Scoping review reveals limited use of teaching philosophy statements in health professions education, suggesting a need for deeper exploration.
TPS appear infrequently in the health professions education literature and are often discussed superficially. While recognised for their reflective and professional development potential, empirical evidence of their direct impact is lacking. Future research should explore longitudinal effects of TPS adoption, their role in faculty identity development and strategies for integrating TPS meaningfully into faculty development programmes.
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Taff et al. (2026) studied this question.
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