Rethinking professional identity formation amidst protests and social upheaval: a journey in Africa
暂无分享,去创建一个
A. Kuper | L. Green-Thompson | T. Wyatt | M. Mokhachane | Ann George | Mantoa Mokhachane | L. Green-thompson
[1] M. A. Martimianakis,et al. Re-thinking “I”dentity in medical education: genealogy and the possibilities of being and becoming , 2022, Advances in Health Sciences Education.
[2] Z. Zaidi,et al. Bricolage: A tool for race‐related, historically situated complex research , 2021, Medical education.
[3] Cheryl Shumin Kow,et al. A Scoping Review of Professional Identity Formation in Undergraduate Medical Education , 2021, Journal of General Internal Medicine.
[4] R. Ellaway,et al. What Role Should Resistance Play in Training Health Professionals? , 2021, Academic medicine : journal of the Association of American Medical Colleges.
[5] S. Shaw,et al. Coping with Medical School: An Interpretive Phenomenological Study , 2021, The Qualitative Report.
[6] Philip Adu,et al. The Theoretical Framework in Phenomenological Research , 2021 .
[7] D. Balmer,et al. Longitudinal qualitative research in medical education: Time to conceptualise time , 2021, Medical education.
[8] N. Johnson,et al. Balancing race, gender, and responsibility: Conversations with four black women in educational leadership in the United States of America , 2021, Educational Management Administration & Leadership.
[9] P. Crampton,et al. Professional identity formation, intersectionality and equity in medical education , 2020, Medical education.
[10] G. Finn,et al. Exploring the Hidden Curriculum’s Impact on Medical Students: Professionalism, Identity Formation and the Need for Transparency , 2020, Medical Science Educator.
[11] Tasha R. Wyatt,et al. ‘Whispers and shadows’: A critical review of the professional identity literature with respect to minority physicians , 2020, Medical education.
[12] Nicole Rockich-Winston,et al. “Changing the narrative”: a study on professional identity formation among Black/African American physicians in the U.S. , 2020, Advances in Health Sciences Education.
[13] Nicole Rockich-Winston,et al. What Does Context Have to Do With Anything? A Study of Professional Identity Formation in Physician-Trainees Considered Underrepresented in Medicine , 2020, Academic medicine : journal of the Association of American Medical Colleges.
[14] L. Cini. Disrupting the neoliberal university in South Africa: The #FeesMustFall movement in 2015 , 2019, Current Sociology.
[15] M. Schweller,et al. “Speed up”! The Influences of the Hidden Curriculum on the Professional Identity Development of Medical Students , 2019, Health Professions Education.
[16] Stuart T. Saunders. Rebels and Rage: Reflecting on #FeesMustFall – A review , 2019, South African Journal of Science.
[17] S. Post,et al. Developing “a Way of Being”: Deliberate Approaches to Professional Identity Formation in Medical Education , 2019, Academic Psychiatry.
[18] J. D. de Groot,et al. Living in two worlds: Becoming and being a doctor among those who identify with "not from an advantaged background". , 2019, Current problems in pediatric and adolescent health care.
[19] Y. Steinert,et al. Supporting the development of a professional identity: General principles , 2019, Medical teacher.
[20] Daniel R Wolpaw,et al. Is research on professional identity formation biased? Early insights from a scoping review and metasynthesis , 2019, Medical education.
[21] L. Cini. The 2015 student mobilizations in South Africa. Contesting post-apartheid higher education , 2019 .
[22] Theophilus Azungah. Qualitative research: deductive and inductive approaches to data analysis , 2018, Qualitative Research Journal.
[23] G. Goldman,et al. Towards a Collective-Values Framework of Ubuntu: Implications for Workplace Commitment , 2018 .
[24] S. Shaw,et al. The experiences of medical students with dyslexia: An interpretive phenomenological study. , 2018, Dyslexia.
