Early Career Research Articles

The Early Career Framework: Why Context Matters for Teacher Professional Development

The Department for Education developed the Teacher Recruitment and Retention Strategy in 2019 for state-funded schools in England as a response to increasing challenges in teacher supply. Core to the strategy was a mandatory, nationally funded, two-year Early Career Framework (ECF) of professional development for Early Career Teachers (ECTs) in state-funded schools. The ECF began in September 2021 and provided a nationally standardised programme of professional development for Year One and Two teachers. This paper presents the findings of qualitative research that contribute to the understanding of the ECF for ECTs' professional development. Semi-structured interviews were used to explore ECTs’ (n = 25) and mentors’ (n = 17) experiences of the first two years of the ECF (2021–2023). System mapping was used to contextualise data, with primary data examined via coding and theme analysis. Using a complexity theory lens, we conclude that the ECF system affects ECTs and mentors in a non-linear way. Feedback loops that effected change were present, but the ECF’s effectiveness was highly context-dependent with tension between structure and flexibility. We contend that future enhancements to the ECF should focus on adaptability, fostering positive feedback loops, and recognizing the context-dependent nature of teacher development.

Introducing a new regular feature: Practice-Based Studies.

Tracey Pratchett, Regular Feature Editor, outlines the requirements of the new Practice-Based Studies regular feature (formerly Dissertations into Practice). She discusses why the feature has changed and how it will increase the value of short features, providing a broader remit which will appeal to students, early career professionals and those new to publishing who want to share findings which may affect practice. This article also includes a short vignette from Katy Greenfield discussing the benefits of publishing their outputs from an apprenticeship project.

Karl Ziegler - Early Career of a Scientist.

Karl Ziegler is considered one of the most outstanding chemists of the 20th century. In particular, his work on organometallic mixed catalysts, which allows the polymerization of ethylene at normal pressure, led to a revolution in plastics production and changed the everyday life of all mankind. In 1963, he was awarded the Nobel Prize in Chemistry for this work, together with Giulio Natta. This article focuses on Ziegler's early career, which has received little attention to date. It describes his youth and study years in Marburg, which partly coincide with the First World War. Subsequently, his postdoctoral period is examined, which led him via Marburg and Frankfurt to his first associate professorship in Heidelberg. Special attention is paid to his relationship to National Socialism, which he opposed. As a result, Ziegler experienced professional difficulties in the 1930s, such as repeated rejection when filling various professorships. His appointment as a full professor in Halle and his subsequent directorship at the Max-Planck-Institut für Kohlenforschung (Coal Research), where he finally achieved his greatest research achievement, are described in the following.

Growing our own: enabling PGR teachers to flourish in authentic ecosystems

Postgraduate researchers who teach (PGR teachers), or Graduate Teaching Assistants (GTAs) play a valuable role in global Higher Education, being a central part of the teaching workforce. PGR teachers are noted, amongst other things, for their ability to relate closely to students, bringing research-informed perspectives and providing effective and nuanced support to students in a massified HE sector. However, in spite of their longstanding presence, they are ubiquitously described as being in a ‘liminal space’ in the literature, and as early career colleagues, often have less professional experience and reduced agency to make pedagogical decisions, all whilst experiencing precarity and other challenges relating to occupying an impermanent role. Professional development opportunities for PGR teachers are reasonably widespread but do they enable the best way for PGR teachers to grow and thrive in their teaching work? This Afterword, drawing on the contributions of authors in Issue 4 of the JPPP, considers how PGR teachers are deploying the outcomes of professional learning, and where the ‘best space’ might be for them to develop and evolve as practitioners. It reflects on the structure and rationale established in the Warwick Postgraduate Teaching Community and argues for the support and initiation of similar PGR communities of practice across the sector, as being optimal spaces for PGR teachers to thrive, learn and grow with peers.

