Exploring residents' perspectives on their professional identity in general practice residency in the Netherlands: a qualitative study.

Objectives: Educational initiatives in residency may lack alignment with residents' learning objectives. Furthermore, they may overlook residents' struggle to find fulfilment in their work. Professional identity formation (PIF) is a conceptual lens through which to explore the alignment of educational initiatives with residents' learning objectives.

Unprofessional behaviour of GP residents leading to a dismissal dispute: characteristics and outcomes of those who appeal.

Background: Recognition of poor performance in General Practice trainees is important because underperformance compromises patients' health and safety. However, in General Practice, research on persistent underperformance while in training and its ultimate consequences is almost completely lacking. We aim to explore the unprofessional behaviours of residents in General Practice who were dismissed from training and who litigated against dismissal.

Which 'end' do you have in mind? Clinical supervisors' perceptions of Professional Identity Formation outcomes in GP residency.

Purpose: Professional Identity Formation (PIF) is crucial for high-quality patient care and physician well-being. Few empirical studies examined PIF in residency from the perspective of supervisors. In GP residency, residents are supervised with an 'end in mind' that remains unexplored.

'You are not alone.' An exploratory study on open-topic, guided collaborative reflection sessions during the General Practice placement.

Background: To support professional development of medical students faced with challenges of the clinical phase, collaborative reflection sessions (CRSs) are used to share and reflect on workplace experiences. Facilitation of CRSs seems essential to optimise learning and to provide important skills for lifelong learning as a professional. However, little is known about which workplace experiences students share in CRSs without advance guidance on specific topics, and how reflecting on these experiences contributes to students' professional development.

Reflection on medical errors: A thematic analysis.

Background: As there is a need to prepare doctors to minimize errors, we wanted to determine how doctors go about reflecting upon their medical errors.

Methods: We conducted a thematic analysis of the published reflection reports of 12 Dutch doctors about the errors they had made. Three questions guided our analysis: What triggers doctors to become aware of their errors? What topics do they reflect upon to explain what happened? What lessons do doctors learn after reflecting on their error?

Results: We found that the triggers which made doctors aware of their errors were mostly death and/or a complication.