[25] S. Ndlovu-Gatsheni. Rhodes Must Fall , 2018, Epistemic Freedom in Africa.
[26] Shepherd Mpofu. Disruption as a communicative strategy: The case of #FeesMustFall and #RhodesMustFall students’ protests in South Africa , 2017 .
[27] G. Posner,et al. The Hidden Curriculum: Exposing the Unintended Lessons of Medical Education , 2016, Cureus.
[28] S. Sutherland,et al. The hidden and informal curriculum across the continuum of training: A cross-sectional qualitative study* , 2016, Medical teacher.
[29] T. Naidu,et al. Troubling Muddy Waters: Problematizing Reflective Practice in Global Medical Education , 2016, Academic medicine : journal of the Association of American Medical Colleges.
[30] Yvonne Steinert,et al. Amending Miller’s Pyramid to Include Professional Identity Formation , 2016, Academic medicine : journal of the Association of American Medical Colleges.
[31] R. Schreiber,et al. Ubuntu and constructivist grounded theory: an African methodology package , 2015 .
[32] Drucilla Cornell,et al. Ubuntu feminism: Tentative reflections , 2015 .
[33] Patricia Hill Collins,et al. Intersectionality's Definitional Dilemmas , 2015 .
[34] D. M. Van der Wal,et al. Differentiating between descriptive and interpretive phenomenological research approaches. , 2015, Nurse researcher.
[35] Elelwani L. Ramugondo. Occupational Consciousness , 2015, Journal of occupational science.
[36] Y. Steinert,et al. A schematic representation of the professional identity formation and socialization of medical students and residents: a guide for medical educators. , 2015, Academic medicine : journal of the Association of American Medical Colleges.
[37] Mark A. Clark,et al. Professional Identity Formation: Creating a Longitudinal Framework Through TIME (Transformation in Medical Education) , 2015, Academic medicine : journal of the Association of American Medical Colleges.
[38] D. Rudman,et al. Can Post-Apartheid South Africa be enabled to humanise and heal itself ? , 2015 .
[39] L. R. Radha Krishna,et al. Understanding the Fluid Nature of Personhood – The Ring Theory of Personhood , 2015, Bioethics.
[40] G. Regehr,et al. “I AM a Doctor”: Negotiating the Discourses of Standardization and Diversity in Professional Identity Construction , 2013, Academic medicine : journal of the Association of American Medical Colleges.
[41] Mark A. Clark,et al. Professional Identity Formation in Medical Education: The Convergence of Multiple Domains , 2012, HEC Forum.
[42] G. Reiners. Understanding the Differences between Husserl's (Descriptive) and Heidegger's (Interpretive) Phenomenological Research , 2012 .
[43] J. Goldie. The formation of professional identity in medical students: Considerations for educators , 2012, Medical teacher.
[44] J. Iputo,et al. Addressing social responsibility in medical education: The African way , 2011, Medical teacher.
[45] Holly S. Slay,et al. Professional identity construction: Using narrative to understand the negotiation of professional and stigmatized cultural identities , 2011 .
[46] S. Ellece. Asking for a ‘Water Calabash’: Metaphor and Gender in ‘Patlo’ Marriage Ceremonies in Botswan , 2010 .
[47] David Sanders,et al. The health and health system of South Africa: historical roots of current public health challenges , 2009, The Lancet.
[48] H. Giliomee. A NOTE ON BANTU EDUCATION, 1953 TO 1970 , 2009 .
[49] G. M. Nkondo. Ubuntu as public policy in South Africa: A conceptual framework , 2007 .
[50] K. Swanson,et al. : An Exploration , 2007 .
[51] J. Frank,et al. The CanMEDS initiative: implementing an outcomes-based framework of physician competencies , 2007, Medical teacher.
[52] M. Wilson,et al. Current Concepts Review: Acute Ruptures of the Achilles Tendon , 2006, Foot & ankle international.
