Supporting professional identity in undergraduate Early Years students through reflective practice

Supporting Families through Early Intervention

Internationally early intervention programmes for infants and preschoolers with disabilities have proved to be remarkably successful. In many countries, they began with teachers for visually impaired or hearing impaired children visiting the family home to teach parents how they could overcome the childchr('39')s impairments. The logic of early intervention was inequitable. For example, the soo...

Professional Development Through Reflective Consultation in Early Intervention

The fields of special education/early intervention and infant mental health are moving closer, as practitioners find common ground in understanding and intervening to support vulnerable infants and toddlers. The importance of the impact of relationships on all developmental domains has been brought to the foreground. This includes relationships between parent and interventionist, as well as par...

The attainment of physician’s professional identity through meaningful practice: A qualitative study

Background: Medical professional identity is how an individual perceives him/herself as a doctor. Formation of professional identity includes development, advancement, and socialization through social learning of specific knowledge, skills obtained while performing professional roles, practicing, and new attitudes and values. A qualitative study was performed to examine live experience of under...

Personal professional identity formation through interprofessional learning and early patient encounter during preclinical years

Developing Professional Identity in Undergraduate Pharmacy Students: A Role for Self-Determination Theory

Professional identity development, seen as essential in the transition from student to professional, needs to be owned by the universities in order to ensure a workforce appropriately prepared to provide global health care in the future. The development of professional identity involves a focus on who the student is becoming, as well as what they know or can do, and requires authentic learning ...