Fitzgerald FT. Curiosity. Ann Intern Med. 1999;130(1):70. https://doi.org/10.7326/0003-4819-130-1-199901050-00015.

Article  Google Scholar 

Rabinowitz D, Reis S, Van Raalte R, Alroy G, Ber R. Development of a physician attributes database as a resource for medical education, professionalism and student evaluation. Med Teach. 2004;26(2):160–5. https://doi.org/10.1080/01421590310001653955.

Article  Google Scholar 

Adashi EY, Ahmed AKH, Gruppuso PA. The importance of being curious. Am J Med. 2019;132(6):673–4. https://doi.org/10.1016/j.amjmed.2018.12.002.

Article  Google Scholar 

Herrera LN, Khodadadi R, Schmit E, et al. Which student characteristics are most important in determining clinical honors in clerkships? A teaching ward attending perspective. Acad Med. 2019;94(10):1581–8. https://doi.org/10.1097/ACM.0000000000002836.

Article  Google Scholar 

Von Stumm S, Hell B, Chamorro-Premuzic T. The hungry mind: intellectual curiosity is the third pillar of academic performance. Perspect Psychol Sci. 2011;6(6):574–88. https://doi.org/10.1177/1745691611421204.

Article  Google Scholar 

Hopkins WE. Medical students, intellectual curiosity, and algorithmic medicine: reflections of a teacher. Coron Artery Dis. 2009;20(7):477–8. https://doi.org/10.1097/MCA.0b013e328330d34c.

Article  Google Scholar 

Kasman DL. Socialization in medical training: exploring “lifelong curiosity” and a “community of support.” Am J Bioeth. 2004;4(2):52–5. https://doi.org/10.1162/152651604323097826.

Article  Google Scholar 

Kong NW, Hauser J. The burdened learner: clinical wards and the effects on student curiosity. Acad Med. 2020;95(4):552–552. https://doi.org/10.1097/ACM.0000000000003140.

Article  Google Scholar 

Dyche L, Epstein RM. Curiosity and medical education: supporting curiosity in medical education. Med Educ. 2011;45(7):663–8. https://doi.org/10.1111/j.1365-2923.2011.03944.x.

Article  Google Scholar 

Werner A, Rieber N, Zipfel S. Curiosity’s curious influence on medical doctors: commentaries. Med Educ. 2011;45(7):656–8. https://doi.org/10.1111/j.1365-2923.2011.04030.x.

Article  Google Scholar 

Cutrer WB, Miller B, Pusic MV, et al. Fostering the development of master adaptive learners: a conceptual model to guide skill acquisition in medical education. Acad Med. 2017;92(1):70–5. https://doi.org/10.1097/ACM.0000000000001323.

Article  Google Scholar 

Richards JB, Litman J, Roberts DH. Performance characteristics of measurement instruments of epistemic curiosity in third-year medical students. Med Sci Educ. 2013;23(3):355–63. https://doi.org/10.1007/BF03341647.

Article  Google Scholar 

Curry RH, Montgomery K. Toward a liberal education in medicine. Acad Med. 2010;85(2):283–7. https://doi.org/10.1097/ACM.0b013e3181c8e4a2.

Article  Google Scholar 

Roman B. Curiosity: a best practice in education: commentaries. Med Educ. 2011;45(7):654–6. https://doi.org/10.1111/j.1365-2923.2011.04017.x.

Article  Google Scholar 

Brondfield S, Boscardin C, Strewler G, et al. A medical student inquiry behavior assessment tool: development and validity evidence. Acad Med. 2019;94(4):586–94. https://doi.org/10.1097/ACM.0000000000002520.

Article  Google Scholar 

Lin GL, Basaviah P. Fostering medical students’ curiosity through early clinical experiences. Acad Med. 2021;96(3):321–321. https://doi.org/10.1097/ACM.0000000000003878.

Article  Google Scholar 

Sternszus R, Saroyan A, Steinert Y. Describing medical student curiosity across a four year curriculum: an exploratory study. Med Teach. 2017;39(4):377–82. https://doi.org/10.1080/0142159X.2017.1290793.

