Evidence map›Paper›PMID 37008435›Full record

ArticleMedical science educator2023

All of Residency's a Stage: Fostering Authenticity and Individuality Among Learners.

Alexandra Kilian, Victor Do, Lyn K Sonnenberg

Abstract readEditorial
PubMed Full text at PMC Publisher
In one paragraph

Article in Medical science educator, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. "Medical science educator · 2025
    Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors.

Alexandra KilianDepartment of Paediatrics, The Hospital for Sick Children, University of Toronto, Toronto, ON Canada.ORCID 0000-0002-8715-447X
Victor DoDepartment of Paediatrics, The Hospital for Sick Children, University of Toronto, Toronto, ON Canada.ORCID 0000-0002-7154-238X
Lyn K SonnenbergDepartment of Paediatrics and Office of Education, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, AB Canada.ORCID 0000-0002-9982-4282

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Understanding the process of professional identity formation, and its susceptibility to the hidden curriculum, is of increasing importance in medical education. Through a lens of performance, this commentary explores the impact of the culture, the hidden curriculum, and the socialization process of the medical training environment on the professional identity formation of learners. We emphasize the need to train physicians with diverse interests and skills, capable of creative problem solving in response to the rapidly evolving challenges facing the profession and society more broadly. Opportunities for learners to drive cultural change and promote authenticity and unique professional identity formation are identified.

Indexed as

Cultural changeHidden curriculumLearning environmentMedical educationPerformanceProfessional identity formationResidency educationSocialization

Identifiers

PMID37008435
PMCPMC10060602

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.