ArticleMedical education2025
Transformational learning and professional identity formation in postgraduate competency-based medical education.
Article in Medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Modern teaching for clinical education involving manual therapy: a 6-pillar approach.Chiropractic & manual therapies · 2026Review
- An online training platform for SPECT imaging technology utilizing three-dimensional modeling.PloS one · 2026Article
- Professional identity formation in public health residents: participation in the vast landscape of practice.BMC medical education · 2025Article
- The impact of mentoring relationships on professional identity formation in medical education: a systematic review.BMC medical education · 2025Article
- A Comparison of Pre- and Post-Clinical Simulation Anxiety Levels of Undergraduate Medical Students Before and During the COVID-19 Pandemic: A Prospective Cohort Study.Behavioral sciences (Basel, Switzerland) · 2025Article
- Transformational learning and professional identity formation in postgraduate competency-based medical education.Medical education · 2025Article
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Authors and funding
9 authors.
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Abstract
introductionResidency programmes are in transition to a framework for competency-based medical education (CBME). The intersection of CBME with transformational learning (TL) experiences and professional identity formation (PIF) - particularly within senior learners in transitional states - is unknown but important to understand in order to develop and implement strategies to support trainees' professional development.
methodsThrough inductive qualitative methods, we conducted semi-structured interviews (n = 22) of current trainees and recent graduates from adult cardiology residency training programmes within Canada to explore the impact of TL experiences on residents' professional growth and identity formation. Interviews were analysed using thematic analysis informed by TL theory.
resultsCBME did not appear to influence trainees' experiences of disorienting dilemmas and TL. Important clinical encounters and interpersonal relationships - in particular, those between mentor and mentee - shaped trainees' professional development as cardiologists ('enabling factors' for TL and PIF). 'Imposter phenomenon' was widely prevalent in our sample study population even among graduates who had already completed their training. Requisite elements for transformation (disorienting dilemmas, critical reflection, discourse and action) also contributed to PIF. DISCUSSION: TL experiences influenced PIF in senior learners but infrequently intersected with CBME; these experiences were more commonly prompted by disorienting dilemmas relating to clinical outcomes or interpersonal interactions independent of CBME-specific architecture.
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