ArticlePloS one2024
The impact of online education during the Covid-19 pandemic on the professional identity formation of medical students: A systematic scoping review.
Article in PloS one, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers.
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Who cites it
12 citing papers in PubMed.
- Study motivations and perceived academic and career returns among international students in clinical medicine education in China: an interview study.BMC medical education · 2026Article
- Combating Burnout Amongst Residents Through Fostering Resilience: A Systematic Review.The American journal of hospice & palliative care · 2026Article
- Towards a Theory of Compassion Fatigue in Palliative Care and Oncology: A Systematic Scoping Review.The American journal of hospice & palliative care · 2026Article
- The experience of professional identity formation by palliative care practitioners: an exploratory qualitative study by the Singapore Hospice Council.Frontiers in health services · 2026Article
- Burnout dimensions and associated risk factors in medical students: A cross-sectional study in Serbia.PloS one · 2026Article
- Mental health and professional identity formation amongst medical students in Singapore: a qualitative study.BMC medical education · 2025Article
- A systematic scoping review of mentor training in medical education between 2000 and 2024.BMC medical education · 2025Article
- Journeying with the Dying-Lessons from Palliative Care Physicians.Asian bioethics review · 2025Article
- The impact of mentoring relationships on professional identity formation in medical education: a systematic review.BMC medical education · 2025Article
- The Landscape of Medical Education Internationalization in Iran Through a Scientometrics Lens.Medical journal of the Islamic Republic of Iran · 2025Article
- Article
- A systematic scoping review of mentoring support on professional identity formation.BMC medical education · 2024Article
Corrections and comments
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Authors and funding
19 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Evolving individual, contextual, organizational, interactional and sociocultural factors have complicated efforts to shape the professional identity formation (PIF) of medical students or how they feel, act and think as professionals. However, an almost exclusive reliance on online learning during the COVID-19 pandemic offers a unique opportunity to study the elemental structures that shape PIF and the environmental factors nurturing it. We propose two independent Systematic Evidence-Based Approach guided systematic scoping reviews (SSR in SEBA)s to map accounts of online learning environment and netiquette that structure online programs. The data accrued was analysed using the clinically evidenced Krishna-Pisupati Model of Professional Identity Formation (KPM) to study the evolving concepts of professional identity. The results of each SSR in SEBA were evaluated separately with the themes and categories identified in the Split Approach combined to create richer and deeper 'themes/categories' using the Jigsaw Perspective. The 'themes/categories' from each review were combined using the Funnelling Process to create domains that guide the discussion. The 'themes/categories' identified from the 141 included full-text articles in the SSR in SEBA of online programs were the content and effects of online programs. The themes/categories identified from the 26 included articles in the SSR in SEBA of netiquette were guidelines, contributing factors, and implications. The Funnelling Process identified online programs (encapsulating the content, approach, structures and the support mechanisms); their effects; and PIF development that framed the domains guiding the discussion. This SSR in SEBA identifies the fundamental elements behind developing PIF including a structured program within a nurturing environment confined with netiquette-guided boundaries akin to a Community of Practice and the elemental aspect of a socialisation process within online programs. These findings ought to be applicable beyond online training and guide the design, support and assessment of efforts to nurture PIF.
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