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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Design and Evaluation of a Professional Identity Development Program for Pharmacy Students
Martina Mylrea, Tarun Sen Gupta, Beverley Glass
American Journal of Pharmaceutical Education (2018) Vol. 83, Iss. 6, pp. 6842-6842
Open Access | Times Cited: 41

Showing 1-25 of 41 citing articles:

A Pathway to Professional Identity Formation: Report of the 2020-2021 AACP Student Affairs Standing Committee
Kristin K. Janke, Timothy J. Bloom, Eric G. Boyce, et al.
American Journal of Pharmaceutical Education (2021) Vol. 85, Iss. 10, pp. 8714-8714
Open Access | Times Cited: 75
Professional identity formation of medical students: A mixed-methods study in a hierarchical and collectivist culture
Ardi Findyartini, Nadia Greviana, Estivana Felaza, et al.
BMC Medical Education (2022) Vol. 22, Iss. 1
Open Access | Times Cited: 36
<p>Pharmacy student professional identity formation: a scoping review</p>
Christy Noble, Leigh McKauge, Alexandra Clavarino
Integrated Pharmacy Research and Practice (2019) Vol. Volume 8, pp. 15-34
Open Access | Times Cited: 53
Assessment of academic burnout and professional self-concept in undergraduate nursing students: A cross-sectional study
Safea Alghtany, Auxillia Madhuvu, Ensieh Fooladi, et al.
Journal of Professional Nursing (2024) Vol. 52, pp. 7-14
Open Access | Times Cited: 5
Indicators, influences, and changes in professional identity formation in early experiential learning in community pharmacy
Natalie Kennie, Hannah Gormley, Harriet Davies, et al.
Currents in Pharmacy Teaching and Learning (2023) Vol. 15, Iss. 4, pp. 414-426
Closed Access | Times Cited: 11
Professional Identity and Motivation for Medical School in First-Year Medical Students: A Cross-sectional Study
Valentina Faihs, Susanne Heininger, Stuart McLennan, et al.
Medical Science Educator (2023) Vol. 33, Iss. 2, pp. 431-441
Open Access | Times Cited: 10
Teaching Strategies for Professional Identity Education in Pharmacy: A Scoping Review
Fernando de Castro Araújo-Neto, Lívia Gois dos Santos, Thaís Maria Araújo Tavares, et al.
American Journal of Pharmaceutical Education (2023) Vol. 88, Iss. 1, pp. 100597-100597
Open Access | Times Cited: 8
Motivating Language and Social Provisions in the Inculcation of Pharmacy Students’ Professional Identity
Shane P. Desselle, Brooke Hildebrand Clubbs, Patricia L. Darbishire
American Journal of Pharmaceutical Education (2023) Vol. 87, Iss. 6, pp. 100010-100010
Open Access | Times Cited: 7
Factors Influencing Professional Identity Construction in Fourth-Year Pharmacy Students
Jamie Kellar, Maria Athina Martimianakis, Cees van der Vleuten, et al.
American Journal of Pharmaceutical Education (2022) Vol. 87, Iss. 3, pp. ajpe9110-ajpe9110
Open Access | Times Cited: 11
The effect of professional identity on nursing academic achievement: the chain mediating effect of general self-efficacy and learning engagement
Liqin Zou, Zhiquan Xie, Meichun Tan, et al.
BMC Medical Education (2024) Vol. 24, Iss. 1
Open Access | Times Cited: 1
Experiential Learning in a Gamified Pharmacy Simulation: A Qualitative Exploration Guided by Semantic Analysis
Denise L Hope, Gary David Rogers, Gary Grant, et al.
Pharmacy (2021) Vol. 9, Iss. 2, pp. 81-81
Open Access | Times Cited: 11
Pedagogical Practices Shaping Professional Identity in Public Health Programs
Cindy Kratzke, Carol Cox
Pedagogy in Health Promotion (2020) Vol. 7, Iss. 3, pp. 169-176
Closed Access | Times Cited: 11
Assessing student reflections of significant professional identity experiences
Jennifer Arnoldi, Monica Kempland, Kate Newman
Currents in Pharmacy Teaching and Learning (2022) Vol. 14, Iss. 12, pp. 1478-1486
Closed Access | Times Cited: 7
Practice-Based Teaching Model for Undergraduate Public Health Students: Partnership for Exercise Is Medicine on Campus Initiative
Cynthia Kratzke, Olivia DeLeon, Satya P. Rao
Pedagogy in Health Promotion (2020) Vol. 7, Iss. 3, pp. 242-248
Closed Access | Times Cited: 7
Impact of a Prepharmacy Program on Students’ Self-Awareness of Pharmacist Professional Identity: Comparison between Virtual and In-Person Settings
Ashim Malhotra, Eugene Kreys, Xiaodong Feng
Pharmacy (2022) Vol. 10, Iss. 2, pp. 44-44
Open Access | Times Cited: 4
Investigating professional identity formation of postgraduate clinical psychology students
Rosalyn B. Foo, Heather Green
Australian Psychologist (2022) Vol. 58, Iss. 3, pp. 198-208
Open Access | Times Cited: 4
Impact of Pre-Advanced Pharmacy Practice Experience (APPE) Curriculum on Student Pharmacists’ Professional Identity Formation
Jennifer L. Bacci, Jasmine S. Mangrum, Curtis G. Jefferson, et al.
American Journal of Pharmaceutical Education (2023) Vol. 87, Iss. 10, pp. 100121-100121
Open Access | Times Cited: 2
Impact of Pharmacy-Related Memes on Students’ Professional Identity Formation
Nathan Doctor, Kimberly G. Elder, Brooke Hafling, et al.
American Journal of Pharmaceutical Education (2024) Vol. 88, Iss. 3, pp. 100657-100657
Open Access
Inquiry-Team-Based Lab Course Design Enhances Underrepresented Undergraduate Predictors of Persistence in the Sciences
Nicholas Denton, Amy E. Kulesza
Medical Science Educator (2024) Vol. 34, Iss. 3, pp. 571-580
Open Access
Evaluation of a Multidisciplinary Bachelor Course on Pain with Autonomy-Supportive Teaching Strategies through the Lens of Self-Determination Theory
Adriana H. van Houwelingen, Rashmi A. Kusurkar, Ferdi Engels
Pharmacy (2021) Vol. 9, Iss. 1, pp. 66-66
Open Access | Times Cited: 4
Assessment of professional identity formation: Challenges and opportunities
Kimberly B. Garza, Lindsey E. Moseley, Channing R. Ford
New Directions for Teaching and Learning (2021) Vol. 2021, Iss. 168, pp. 147-151
Closed Access | Times Cited: 4
The mobilisation of professional identity: A scoping and lexical review
Ann Dadich, Stephanie Best
PLoS ONE (2024) Vol. 19, Iss. 4, pp. e0298423-e0298423
Open Access
35 years after CLIA 1988: Key insights and policy implications among laboratory professionals
Jaime A Nieto Sierra, David Gefen
PLoS ONE (2024) Vol. 19, Iss. 9, pp. e0311251-e0311251
Open Access
Pharmacy from the perspectives of other health professions: An intervention to foster professional identity among freshmen pharmacy students
Wenjing Chen, Xianmin Hu, Juan Liu, et al.
Saudi Pharmaceutical Journal (2023) Vol. 31, Iss. 6, pp. 854-860
Open Access | Times Cited: 1
Evaluation of affective learning in a gamified pharmacy simulation
Denise L Hope, Gary David Rogers, Gary Grant, et al.
Focus on Health Professional Education A Multi-Professional Journal (2023), pp. 24-37
Open Access | Times Cited: 1
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