When Faculty Tell Tales: How Faculty Members' Reflective Narratives Impact Residents' Professional Identity Formation.

Problem: Most training programs have focused on the explicit teaching of professionalism, an approach that has seen limited success, to transform trainees into physicians. It is possible that faculty members' reflective narratives, if appropriately shared with trainees, can facilitate the processes of reflection and socialization and help shift the training paradigm toward supporting professional identity formation.

Approach: In May 2010, an online forum, where faculty could share personal reflective narratives with all residents and faculty via email, was created for the National University Health System's internal medicine residency program.