Addressing barriers to post-graduate research training in low resource settings: an innovative approach in an institution of higher learning in Kenya

BackgroundNumerous barriers hinder health research training in Post-Graduate Medical Education Programs, especially in developing countries. Research training is pivotal for medical residency, providing essential knowledge and skills for dissertation completion, fostering evidence-based medical practice, and nurturing future independent clinical researchers. A holistic approach to research education is imperative to surmount these barriers. We describe here a dissertation-centric research curriculum, delivered longitudinally, an innovative strategy undertaken by Aga Khan University's Medical College in East Africa (AKU-MCEA) to deliver postgraduate research.MethodsA review of AKU-MCEA post-graduate research methods curriculum was conducted based on implementing Departments' experience, institutional policies, and residency program output.Program implementationThe Master of Medicine program requires a well-executed dissertation for graduation. Residents undergo structured research training across four modules, with interactive sessions and workshops supporting their research milestones. Protected time allows residents to develop and report on their dissertation work. Faculty receive specialized training in dissertation supervision to ensure residents benefit from expert guidance in producing high-quality research.OutcomesThis approach achieves a dissertation completion and graduation rate of 98–100%. Notably, 68.5% (n = 126) of those who graduated in 2013–2023 have published two or more papers (i.e., range 2–36) in their current portfolio, demonstrating a commitment to ongoing research endeavors even after graduation. Residents' research covers diverse themes and is disseminated through departmental presentations, university-wide Faculty Academic Rounds, peer-reviewed journals, conferences, and the Annual Early Career Researchers symposium.Lessons learntA comprehensive approach featuring a structured research curriculum, longitudinal delivery with predetermined milestones, dedicated supervision, financial and resource support, protected research time, ongoing faculty development in dissertation supervision, and clear institutional research policies accelerates dissertation completion and enhances effective research dissemination.

Leveraging the ARIS BI Toolkit to Equip Faculty for Career—and CAREER—Success

Research development professionals at the University of Nebraska-Lincoln (UNL) used the Center for Advancing Research Impact in Society (ARIS) Broader Impacts (BI) Toolkit with early-career faculty preparing grant proposals for the National Science Foundation’s Faculty Early Career Development Program (CAREER). This prestigious career-development funding mechanism places unique emphasis on the integration of research and education, positioning awardees to enhance the impact of their research programs through education initiatives like curriculum development, outreach, and community engagement. However, many early-career faculty lack experience or training to develop robust education plans that are thoughtfully aligned with and responsive to their research. With the aim of developing practical ways to help faculty gain these skills, the study team used mixed methods to analyze the integration of research and education in CAREER proposals submitted by UNL faculty. These methods included using the ARIS BI Rubric to evaluate the proposals, convening two panel review discussions, and interviewing principal investigators about their ARIS BI Toolkit use and approach to research-education integration. Case study findings reveal that while effective and impactful integration can take many forms, early-career faculty and those who support them can utilize the ARIS BI Toolkit strategically to strengthen this aspect of grant proposals, positioning faculty to write well-integrated CAREER proposals and potentially contributing to long-term grant-writing and research program success.

Evidence of Strategic Information Literacy Practices in Early Career Teachers' Navigation of TeachersPayTeachers

Teachers Pay Teachers (TPT) has emerged as the most popular online educational marketplace of the moment, but exactly how curriculum marketplaces support professional learning and classroom curriculum design is still an emerging area of inquiry in educational research. This paper explores the perspectives of six novice teachers on the supplemental teaching materials available on TPT. Through semi-structured think-aloud interviews, we identified tensions related to teachers’ landscapes of practice, institutional mistrust, perceived authoritativeness of TPT sellers, curriculum marketplaces as altruistic platforms, and the affordances and constraints of TPT for managing finite resources. Findings suggest that professionals who work with preservice and in-service teachers must reframe their discussion of curriculum marketplaces toward developing early-career teachers’ critical curriculum cultivation practices. Such reframing has the potential to influence how educators make use of online curriculum marketplaces, what resources they download, and how those resources are employed.

Unraveling the gender wage gap: Exploring early career patterns among university graduates

AbstractA large body of literature has shown that the gender wage gap is small in the first years after graduation and increases gradually with age, largely because of family decisions, often a penalty caused by childbirth. However, the gender wage gap immediately after graduation has received less attention. Using a unique dataset that links 5000 university graduates with master's degrees or equivalent from a large German university to detailed employment records from the German social security register, we specifically analyze the gender wage gap at the first job and its dynamics during the initial years of their careers after graduation. We find that a significant gender wage gap already exists in the first job after graduation, even before most young individuals make family decisions. However, this gender wage gap decreases in the first year after entering the labor market and then increases slowly over time. We attribute this initial decrease in the gender wage gap to female university graduates experiencing greater returns from firm and occupational changes than their male counterparts. This suggests that women may use these changes to address skill mismatches, which are more common among women than men in their first job.