Article  Google Scholar 

Malcom DR, Cain J, Frederick EK, Johnson C. An exploratory assessment of epistemic curiosity in students at three doctor of pharmacy programs. Am J Pharm Educ. 2020;84(9):ajpe7970. https://doi.org/10.5688/ajpe7970.

Article  Google Scholar 

Bugaj TJ, Schwarz TA, Terhoeven V, et al. Measuring an understudied factor in medical education – development and validation of the medical curiosity scale. Med Educ Online. 2023;28(1):2198117. https://doi.org/10.1080/10872981.2023.2198117.

Article  Google Scholar 

Kashdan TB, Stiksma MC, Disabato DJ, et al. The Five-Dimensional Curiosity Scale: capturing the bandwidth of curiosity and identifying four unique subgroups of curious people. J Res Personal. 2018;73:130–49. https://doi.org/10.1016/j.jrp.2017.11.011.

Article  Google Scholar 

Kashdan TB, Disabato DJ, Goodman FR, McKnight PE. The Five-Dimensional Curiosity Scale Revised (5DCR): briefer subscales while separating overt and covert social curiosity. Personal Individ Differ. 2020;157:109836. https://doi.org/10.1016/j.paid.2020.109836.

Article  Google Scholar 

Downing SM. Validity: on the meaningful interpretation of assessment data. Med Educ. 2003;37(9):830–7. https://doi.org/10.1046/j.1365-2923.2003.01594.x.

Article  Google Scholar 

Cook DA, Beckman TJ. Current concepts in validity and reliability for psychometric instruments: theory and application. Am J Med. 2006;119(2):166.e7-166.e16. https://doi.org/10.1016/j.amjmed.2005.10.036.

Article  Google Scholar 

American Educational Research Association. (Ed.) (2011) Report and recommendations for the reauthorization of the Institute of Education Sciences. American Educational Research Association.

Costello AB, Osborne J. Best practices in exploratory factor analysis: four recommendations for getting the most from your analysis. Pract Assess. 2005;10(1):7. https://doi.org/10.7275/jyj1-4868.

Article  Google Scholar 

Swick HM. Toward a normative definition of medical professionalism. Acad Med. 2000;75(6):612–6. https://doi.org/10.1097/00001888-200006000-00010.

Article  Google Scholar 

Sarraf-Yazdi S, Teo YN, How AEH, et al. A scoping review of professional identity formation in undergraduate medical education. J Gen Intern Med. 2021;36(11):3511–21. https://doi.org/10.1007/s11606-021-07024-9.

Article  Google Scholar 

Holden MD, Buck E, Luk J, et al. Professional identity formation: creating a longitudinal framework through TIME (Transformation in Medical Education). Acad Med. 2015;90(6):761–7. https://doi.org/10.1097/ACM.0000000000000719.

Article  Google Scholar 

Tagawa M. Development of a scale to evaluate medical professional identity formation. BMC Med Educ. 2019;19(1):63. https://doi.org/10.1186/s12909-019-1499-9.

Article  Google Scholar 

Geller G. Tolerance for ambiguity: an ethics-based criterion for medical student selection. Acad Med. 2013;88(5):581–4. https://doi.org/10.1097/ACM.0b013e31828a4b8e.

Article  Google Scholar 

Kötter T, Wagner J, Brüheim L, Voltmer E. Perceived medical school stress of undergraduate medical students predicts academic performance: an observational study. BMC Med Educ. 2017;17(1):256. https://doi.org/10.1186/s12909-017-1091-0.

Article  Google Scholar 

Triemstra JD, Iyer MS, Hurtubise L, et al. Influences on and characteristics of the professional identity formation of clinician educators: a qualitative analysis. Acad Med. 2021;96(4):585–91. https://doi.org/10.1097/ACM.0000000000003843.

Article  Google Scholar 

Chou C, Kellom K, Shea J. Attitudes and habits of highly humanistic physicians. Acad Med. 2014;89(9):1252–8. https://doi.org/10.1097/ACM.0000000000000405.

Article  Google Scholar