid.org/0000-0001-5604-5505)
- Zhimin Chen (ORCID: https://orcid.org/0000-0002-5160-7502)
- Jiayi Du
- Youhong Hu
- Wan Zhang
- Cook Loraine
Institutions
- Tianjin University of Traditional Chinese Medicine (CN)
- Hubei University of Medicine (CN)
- Academy of Medical Sciences (GB)
- Chinese Academy of Medical Sciences & Peking Union Medical College (CN)
- Peking Union Medical College Hospital (CN)
- UNSW Sydney (AU)
- University of the West Indies (BS)
- First Affiliated Hospital of Zhengzhou University (CN)
- Imperial College London (GB)
Publication Details
- Journal
- Medical Teacher
- Published
- 2025-05-09
- DOI
- https://doi.org/10.1080/0142159x.2025.2501258
- Primary Topic
- Educational Methods and Teacher Development
- Type
- article
- Field-Weighted Citation Impact
- 0.00