Navigating the First Years: Newly Qualified Teachers’ Experiences with Professional Learning Communities

AbstractDrawing on a mixed-methods evaluation of the New Teacher Induction Programme of the South African Department of Basic Education, this paper examines the role of Professional Learning Communities in enabling the transition of newly qualified teachers (NQTs) into their professional roles in schools. The article focuses on one of the four components of the induction programme, namely, the participation of NQTs in Professional Learning Communities (PLCs) and examines the experiences of newly qualified teachers as members of their respective professional learning communities. It begins by examining the range of typical early career challenges and, thereafter, shows how the social capital fostered through their collaboration in communities enables to overcome a range of challenges they face. As the results of the study show, PLCs provide safe spaces where new teachers experiment, share experiences and engage in collective reflection and problem-solving. The new teachers reported a range of professional and personal benefits, including their professional growth, expanded peer networks, and a stronger sense of belonging. Moreover, their responses show how their participation in PLCs contributes to developing their self- and collective efficacy, increasing their resilience, and enabling their transition into the teaching profession. As a participatory action research study, the paper shows the dual benefits of the PLCs – both in supporting the personal and professional development of novice teachers and in informing the development of broader educational policy. The results of the study led to the expansion of the New Teacher Induction Programme and the national adoption of PLCs – illustrating how teacher experiences can inform policy in bringing about meaningful change.

Protecting Emergency Responders with Evidence-Based Interventions (PEREI): protocol for a randomized controlled trial for early career emergency responders, significant others, and supervisors

ABSTRACT Background: Emergency service personnel perform roles associated with high levels of trauma exposure and stress, and not surprisingly experience greater risk for poor mental health including posttraumatic stress disorder (PTSD), depression, anxiety, and substance use relative to the general population. Although programs exist to minimise the risk of developing mental health problems, their efficacy to date has been limited or untested. We will test the efficacy of the three programs which form PEREI: Protecting Emergency Responders with Evidence-Based Interventions. PEREI consists of modified versions of internet-delivered cognitive training in resilience (iCT-R) for early career first responders, PEREI-S for supervisors, and Be Well for Significant Others (BW-SO). Method: Up to 450 members in their first 5 years of service across multiple agencies will be recruited, with their adult supports (significant others, friends) invited to participate. Up to 180 supervisors in the agencies will be recruited. Participants will be randomized to their respective program or to receive the standard practice for mental health offered by the service (or usual mental health support for significant others). Assessments will be conducted pre- and post-program, and at 6- and 12-month follow-up. Primary outcome is PTSD and depression severity and probable-diagnosis. Secondary measures will index hypothesized mediators and moderators of outcome and determine whether the programs are cost-effective. Conclusions: The results will provide evidence as to efficacious methods for reducing risk of mental health problems in high-risk occupations, a better understanding of how such interventions may work, and whether they are good value for money. Trial registration: www.anzctr.org.au (ACTRN12622001267741)

Writing a First Osteoarchaeology Article: Some Advice for Early Career Researchers

Writing a First Osteoarchaeology Article: Some Advice for Early Career Researchers

No (Startup) Experience Required: Entrepreneurship Education Effectiveness for Early Career Graduates

Entrepreneurship as a discipline in higher education has enjoyed significant growth in student enrollment and attention. Venture formation drives employment and innovation, and founding a startup remains the ultimate incarnation of entrepreneurship. Yet, evidence shows that most entrepreneurship students will not start a new venture upon graduation. This research looks beyond venture formation to explore early career outcomes of entrepreneurship education (EE) graduates as compared to alumni with no EE. Alumni were surveyed one to five years following graduation from three universities in the United States, resulting in the examination of responses of 353 participants, 107 of whom completed a major, minor, or concentration in entrepreneurship. Human capital theory was employed to investigate the impact of EE on early career success. Findings of the study confirm a positive relationship between EE and venture formation, but also indicate EE increases generalizable competencies and indicators of professional advancement. Further, entrepreneurial behaviors mediate the relationship between EE and professional competencies, and professional competencies mediate the relationship between EE and advancement. This suggests that no startup is required for students of entrepreneurship to achieve early success and advancement, as the active, experiential, and goal-oriented nature of EE accentuates generalizable workplace attributes desired by employers.

