Marjorie D Wenrich
Biographic Data
| ID | 7721578 |
|---|---|
| NAME | Marjorie D Wenrich |
| GIVEN NAMES | Marjorie D |
| FAMILY NAME | Wenrich |
| SIGNATURE | WENRICH M D |
| AFFILIATIONS | University of Washington |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Drawing the ARC
PURPOSE: Challenges with developing a strong professional identity can have adverse consequences like burnout and misconduct. While conceptual models describe how medical students internalize the attitudes, behaviors and norms ascribed to physicianhood, a comprehensive catalog of the processes students employ to drive PIF is lacking. This study aimed to use qualitative evidence to deconstruct and codify so-called 'mechanisms' for professional ide…
Fostering connections, psychological safety and meaningful relationships
INTRODUCTION: Professional identity formation (PIF) in medicine is a developmental process of integrating personal and professional values, attributes, and practices into one's character. This process may be advanced through experiential learning, socialization, and role models, all of which are found in longitudinal integrated experiences such as learning communities (LCs). LCs, present in more than half of U.S medical schools, often function as…
Competence, mattering and belonging
INTRODUCTION: Understanding professional identity formation (PIF) in medical education is essential for preparing future physicians to navigate their profession and integrate communities' of practice (CoP) values, norms, and expertise to meet patients' needs. Despite robust PIF literature, gaps persist due to greater focus on internal psychological processes than social-contextual influences. Empirically describing PIF within medical training's c…
University of Washington School of Medicine
Medical Education Program Highlights The University of Washington School of Medicine (UWSOM) is a top-ranking scientific research institution and a leader in training primary care physicians. Since the 1970s, UWSOM has ranked among the top 8 medical schools in receipt of National Institutes of Health research support while maintaining a strong commitment to training rural physicians. Through its 48-year-old WWAMI (Washington, Wyoming, Alaska, Mon…
Ready or not? Expectations of faculty and medical students for clinical skills preparation for clerkships
Preclinical faculty, clerkship faculty, and medical students appear to have different expectations of clinical-skills training needed for clerkships. As American medical schools increasingly introduce clinical-skills training prior to clerkships, more attention to alignment, communication, and integration between preclinical and clerkship faculty will be important to establish common curricular agendas and increase integration of student learning…
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Ready or not? Expectations of faculty and medical students for clinical skills preparation for clerkships
Preclinical faculty, clerkship faculty, and medical students appear to have different expectations of clinical-skills training needed for clerkships. As American medical schools increasingly introduce clinical-skills training prior to clerkships, more attention to alignment, communication, and integration between preclinical and clerkship faculty will be important to establish common curricular agendas and increase integration of student learning…
University of Washington School of Medicine
Medical Education Program Highlights The University of Washington School of Medicine (UWSOM) is a top-ranking scientific research institution and a leader in training primary care physicians. Since the 1970s, UWSOM has ranked among the top 8 medical schools in receipt of National Institutes of Health research support while maintaining a strong commitment to training rural physicians. Through its 48-year-old WWAMI (Washington, Wyoming, Alaska, Mon…
Competence, mattering and belonging
INTRODUCTION: Understanding professional identity formation (PIF) in medical education is essential for preparing future physicians to navigate their profession and integrate communities' of practice (CoP) values, norms, and expertise to meet patients' needs. Despite robust PIF literature, gaps persist due to greater focus on internal psychological processes than social-contextual influences. Empirically describing PIF within medical training's c…
Drawing the ARC
PURPOSE: Challenges with developing a strong professional identity can have adverse consequences like burnout and misconduct. While conceptual models describe how medical students internalize the attitudes, behaviors and norms ascribed to physicianhood, a comprehensive catalog of the processes students employ to drive PIF is lacking. This study aimed to use qualitative evidence to deconstruct and codify so-called 'mechanisms' for professional ide…
Fostering connections, psychological safety and meaningful relationships
INTRODUCTION: Professional identity formation (PIF) in medicine is a developmental process of integrating personal and professional values, attributes, and practices into one's character. This process may be advanced through experiential learning, socialization, and role models, all of which are found in longitudinal integrated experiences such as learning communities (LCs). LCs, present in more than half of U.S medical schools, often function as…
Innovations in Medical Education (4 works) · Medical education (3 works) · Medicine (3 works) · Pedagogy (3 works) · Psychology (3 works) · Clinical clerkship (2 works) · Curriculum (2 works) · Identity (music) (2 works) · Key (lock) (2 works) · Nursing education and management (2 works)