This research offers valuable insight into how Phase 1 medical students construct their personal and professional identities in both the offline and online environments. Acknowledging these learning mechanisms will enhance the development of a genuinely student-focused professionalism curriculum.

This research highlights the issue of social networking websites and professionalism amongst medical students. Further guidance from the GMC and medical schools should remind students that images and information placed on social networking sites is in the public domain, and could impact upon their professional reputation and identity.

Linkman (2019) A Best Evidence Medical Education (BEME) systematic review of: What works best for health professions students using mobile (hand-held) devices for educational support on clinical placements?

Following a multi-institutional research project, the authors formulated 12 tips for the successful implementation of peer assessment in a health-based setting. These tips relate to planning, delivery and feedback. They also offer a wide range of practical guidance and anecdotal evidence relating to peer assessment generally.

The objective of this study was to investigate medical school student views on the peer assessment of professional behaviours. Focus groups were held with students at two northern England medical schools which were using peer assessment. The study showed that preparing students to give and receive feedback was a key aspect in the successful delivery of peer assessment. Medical school students are generally positive about the peer assessment of professional behaviours. However, they expressed mixed views about anonymity and how information was to be used. The results imply that peer assessment could offer valuable feedback for formative learning.