Spaces, Pedagogies and Technologies

23 Things International (23T) is a 14-week, online, self-directed course for doctoral researchers, supervisors and early career researchers. It provides the basis of engagement with 23T to promote building academic and research networks, increase familiarity with resources underpinning research, and establish professional profiles. The programme, first launched in 2020 as a collaboration between UK and NZ universities, initially attracted 250 participants. In 2021 the collaboration grew, and it attracted 400. The following years, 2022 and 2023, the number of collaborating institutions grew again, reaching about 550 participants. This year there were more than 1000 participants. Adopting a socio-technical framework (Bostrom & Heinen, 1977), this paper draws on end-of-programme evaluation data from participants in 23T, delving into perspectives on whether and how they connected with peers during this course. Within a broadly interpretive approach (Erickson, 2012), the analysis involved the refinement of major and common ideas (Mayring, 2000) held by participants. Two themes emerged from the 2020 to 2023 end-of-programme evaluation: opportunities to network with the diversity of peers need to be better engineered in; and explicit pedagogical guidance is required to develop deeper partnerships among participants. Apart from grouping participants into pods based on research interests, the course includes mechanisms of support, including an engagement mentor and live networking events. However, the networking and partnership opportunities were still viewed as insufficient by participants, and the number of participants attending live events was low (average of 5 per session). One of the participants commented, “Given the lack of engagement I found within my pod, I would have preferred a much bigger facilitated session for discussions and sharing of ideas”. While it is argued that intentionally designed spaces, pedagogies and technologies can lead to enhanced learning and teaching experiences (Dron, 2023), many 23T participants did not agree. Not only was engagement in the created spaces lower than hoped, it seemed that the digital learning and teaching pedagogies (e.g., the creation of communities of practice via pods) were not as effective as intended either. The design of the spaces has been revised over the last 4 years, yet outcomes appear to be similar. The adoption of ‘proven’ pedagogies found in the literature was also in vain. The integration of digital technologies into networking and partnership opportunities seems limited. Given that the participants of 23T are in their highest qualification status, we face a conundrum about why the spaces, pedagogies and technologies within the programme appear to be not interconnected when it comes to networking and partnership opportunities as we enter the so-called “post digital learning spaces of higher education” (Lamb, et. al., 2022). We now think that building digital literacy prior to the commencement of the programme and providing explicit digital literacy support during the programme might be a key to addressing this conundrum. It is hoped that this development will increase future participants’ understanding of the networking opportunities built into the course and stimulate them to engage actively and with purpose.

Failing to learn from teachers: the Social Work Early Career Framework in England

This article presents a critical analysis of the Social Worker Early Career Framework in England, planned for national roll-out in September 2026 to replace the Assessed and Supported Year in Employment for children and family social workers. The Social Worker Early Career Framework is based on the existing Teacher Early Career Framework in England, launched nationally in 2021. The article argues that both the problematic experience of its counterpart in teaching and the existing evidence around similar initiatives already implemented in social work suggest that the Social Worker Early Career Framework is highly unlikely to achieve its stated aims. These discussions are followed by a consideration of why the Social Worker Early Career Framework is being introduced despite this existing evidence. It is suggested that a relatively small, opaque and overlapping policy network dominating children’s services reform in England provides a possible explanation.

What makes this online course tick?

