ArticleGMS journal for medical education2023
"Where my responsibility lies": Reflecting on medicine during the Holocaust to support personal and professional identity formation in health professions education.
Article in GMS journal for medical education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- Professional Identity Formation - important, complex, and dynamic.GMS journal for medical education · 2026Article
- Moral development in personal and professional identity formation: Longitudinal impact of teaching the role of medicine during the Holocaust in health professions education.GMS journal for medical education · 2026Article
- From Brain to Being: Reintegrating Philosophy Into Neurology Education.Neurology. Education · 2025Review
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Authors and funding
4 authors.
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Abstract
Objectives: Physicians and the medical/scientific establishment during Nazism and the Holocaust committed egregious ethical violations including complicity with genocide. Critical reflection on this history serves as a powerful platform for scaffolding morally resilient professional identity formation (PIF) with striking relevance for contemporary health professions education and practice. Study aim was to explore the impact of an Auschwitz Memorial study trip within the context of a medicine during Nazism and the Holocaust curriculum on students' personal and PIF. Methods: The authors analyzed 44 medical and psychology students' reflective writings from a 2019 Auschwitz Memorial study trip using immersion-crystallization qualitative thematic analysis. Results: Six distinct themes and 22 subthemes were identified and mapped to a reflective learning process model: Conclusions: This curriculum catalyzed a critically reflective learning/meaning-making process supporting personal and PIF including critical consciousness, ethical awareness, and professional values. Formative curriculum elements include narrative, supporting emotional aspects of learning, and guided reflection on moral implications. The authors propose Medicine during Nazism and the Holocaust curriculum as a fundamental health professions education component cultivating attitudes, values, and behaviors for empathic, moral leadership within inevitable healthcare challenges.
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