Transformational learning and professional identity formation in postgraduate competency-based medical education.

ABSTRACT:

Introduction

Residency 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.

Methods

Through 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

SUBMITTER: Chow J 

PROVIDER: S-EPMC11906270 | biostudies-literature | 2025 Apr

REPOSITORIES: biostudies-literature