[53] Lerato Legoabe. The women's march 50 years later…challenges for young women , 2006 .
[54] A. Digby. EARLY BLACK DOCTORS IN SOUTH AFRICA , 2005, The Journal of African History.
[55] M. Maharasoa,et al. Men's initiation schools as a form of higher education within the Basotho indigenous knowledge systems : perspectives on higher education , 2005 .
[56] S. Laverty. Hermeneutic Phenomenology and Phenomenology: A Comparison of Historical and Methodological Considerations , 2003 .
[57] H. Giliomee. The Making of the Apartheid Plan, 1929-1948* , 2003 .
[58] B. Nussbaum. Ubuntu: Reflections of a South African on Our Common Humanity , 2003 .
[59] Jeanne J LeVasseur,et al. The Problem of Bracketing in Phenomenology , 2003, Qualitative health research.
[60] R. Kaiser. Fixing Identity by Denying Uniqueness: An Analysis of Professional Identity in Medicine , 2002 .
[61] Tara J. Yosso,et al. Critical Race Methodology: Counter-Storytelling as an Analytical Framework for Education Research , 2002 .
[62] P M Niemi,et al. Medical students' professional identity: self‐reflection during the preclinical years , 1997, Medical education.
[63] Ethné M. Swartz,et al. Ubuntu ‐ the spirit of African transformation management ‐ a review , 1997 .
[64] V. Bickford-Smith. South African urban history, racial segregation and the unique case of Cape Town? , 1995 .
[65] M. A. Haynes,et al. Medunsa and the training of black doctors for South Africa , 1995, Academic medicine : journal of the Association of American Medical Colleges.
[66] C. Saunders. District Six and Urban History in South Africa , 1992 .
[67] Patricia Hill Collins,et al. Learning from the Outsider Within: The Sociological Significance of Black Feminist Thought , 1986 .
[68] P. Tobias. Apartheid and medical education: the training of black doctors in South Africa. , 1980, Journal of the National Medical Association.
[69] M. Swanson. The Sanitation Syndrome: Bubonic Plague and Urban Native Policy in the Cape Colony, 1900–1909 , 1977, The Journal of African History.
[70] United Nations: Convention on the Suppression and Punishment of the Crime of Apartheid , 1974, International Legal Materials.
[71] Audre Lorde,et al. Age, Race, Class, and Sex: Women Redefining Difference , 2021 .
[72] M. Langa,et al. #Hashtag: An Analysis of the #FeesMustFall Movement at South African Universities , 2017 .
[73] Adina Kalet,et al. Becoming a Doctor in Different Cultures: Toward a Cross-Cultural Approach to Supporting Professional Identity Formation in Medicine. , 2017, Academic medicine : journal of the Association of American Medical Colleges.
[74] Joseph C. Hermanowicz. Longitudinal Qualitative Research , 2016 .
[75] D. Gibson,et al. Professional Identity Development: A Grounded Theory of Transformational Tasks of Counselors , 2014 .
[76] J. Modiri. The Colour of Law, Power and Knowledge: Introducing Critical Race Theory in (Post-)Apartheid South Africa , 2012 .
[77] M. Letseka. In Defence of Ubuntu , 2012 .
[78] Pat Bazeley,et al. Analysing Qualitative Data: More Than 'Identifying Themes' , 2009 .
[79] K. Quan-Baffour,et al. 'Letsema': A way of inculcating and preserving African Indigenous Knowledge in the youth through formal education in the 21st Century , 2008 .
[80] L. Barozzi,et al. Medical Professionalism in the New Millennium: A Physician Charter , 2002, Annals of Internal Medicine.
[81] Etienne Wenger,et al. Situated Learning: Legitimate Peripheral Participation , 1991 .
[82] M. Manen. Researching Lived Experience: Human Science for an Action Sensitive Pedagogy , 1990 .
[83] Steve Biko,et al. I Write What I Like , 1978 .