{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,8]],"date-time":"2026-10-08T00:50:29Z","timestamp":1791420629880,"version":"4.3.3"},"reference-count":29,"publisher":"American Academy of Pediatrics (AAP)","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"abstract":"<jats:sec>\n                    <jats:title>OBJECTIVE<\/jats:title>\n                    <jats:p>Physicians who identify as clinician-educators are important to advance the field of medicine. Yet, how residents develop an educator identity (EI), and the influence of the clinical learning environment, remains understudied. Data from pediatric programs are particularly lacking. The study objective was to explore pediatric residents\u2019 perspectives on their professional identity formation (PIF) as an educator.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>METHODS<\/jats:title>\n                    <jats:p>Informed by Cruess\u2019 model of PIF, we conducted a qualitative study using interviews with 20 pediatric residents from December 2024 to October 2025. Four investigators performed a thematic analysis. Codes were built using an iterative approach and organized into themes. Purposeful sampling continued until reaching information power.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>RESULTS<\/jats:title>\n                    <jats:p>Analysis yielded 4 main themes. First, educator PIF was perceived to occur in a progressive but discontinuous fashion throughout residency. Second, the clinical learning environment significantly influences resident educator PIF; one subtheme highlights acquisition of medical knowledge from clinical experiences to build teaching confidence. Autonomy as a teacher is also an essential facilitator of resident educator PIF. Additionally, clinician-educator role models\u2019 commitment, enthusiasm, and teaching skills inspire residents to pursue an EI. Third, certain attributes characterize residents who identify as an educator. Finally, a teaching curriculum is key to honing educator skills. Analysis of thematic relationships highlighted self-determination theory as a theoretical framework, as teaching confidence, autonomy, and connection with learners and role models were instrumental in developing an EI.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>CONCLUSIONS<\/jats:title>\n                    <jats:p>Pediatric resident EI was perceived to progressively develop throughout training and was influenced by the clinical learning environment, characteristic attributes, and a teaching curriculum.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1542\/hpeds.2026-009338","type":"journal-article","created":{"date-parts":[[2026,10,8]],"date-time":"2026-10-08T00:02:41Z","timestamp":1791417761000},"source":"Crossref","is-referenced-by-count":0,"title":["Pediatric Resident Professional Identity Formation as an Educator"],"prefix":"10.1542","author":[{"given":"Kirsten","family":"Snook","sequence":"first","affiliation":[{"name":"1University of Colorado Pediatric Residency, Aurora, Colorado"},{"name":"2Children\u2019s Hospital Colorado, Aurora, Colorado"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Sarah","family":"Fox","sequence":"additional","affiliation":[{"name":"1University of Colorado Pediatric Residency, Aurora, Colorado"},{"name":"2Children\u2019s Hospital Colorado, Aurora, Colorado"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Kimberly","family":"O\u2019Hara","sequence":"additional","affiliation":[{"name":"2Children\u2019s Hospital Colorado, Aurora, Colorado"},{"name":"3Department of Pediatrics, University of Colorado School of Medicine, Aurora, Colorado"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"L. Barry","family":"Seltz","sequence":"additional","affiliation":[{"name":"2Children\u2019s Hospital Colorado, Aurora, Colorado"},{"name":"3Department of Pediatrics, University of Colorado School of Medicine, Aurora, Colorado"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"417","published-online":{"date-parts":[[2026,10,8]]},"reference":[{"issue":"2","key":"2026100720023557900_r1","doi-asserted-by":"crossref","first-page":"220","DOI":"10.1097\/ACM.0b013e3181c88449","article-title":"Calls for reform of medical education by the Carnegie Foundation for the Advancement of Teaching: 1910 and 2010","volume":"85","author":"Irby","year":"2010","journal-title":"Acad Med."},{"issue":"11","key":"2026100720023557900_r2","doi-asserted-by":"crossref","first-page":"1446","DOI":"10.1097\/ACM.0000000000000427","article-title":"Reframing medical education to support professional identity formation","volume":"89","author":"Cruess","year":"2014","journal-title":"Acad 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