Irby DM, Cooke M, O’Brien BC. Calls for reform of medical education by the Carnegie Foundation for the Advancement of Teaching: 1910 and 2010. Acad Med. 2010;85(2):220–7.
Goldie J. The formation of professional identity in medical students: considerations for educators. Med Teach. 2012;34(9):e641–8.
Armstrong GA, Kofman A, Sharpless JJ, Anthony D, Wald HS. Bringing our whole person to whole person care: fostering reflective capacity with interactive reflective writing in health professions education. Workshop presented at 1st International Congress on Whole Person Care. Canada: Montreal, Quebec; 2013.
Brigham T, Barden C, Dopp AL, Hengerer A, Kaplan J, Malone B, et al. A journey to construct an all-encompassing conceptual model of factors affecting clinician well-being and resilience. Natl Acad Med Perspect. 2018;8. https://doi.org/10.31478/201801b.
Shanafelt TD, Sloan JA, Habermann TM. The well-being of physicians. Am J Med. 2003;114(6):513–9.
Dyrbye LN, Thomas MR, Massie FS, Power DV, Eacker A, Harper W, et al. Burnout and suicidal ideation among U.S. medical students. Ann Intern Med. 2008;149(5):334–41.
Dyrbye LN, Thomas MR, Power DV, Durning S, Moutier C, Massie FS Jr, et al. Burnout and serious thoughts of dropping out of medical school: a multi-institutional study. Acad Med. 2010;85(1):94–102.
Merton RK, Reader GG, Kendall PL, editors. The student physician: introductory studies in the sociology of medical education. Cambridge, MA: Harvard University Press; 1957.
Rabow MW, Remen RN, Parmelee DX, Inui TS. Professional formation: extending medicine’s lineage of service into the next century. Acad Med. 2010;85(2):310–7.
Jarvis-Selinger S, Pratt DD, Regehr G. Competency is not enough: integrating identity formation into the medical education discourse. Acad Med. 2012;87(9):1185–90.
Cruess RL, Cruess SR, Boudreau JD, Snell L, Steinert Y. Reframing medical education to support professional identity formation. Acad Med. 2014;89(11):1446–51.
Holden MD, Buck E, Luk J, Ambriz F, Boisaubin EV, Clark MA, et al. Professional identity formation: creating a longitudinal framework through TIME (Transformation in Medical Education). Acad Med. 2015;90(6):761–7.
Vignoles VL, Schwartz SJ, Luyckx K. Toward an integrative view of identity. In: Schwartz SJ, Luyckx K, Vignoles VL, editors. Handbook of identity theory and research. New York: Springer; 2011.
Moll LC. L.S. Vygotsky and education. London: Cambridge University Press; 2014.
Lave J, Wenger E. Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press; 1990.
Erikson EH. The life cycle completed. New York: Norton; 1982.
“socialization, n.1.” OED Online, Oxford University Press, December 2018, http://www.oed.com/view/Entry/183747. Accessed 12 December 2018.
Hafferty F. Professionalism and the socialization of medical students. In: Cruess R, Cruess S, Steinert Y, editors. Teaching medical professionalism. Cambridge: Cambridge University Press; 2008. p. 53–70.
Cruess RL, Cruess SR, Boudreau JD, Snell L, Steinert Y. A schematic representation of the professional identity formation and socialization of medical students and residents: a guide for medical educators. Acad Med. 2015;90(6):718–25.
Mann K, Gordon J, MacLeod A. Reflection and reflective practice in health professions education: a systematic review. Adv Health Sci Educ. 2009;14(4):595–621.
Frost HD, Regehr G. “I am a doctor”: negotiating the discourses of standardization and diversity in professional identity construction. Acad Med. 2013;88(10):1570–7.
Albarracin D, Wyer RS Jr. The cognitive impact of past behavior: influences on beliefs, attitudes, and future behavioral decisions. J Pers Soc Psychol. 2000;79(1):5–22.
Bebeau MJ. Evidence based character development. In: Kenny NP, Shelton W, editors. Lost virtue: professional character development in medical education. Oxford: Elsevier Ltd; 2006. p. 47–87.
Cruess RL, Cruess SR, Steinert Y. Amending Miller’s pyramid to include professional identity formation. Acad Med. 2016;91(2):180–5.
Wald HS. Professional identity (trans)formation in medical education: reflection, relationship, resilience. Acad Med. 2015;90(6):701–6.
Gofton W, Regehr G. What we don’t know we are teaching: unveiling the hidden curriculum. Clin Orthop Relat R. 2006;449:20–7.
McCann CM, Beddoe E, McCormick K, Huggard P, Kedge S, Adamson C, et al. Resilience in the health professions: a review of recent literature. Int J Wellbeing. 2013;3(1):60–81.
Epstein RM, Krasner MS. Physician resilience: what it means, why it matters, and how to promote it. Acad Med. 2013;88(3):301–3.
Mavor KI, McNeill KG, Anderson K, Kerr A, O’Reilly E, Platow MJ. Beyond prevalence to process: the role of self and identity in medical student well-being. Med Educ. 2014;48(4):351–60.
Langendyk V, Hegazi I, Cowin L, Johnson M, Wilson I. Imagining alternative professional identities: reconfiguring professional boundaries between nursing students and medical students. Acad Med. 2015;90(6):732–7.
Cohen JJ. Viewpoint: linking professionalism to humanism: what it means, why it matters. Acad Med. 2007;82(11):1029–32.
Pepper JR, Jaggar SI, Mason MJ, Finney SJ, Dusmet M. Schwartz rounds: reviving compassion in modern healthcare. J Roy Soc Med. 2012;105(3):94–5.