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https://www.selleckchem.com/products/gsk923295.html Residents undergo professional identity formation during training, and the integration of a teacher identity into that of a clinician is part of this process. We aimed to measure the teacher identity of incoming interns of various specialties. In this cross-sectional, survey-based study, we modified a validated teacher identity scale and distributed it to residents attending orientation at a large, academic institution. A total of 297 residents took the survey, including 272 interns; 80% (218/272) of interns completed the survey and permitted use of their data. The mean score for global teacher identity was 4.16 (SD 0.67) on a 1 to 5 Likert scale. There were significant differences between interns' current self-assessed teaching abilities and their desired future performance as teachers (P less then 0.001 for all domains). Male interns had higher global teacher identity scores (4.27) than female interns (4.05; P = 0.02). There were no differences in global teacher identity between interns in medical, surgical, and supportive specialties. Interns who had participated in a student-as-teacher program in medical school had higher global teacher identity (P less then 0.001) than those who had not. In conclusion, teacher identity is high in incoming interns, with higher scores in men and in those who completed student-as-teacher programs in medical school.Orthopedic surgery residency applicants often turn to data from many online ranking platforms to select programs. The purpose of this study was to determine if programs belonging to different Doximity ranking groups and US geographical regions favor certain applicant characteristics in order to give prospective residents more data to make informed application decisions. 2019 Doximity rankings and matched applicant data from the 2019 Association of American Medical Colleges Residency Navigator were collected and used to determine differences among matched applicant chara

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