The Community of Inquiry (CoI) (Garrison, Anderson & Archer, 1999; 2010) is well-established, widely accepted, and practical framework. It highlights social, cognitive and teaching presences in effective online learning communities. 23 Things International (23T) is an online, flexible course for research students and early career researchers. The course is self-directed and promotes the building of academic and research networks, familiarity with resources underpinning research, and establishing professional profiles. It was first implemented in 2020 and has been refined annually to better meet needs of participants. One of the features of the programme is the ‘pod group’ arrangement. Participants are connected to each other in groups (the pods) based on research interests. The size of the pods is kept to about ten, so to facilitate manageable and meaningful communication and discussion of topics within the programme. Each year, 23T participants have reported pleasing satisfaction levels. Using the CoI, this investigation examined possible reasons why. The study aimed to: (a) identify practices and structural mechanisms that seem to underpin the experienced success of 23T; and (b) articulate plans for more targeted evaluation-review-development. Data sources included: annual reports (2020-2023) on the course containing integrated analyses of participant evaluation data; the outline and structure of 23T, showing the fabric of the course, how it is organised and arranged and how it implemented; facilitators’ knowledge and experiences of conducting 23T. Data were organised using a simple matching process (Garrison et al, 1999). CoI elements were matched with practice examples from implementation, and evidence from the data. Positives, negatives, possibilities and conclusions were drawn about gaps and potential. Examples of evidence drawn the from the data sources about the 23T programme include: Teaching Presence: including the use of prompts built into the material presented online and the facilitators’ spoken and written interactions with participants through live activities and through blogs (boosting authentic participant application of their learning); Social Presence: pod groups and how they were arranged and supported; Cognitive Presence: range of topics covered and the participant activity surrounding the topics. To build on theoretical work investigating 23T (Stein, Sim & Rose, 2023), this study is helping us to pinpoint concrete elements that seem to be influencing online course effectiveness and enabling identification of ways to strengthen 23T’s future flexibility and attractiveness. This is pertinent because of the uniqueness of 23T, namely, that it is online, flexible and self-guided and has no formal assessment expectations and does not provide formal credit. Gauging what counts as effectiveness and success is quite different therefore from award courses normally offered by higher education institutions. Similar application of the CoI using our matching approach may be helpful for others in different contexts and settings who are planning and/or implementing online courses.

Early Career School Counselors’ Experience of Developing Group Counseling Skills: An Interpretive Phenomenological Analysis

ABSTRACT Group counseling is essential to school counselors’ practice, but training may be insufficient. Little literature exists on school counselors’ post-master’s experience of gaining group skills. The research question for this interpretative phenomenological analysis (IPA) study was as follows: How do early career school counselors (ECSCs) experience developing group counseling skills post-master’s? Interviews with ECSCs, use of IPA data analysis, and application of trustworthiness strategies yielded themes. Findings described participants’ experience of learning group skills in the context of colleague connections, group scarcity, motivation, and tension between barriers and motivations. Implications for group training in counselor education, continuing education, and supervision are provided.

Diving into hot topics of salivary gland carcinoma management—an EORTC young and early career investigator survey

IntroductionRecently, the ASCO and ESMO guidelines on salivary gland carcinomas (SGCs) have been released. However, several crucial points lack strong recommendations due to low or intermediate quality of evidence. To better address these “grey zones” in the guidelines, we conducted a survey among the European Organization for Research and Treatment of Cancer (EORTC) Head and Neck Cancer Group (HNCG) members on behalf of the EORTC young and early career investigators.Materials and methodsThe survey included 29 questions addressing diagnostic and therapeutic issues related to SGC patients and was shared among 539 members of the EORTC HNCG. Responses were collected from December 2022 to March 2023. The primary aim was to evaluate the decision-making criteria guiding physicians in areas with low evidence in SGC guidelines.ResultsWith a response rate of 19%, the survey received input from 102 respondents, mainly medical oncologists (45%). Among those with pathological high-risk features, 35% and 30% of respondents opted for chemoradiotherapy (CRT) in the definitive and adjuvant settings, respectively. For patients with R0 resection of highly aggressive SGC at the pT1–2 stage, 37% proposed a close follow-up, while 38% proposed adjuvant lymph-node field RT. In cases of pT3–4 stage, 48% proposed adjuvant lymph-node field RT in all cases, and 44% proposed it based only on risk factors. The most important factors guiding the decision to give adjuvant RT after salvage surgery for locoregional relapse include previous radiotherapy, margin status, and the presence of extranodal extension. When faced with combined positivity to HER2 and AR, responses regarding the choice of first-line palliative treatment were heterogeneous.ConclusionsInternational guidelines lack strong recommendations in several fields of SGC diagnosis and treatment due to insufficient high-quality data, resulting in heterogeneity in physicians’ treatment decision (e.g., adjuvant lymph-node field RT and their low concordance with guidelines, such as the use of concomitant CRT). The survey demonstrated the need for prospective clinical trial data to address these gaps in the future.

