Book Review
Social Interaction and Professional Identity in Allied Healthcare Education
DOI:
https://doi.org/10.18552/ijpblhsc.v13i1.1344Author Biography
Lois Diane Meyer, University of New South Wales
Dr Lois Meyer, Honorary Associate Professor, Faculty of Medcine and Health, UNSW
BA (Hons) UNSW; MEd (Adult Ed) UTS; PhD (UNSW)
Dr Lois Meyer is Associate Dean of Postgraduate Coursework in the Faculty of Medicine at the University of New South Wales (UNSW) with oversight for the educational quality, innovation and sustainability of the postgraduate courses with over a thousand students in clinical and public health disciplines. Lois is also Senior Research Fellow, Education and Development in the School of Public Health and Community Medicine (SPHCM) within the Faculty providing curriculum development for the School’s programs as well as teaching health leadership to clinicians undertaking postgraduate degrees. Lois has forged successful innovative programs at UNSW including a multidisciplinary work-based professional doctorate for health professionals that now has candidates in Australia and globally undertaking practitioner-led scholarship in diverse health service contexts. Her research interest is at the nexus of health professional education, learning and career trajectories and she is currently conducting several longitudinal research projects in this area. Lois has just completed a large collaborative national research project investigating the career pathways of Aboriginal and Torres Strait Islander health professionals in Australia.
References
Bloomfield, J., Schneider, C., Frotjold, A., & Lane, S. (2020). Interprofessional education and interprofessional identity. In R. Ellis & E. Hogard (Eds.), Professional identity in the caring professions (pp. 278–294). Routledge. https://doi.org/10.4324/9781003025610
Brown, A. D. (2015). Identities and Identity Work in Organizations. International Journal of Management Reviews, 17(1), 20–40. https://doi.org/10.1111/ijmr.12035
Cornett, M., Palermo, C., & Ash, S. (2023). Professional identity research in the health professions—a scoping review. Advances in Health Sciences Education, 28(2), 589–642. https://doi.org/10.1007/s10459-022-10171-1
Jagoe, C., & Walsh, I. (2016). 'Dear Fabulous!' Journal of Interactional Research in Communication Disorders, 7(2), 169–189. https://doi.org/10.1558/jircd.v7i2.29883
Lewis, A., Jamieson, J., & Smith, C. (2025). Professional Identity Formation in Allied Health: A Systematic Review with Narrative Synthesis. Teaching and Learning in Medicine, 37(1), 24–40. https://doi.org/10.1080/10401334.2023.2290608
Rees, C. E., & Monrouxe, L. V. (2018). Who are you and who do you want to be? Key considerations in developing professional identities in medicine. Medical Journal of Australia, 209(5), 202–203. https://doi.org/https://doi.org/10.5694/mja18.00118
Reissner, S., & Armitage-Chan, E. (2024). Manifestations of professional identity work: an integrative review of research in professional identity formation. Studies in Higher Education, 49(12), 2707–2722. https://doi.org/10.1080/03075079.2024.2322093
Ryan, E. (2018). “I Think Everybody’s Finding It a Challenge to be Honest”: The Exploration of Mental Health Professionals Working in Child and Adolescent Mental Health Services in Ireland. Trinity College, Dublin, Ireland.
Sharpless, J., Baldwin, N., Cook, R., Kofman, A., Morley-Fletcher, A., Slotkin, R., & Wald, H. S. (2015). The Becoming. Students' Reflections on the Process of Professional Identity Formation in Medical Education. Academic Medicine, 90(6), 713–717. https://doi.org/10.1097/ACM.0000000000000729
Smith, J., Flowers, P., & Larkin, M. (2009). Interpretative Phenomenological Analysis: Theory, Method and Research. Sage Publications. https://www.researchgate.net/publication/221670349_Interpretative_Phenomenological_Analysis_Theory_Method_and_Research
Smith, J., Flowers, P., & Larkin, M. (2022). Interpretative Phenomenological Analysis: Theory, Method and Research (2nd ed.). Sage Publications.
Smith, J., & Osborn, M. (2003). Interpretative Phenomenological Analysis. In Qualitative Psychology: A practical guide to research methods. (pp. 51–80). Sage Publications, Inc.
Sternszus, R., Steinert, Y., Razack, S., Boudreau, J. D., Snell, L., & Cruess, R. (2024). Being, becoming, and belonging: reconceptualizing professional identity formation in medicine. Frontiers in Medicine, 11. https://doi.org/10.3389/fmed.2024.1438082
Walsh, I. P., Reynolds, N., & Jagoe, C. (2025a). Social Interaction and Professional Identity in Allied Healthcare Education (1st ed.). Edinburgh University Press. http://www.jstor.org/stable/10.3366/jj.20829430
Walsh, S., Seedhouse, P., & Jenks, C. (Eds.). (2025b). Social Interaction and Professional Identity in Allied Healthcare Education. Edinburgh University Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Lois Diane Meyer
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons License "Attribution-NonCommercial No Derivs 4.0 International" (CC BY-NC-ND 4.0) which permits others to use the publication as long as the authors are appropriately cited.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
- The Author grants to Coventry University an irrevocable, royalty-free, worldwide, non-exclusive licence to publish this article in this journal in addition to the licence granted at paragraph 1 of this copyright notice.
