Fig. 1

Identified categories. Early remedial medical students from Generation Z experienced a variety of ‘ambivalent professional identities’. Four main categories emerged: fear of becoming a professional, gap between ideal and reality, inadequate professional image, and undeveloped self-confidence. Students also expected ‘desired identity support’, which was divided into four main categories: highly confidential individualised mentoring, visualised professional image, learner-centred empathic attitude, and opportunities for casual mentoring and meetings