Navigating Uncharted Territory: A Qualitative Analysis of Challenges and Advantages Experienced by Early Career Medical Educators

AbstractWith the growing demand for medical educators, it is increasingly important that institutions implement practices to recruit, retain, and promote the well-being of early career medical educators (ECMEs). However, the specific needs of this group remain somewhat unclear. The current study aimed to address this gap by utilizing qualitative analysis to identify challenges and advantages associated with ECME status. An anonymous, voluntary survey was administered on forums of professional societies for medical education and on social media platforms, and emailed to professional societies. The survey collected demographic information and qualitative data regarding ECMEs’ experiences. Data were collected from 39 participants who met the ECME criteria of having less than or equal to 10 years of teaching experience since obtaining a terminal degree. Thematic analysis revealed that the challenges of early career faculty were difficulty balancing responsibilities, lack of research and educational support, perceived inadequacies as a faculty member, and development of workplace friendships. The advantages were the ability to understand students, possessing specific knowledge and skills, and the ability to innovate. ECME professional development needs focused on development of skills, networking, and support. In conclusion, ECMEs encounter similar struggles faced by all medical educators; however, they have the least amount of experience navigating the hurdles of academia. To aid ECMEs, institutions and departments can focus on the implementation of meaningful professional development opportunities, support systems, and encouraging ECMEs’ strengths.

Development and Pilot Testing of Children's National Hospital's New Faculty Orientation Program.

New faculty orientation (NFO) programs are shown to increase faculty satisfaction, enhance collaboration, and support promotion, retention, and academic success. In an effort led by a clinical psychologist, the Children's National Hospital (CNH) NFO was developed, piloted, and is in its 3rdyear. Data are shared regarding program development process, feasibility, and acceptability. In 2020, CNH faculty were surveyed about their new faculty member experience. CNH leaders were interviewed about important topics to include in an NFO. In FY22, the NFO was piloted across 15 Divisions. Year 2 (FY23) invited all new early career faculty. Year 3 (FY24) invited all new faculty. Feedback was obtained via REDCap after meetings and before/after the 10-month program. In 2020, 62% of recently hired faculty surveyed indicated not having any institutional level orientation. Leadership interviews supported the need for an NFO; suggested topics included promotion and provider wellness. In FY22, 27/38 invited faculty chose to participate. For FY23, 36/48 chose to participate. In FY24, 69/95 invited are participating. A needs assessment showed CNH faculty and leaders supported an NFO Program. Participants report finding the program helpful; they learned about institutional resources, benefits, and operations and appreciated the networking opportunities. Longer-term metrics include faculty satisfaction, promotion, and retention.

Medical students‘ leadership competence in health care: development of a self-assessment scale

BackgroundMedical leadership plays an increasing role already in early career stages. Undergraduate medical students in the transition to postgraduate education feel not well prepared for their leadership roles. While leadership curricula have been developed, instruments for students’ self-assessment of leadership competences as part of their professional development are still missing. The aim of our study was to develop a self-assessment scale for undergraduate medical students’ leadership competences.MethodsThe medical leadership competence scale (MeLeCoS) for undergraduate medical students was developed in twelve steps. For item generation, we employed the Medical Leadership Competence Framework (MLCF), which is also used as a framework for many leadership curricula and includes five leadership domains for three fields of education: undergraduate education, postgraduate education, and continuing practice. In a pretest, 67 items were tested with n = 88 undergraduate medical students. For content validation we performed group discussions with a total of 17 students. After item reduction a test-version with 45 items and a 5-point Likert scale (1: ‘never’, 2: ‘rarely’, 3: ‘sometimes’, 4: ‘often’, 5: ‘always’) was used in a test-sample of final-year students (n = 129). Descriptive statistics and factor analyses were performed.ResultsThe final version of the MeLeCoS includes 37 items and the scale’s Cronbach’s alpha was 0.87. Six factors could be identified and two of them, respectively, represent leadership aspects from the following three areas: (1) the medical students themselves, (2) the interrelation of the medical students with a healthcare organisation regarding general management and improvement, and (3) general leadership aspects of medical students within undergraduate medical studies and the healthcare system. The overall mean of the MeLeCoS was 3.50 ± 0.39. Factor 2 (‘Demonstrating responsible behaviour and shaping relations’) reached the highest mean (4,36 ± 0.37) and factor 5 (‘Promoting improvement and innovation in undergraduate medical education’ the lowest (1.91 ± 0.87).ConclusionsThe medical leadership competence self-assessment scale (MeLeCoS) is a reliable instrument for undergraduate medical students’ self-assessment of leadership competence with good content validity. It could be used for students’ self-reflection on leadership competences in addition to rater-based assessments in leadership curricula and for longitudinal development of students’ professional identity.