ArticleBMC medical education2026
Professional identity formation, professionalism, leadership and resilience: a longitudinal assessment in medical students.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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.
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.
Who cites it
1 citing paper in PubMed.
- Behavioral Profiles in Romanian Resident Physicians: An Exploratory Study with Implications for Medical Education and Human Resource Development.Healthcare (Basel, Switzerland) · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundProfessional Identity Formation (PIF) is integral to medical education, underpinning how students internalize the values, attitudes, and behaviours expected of physicians. Despite growing interest in PIF, most existing studies rely on qualitative or cross-sectional designs, limiting evidence on how PIF can be assessed quantitatively and tracked longitudinally across medical training. This study aimed to examine whether PIF can be assessed quantitatively using the Professional Self-Identity Questionnaire (PSIQ), and how it relates to the development of professionalism, leadership, and resilience in two cohorts of medical students using a longitudinal design.
methodsData were drawn from the Professional Identity Formation, Professionalism, Leadership, and Resilience (PILLAR) study, conducted between 2019 and 2024, a longitudinal assessment of medical students at RCSI University of Medicine and Health Sciences. A longitudinal completer sample of 146 students (95 Direct Entry undergraduate Medicine (DEM) students and 51 Graduate Entry Medicine (GEM) students) were followed from entry to final year. Repeated assessments were conducted over five years for DEM and four years for GEM, using 76 items from four well-established scales measuring PIF, professionalism, leadership, and resilience. A hierarchical mixed-effects model was applied to examine developmental changes.
resultsPIF (PSIQ-scores), reflecting the transition from student to qualified doctor, showed a significant and progressive increase across training stages up to the final year in both DEM (β = 2.61; 95% CI [2.33, 2.89], p < 0.001) and GEM (β = 2.39; 95% CI [2.00, 2.78], p < 0.001) programs. No consistent changes were seen for professionalism, leadership or resilience for either DEM or GEM.
conclusionPSIQ scores demonstrated a significant upward trajectory across medical training, whereas professionalism, leadership, and resilience did not show comparable temporal change. These findings provide feasibility and consequential validity evidence for the PSIQ as a repeated longitudinal quantitative measure for monitoring professional identity development and supporting programmatic curriculum evaluation in medical education.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
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.