Drawing the ARC: How medical students shape their professional selves
Discrete mechanisms actively employed by medical students to develop their professional identities can be categorized within domains of action, reflection, and connection (ARC). The ARC construct helps validate existing theories and could be used by educators and advisors to systematize and optimize interventions for PIF.
Authors
- Meg Keeley (ORCID: https://orcid.org/0000-0001-8602-2638)
- Maya G. Sardesaı (ORCID: https://orcid.org/0000-0001-9670-4931)
- Thuy L. Ngo (ORCID: https://orcid.org/0000-0003-4435-6458)
- Brian Mavis (ORCID: https://orcid.org/0000-0003-2145-3634)
- David Hatem (ORCID: https://orcid.org/0000-0003-0979-601X)
- Silvia Lizett Olivares Olivares (ORCID: https://orcid.org/0000-0002-8311-9589)
- Jessica M. Lewis (ORCID: https://orcid.org/0000-0001-6086-9355)
- Jennifer Quaintance
- Robert B. Shochet
- Marjorie D Wenrich
Institutions
- Albert Einstein College of Medicine (US)
- Johns Hopkins University (US)
- University of Massachusetts Chan Medical School (US)
- Rosalind Franklin University of Medicine and Science (US)
- University of Washington (US)
- Johns Hopkins All Children's Hospital (US)
- Community Healthlink (US)
- University of Virginia (US)
- University of Missouri–Kansas City (US)
- Michigan State University (US)
- Tecnológico de Monterrey (MX)
Publication Details
- Journal
- Medical Teacher
- Published
- 2026-02-26
- DOI
- https://doi.org/10.1080/0142159x.2026.2630977
- Primary Topic
- Innovations in Medical Education
- Type
- article
- Field-Weighted Citation Impact
- 0.00