Education Research: A Qualitative Study of Transformative Experiences in Neurology Residency

This study provides a theoretically grounded framework for understanding identity formation in neurology residency. High-responsibility clinical moments were reframed as developmental turning points when paired with reflection and supportive mentorship. Findings underscore the value of psychologically attuned environments that facilitate adaptive coping, meaning-making, and progressive autonomy. Limitations include single-site sampling and potential recall bias among alumni. Future research should explore longitudinal identity trajectories and examine how early meaning-making predicts later professional fulfillment and resilience.