Ethical Framework Number of articles employing it and references in brackets Korthagen’s level of change model One [52] Barnhoorn’s multi-level professionalism framework One [79], Goldie’s social psychological levels of analysis Eight [51, 52, 62, 78, 80-83] Kegan’s constructive development theory Four [63, 78, 81, 82] Pratt’s theory on professional identity formation Three [16, 62, 63] Wald’s theory on professional identity formation Five [65, 82, 84-86] Cruess et al’s schematic representations of professional identity formation and socialization Nine [17, 52, 62, 84, 87-91] Krishna’s Ring Theory of Personhood Three [13, 25, 27] Principles Information considered (in the context of theories) Methods of assessment Longitudinal assessments [5, 28, 63, 78, 79, 85, 88, 90, 92-103] Personal [13, 17, 25, 27, 51, 52, 60, 65, 66, 78, 79, 81, 82, 88, 89, 91], practical [13, 66, 79, 88], clinical [25, 27, 51, 60, 65, 82, 83, 87-89, 91], environmental [13, 16, 25, 27, 51, 60, 63, 65, 78, 79, 82, 83, 87], academic [25, 82], research [25, 61], systems-based [13, 60, 82, 87, 88, 90]; summative assessments [104] Multidimensional approach [87, 97, 104, 105] the medical student’s social [27, 60, 65, 66, 80], personal [13, 16, 17, 25, 27, 51-53, 63, 66, 82, 87, 89], demographic, contextual, academic, research, clinical, and professional values [17, 62, 63, 65, 66, 78-82, 84, 87-91], their beliefs [13, 16, 25, 27, 51-53, 60-62, 65, 78, 79, 81-83], principles [27, 51, 60, 62, 65, 81, 87, 89], experiences [13, 16, 25, 27, 51, 53, 60-63, 65, 66, 79, 81-83, 89-91], competencies [17, 51, 52, 62, 63, 66, 80, 82, 84, 87-89], and goals [13, 17, 25, 27, 51, 53, 82, 83, 89, 90] formative assessments [63, 87, 88, 96] Multimodal approach to assessing PIF [5, 17, 28, 63, 87, 91, 95, 96, 100, 104, 106-111] environmental conditions, the requirements [87], and influences [62, 66, 78, 89] within the practice setting use of mixed methods [17, 28, 79, 81, 100, 103, 106, 107, 112-114]. Site-specific assessments [107, 113, 115] the impact of the formal [16, 51, 52, 65, 78, 79, 82, 87], informal [16, 65, 78, 79, 82, 83, 87], and hidden curriculum [16, 52, 65, 66, 78, 79, 81, 82, 87]   Assessments at multiple time points [78, 81, 85, 92, 107, 113, 114] the program and practice expectations [87, 88] on conduct, competencies, attitudes, and goal [13, 51]   Use of multiple assessors [28, 82, 85, 87, 100, 104, 106, 107, 110, 111, 113, 114, 116, 117] the medical student’s ethical position [63, 82, 100, 109, 112, 113, 116, 118-121]   The medical student’s moral position [81, 84, 87, 95, 100, 112, 118, 119]   The medical student’s professional position [52, 63, 81, 82, 90, 91, 98-102, 106, 108, 109, 111-113, 122]   The medical student’s values, beliefs and principles
- If specific to the medical student: [16, 17, 25, 27, 51-53, 62, 63, 65, 66, 78-82, 84, 87, 88, 90, 91]
- If not: [13, 60, 61]   The medical student’s actions, attitudes [63], conduct, reflective practice [63] and support mechanisms [63] over time   the demographical [84], historical [78], experiential [63, 90] and environmental factors [16, 25, 51, 52, 63, 65, 78, 82, 90] influencing concepts of identity