Introduction: Professional identity encompasses how individuals understand themselves, interpret experiences, present themselves, wish to be perceived, and are recognized by the broader professional community. For health professional and health science educators, their 'academic' professional identity is situated within their academic community and plays an integral role in their well being and productivity. This study aims to explore factors that contribute to the formation and growth of academic identity (AI) within the context of a longitudinal faculty development program. Methods: Using a qualitative case study approach, data from three cohorts of a 2-year faculty development program were explored and analyzed for emerging issues and themes related to AI. Results: Factors salient to the formation of AI were grouped into three major domains: personal (cognitive and emotional factors unique to each individual); relational (connections and interactions with others); and contextual (the program itself and external work environments). Discussion: Faculty development initiatives not only aim to develop knowledge, skills, and attitudes, but also contribute to the formation of academic identities in a number of different ways. Facilitating the growth of AI has the potential to increase faculty motivation, satisfaction, and productivity. Faculty developers need to be mindful of factors within the personal, relational, and contextual domains when considering issues of program design and implementation.

Purpose: To review the literature on simulation-based learning experiences and to examine their potential to have a positive impact on physiotherapy (PT) learners' knowledge, skills, and attitudes in entry-to-practice curricula. Method: A systematic literature search was conducted in the MEDLINE, CINAHL, Embase Classic+Embase, Scopus, and Web of Science databases, using keywords such as physical therapy, simulation, education, and students. Results: A total of 820 abstracts were screened, and 23 articles were included in the systematic review. While there were few randomized controlled trials with validated outcome measures, some discoveries about simulation can positively affect the design of the PT entry-to-practice curricula. Using simulators to provide specific output feedback can help students learn specific skills. Computer simulations can also augment students' learning experience. Human simulation experiences in managing the acute patient in the ICU are well received by students, positively influence their confidence, and decrease their anxiety. There is evidence that simulated learning environments can replace a portion of a full-time 4-week clinical rotation without impairing learning. Conclusions: Simulation-based learning activities are being effectively incorporated into PT curricula. More rigorously designed experimental studies that include a cost-benefit analysis are necessary to help curriculum developers make informed choices in curriculum design.Key Words: education; patient simulation; physical therapy specialty; students; systematic review. RÉ SUMÉObjectif : Examiner les publications sur les expé riences d'apprentissage par la simulation afin de dé terminer si ces expé riences peuvent avoir un effet positif sur les connaissances, l'attitude et les compé tences des é tudiants en physiothé rapie dans un programme de formation au niveau dé butant. Mé thode : Une recherche systé matique a é té effectué e dans les publications des bases de donné es MEDLINE, CINAHL, Embase Classic+Embase, Scopus et Web of Science, à l'aide des mots-clé s tels physiothé rapie, simulation, é ducation et é tudiants. Ré sultats : Un total de 820 ré sumé s ont é té examiné s et 23 articles ont é té inclus dans l'examen systé matique. Bien qu'il y ait eu peu d'essais contrô lé s randomisé s avec des mesures de ré sultats validé es, certaines dé couvertes au sujet de la simulation peuvent avoir un effet positif sur la conception des programmes de formation au niveau dé butant en physiothé rapie. L'utilisation de simulateurs pour fournir des donné es de ré troaction pré cises peut aider les é tudiants à acqué rir des compé tences spé cifiques. Les logiciels de simulation peuvent é galement optimiser l'expé rience d'apprentissage des é tudiants. Les expé riences de simulation humaine pour la gestion des patients en soins de courte duré e dans une unité de soins intensifs sont reç ues favorablement par les é tudiants, leur donnent plus d'assurance et diminuent leur anxié té . Des preuves portent à conclure que les e...