References
- Sarraf-Yazdi S, Teo N, How AEH, et al. A scoping review of professional identity formation in undergraduate medical education. J Gen Intern Med. 2021; 36(11): 3511–21. DOI: 10.1007/s11606-021-07024-9
- Mount GR, Kahlke R, Melton J, Varpio L. A critical review of professional identity formation interventions in medical education. Acad Med. 2022; 97(11suppl): S96–S106. DOI: 10.1097/ACM.0000000000004904
- Sawatsky AP, Huffman BM, Hafferty FW. Coaching versus competency to facilitate professional identity formation. Acad Med. 2020; 95(10): 1511–14. DOI: 10.1097/ACM.0000000000003144
- 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. DOI: 10.1097/ACM.0b013e3182604968
- McGaghie WC, Miller GE, Sajiid AW, Telder TV. Competency-based curriculum development in medical education: an introduction. Public Health Pap. 1978; 68: 11–91.
- Harden RM, Crosby JR, Davis MH. AMEE Guide No. 14: Outcomes-based education: part 1- an introduction to outcomes-based education. Med Teach. 1999; 21(1): 7–14. DOI: 10.1080/01421599979969
- Institute of Medicine (US) Committee on Quality of Health Care in America, Kohn LT, Corrigan JM, Donaldson MS. (eds.)
To err is human: building a safer health system . Washington, DC: National Academies Press (US); 2000. DOI: 10.17226/9728 - Dixon-Woods M, Yeung K, Bosk CL. Why is U.K. medicine no longer a self-regulating profession? the role of scandals involving “bad apple” doctors. Soc Sci Med. 2011; 73(10): 1452–59. DOI: 10.1016/j.socscimed.2011.08.031
- Edgar L, McLean S, Hogan SO, Hamstra S, Holmboe ES.
The milestones guidebook . Chicago, Illinois: Accreditation Council For Graduate Medical Education (ACGME); 2020.https://www.acgme.org/globalassets/milestonesguidebook.pdf . - Frank JR, Snell LS, Sherbino J.
CanMEDS 2015 physician competency framework . Ottawa, Ontario: Royal College of Physicians and Surgeons of Canada; 2017.https://canmeds.royalcollege.ca/en/framework . DOI: 10.1056/NEJMsr1200117 - Nasca TJ, Philibert I, Brigham T, Flynn TC. The next GME accreditation system: rationale and benefits. N Engl J Med. 2012; 366(11): 1051–56. DOI: 10.1056/NEJMsr1200117
- Cruess SR, Cruess RL. Professionalism must be taught. BMJ. 1997; 315(7123): 1674–77. DOI: 10.1136/bmj.315.7123.1674
- Cruess RL, Cruess SR. Teaching professionalism: general principles. Med Teach. 2006; 28(3): 205–8. DOI: 10.1080/01421590600643653
- Cruess RL, Cruess SR. Teaching medicine as a profession in the service of healing. Acad Med. 1997; 72(11): 941–52. DOI: 10.1097/00001888-199711000-00009
- Hodges BD, Ginsburg S, Cruess R, et al. Assessment of professionalism: recommendations from the Ottawa 2010 conference. Med Teach. 2011; 33(5): 354–63. DOI: 10.3109/0142159X.2011.577300
- Wilkinson TJ, Wade WB, Knock LD. A blueprint to assess professionalism: results of a systematic review. Acad Med. 2009; 84(5): 551–58. DOI: 10.1097/ACM.0b013e31819fbaa2
- Cruess SR, Cruess RL. Teaching professionalism: why, what and how. Facts Views Vis Obgyn. 2012; 4(4): 259–65.
- Frank JR, Snell LS, ten Cate O, et al. Competency-based medical education: theory to practice. Med Teach. 2010; 32(8): 638–45. DOI: 10.3109/0142159X.2010.501190
- Englander R, Frank JR, Carraccio C, Sherbino J, Ross S, Snell L, ICBME Collaborators. Towards a shared language for competency-based medical education. Med Teach. 2017; 39(6); 582–87. DOI: 10.1080/0142159X.2017.1315066
- Hawkins RE, Welcher CM, Holmboe ES, et al. Implementation of competency-based medical education: are we addressing the concerns and challenges? Med Educ. 2015; 49(11): 1086–1102. DOI: 10.1111/medu.12831
- Carraccio CL, Englander R. From Flexner to competencies: reflections on a decade and the journey ahead. Acad Med. 2013; 88(8): 1067–73. DOI: 10.1097/ACM.0b013e318299396f
- Sherbino J, Regehr G, Dore K, Ginsburg S. Tensions in describing competency-based medical education: a study of Canadian key opinion leaders. Adv Health Sci Educ. 2021; 26(4): 1277–89. DOI: 10.1007/s10459-021-10049-8
- Irby DM, Hamstra SJ. Parting the clouds: three professionalism frameworks in medical education. Acad Med. 2016; 91(12): 1606–11. DOI: 10.1097/ACM.0000000000001190
- Cooke M, Irby DM, O’Brien C.
Educating physicians: a call for reform of medical school and residency . San Francisco, Calif: Jossey-Bass; 2010. - 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. DOI: 10.1097/ACM.0000000000000427
- 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. DOI: 10.1097/ACM.0000000000000700
- Lave J, Wenger E.
Situated Learning: Legitimate Peripheral Participation . Cambridge, England: Cambridge University Press; 1991. DOI: 10.1017/CBO9780511815355 - Toubassi D, Schenker C, Roberts M, Forte M. Professional identity formation: linking meaning to well-being. Adv Health Sci Educ Theory Pract. 2023; 28(1): 305–18. DOI: 10.1007/s10459-022-10146-2
- Sternszus R.
Developing a professional identity: a learner’s perspective . In: Cruess RL, Cruess SR, Steinert Y (eds). Teaching medical professionalism: supporting the development of a professional identity. 2nd ed. Cambridge, NY: Cambridge University Press; 2016. 26–36. DOI: 10.1017/CBO9781316178485.004 - Grant J. The incapacitating effects of competence: a critique. Adv Health Sci Educ Theory Pract. 1999; 4(3): 271–77. DOI: 10.1023/A:1009845202352
- Frost HD, Regehr G. “I am a doctor”: negotiating the discourses of standardization and diversity in professional identity construction. Acad Med. 2013; 88(10): 1570–77. DOI: 10.1097/ACM.0b013e3182a34b05
- Menezes N, Hawa R, Oswald R, Lee EK. Does one size truly fit all? the COUPE undergraduate perspective on competency-based medical education in psychiatry. Can J Psychiatry. 2018; 63(6): 356–60. DOI: 10.1177/0706743718758967
- Khursigara-Slattery N. ‘Be’ Report - Stakeholder Feedback on Proposed ‘Be’ Template & Content. Dissemination and Feedback on a Proposed Template and Content for the Intern Curriculum Framework. University of Limerick; 2023. Report. DOI: 10.34961/researchrepository-ul.22269448.v1
- Torre DM, Daley BJ, Sebastian JL, Elnicki DM. Overview of current learning theories for medical educators. Am J Med. 2006; 119(10): 903–07. DOI: 10.1016/j.amjmed.2006.06.037
- ten Cate O.
Competency-based medical education . In: Cockerham WC, Dingwall R, Quah SR (eds.), The Wiley-Blackwell Encyclopedia of Health, Illness, Behavior, and Society. Hoboken, NJ: John Wiley & Sons, Ltd; 2014.1329–35. DOI: 10.1002/9781118410868.wbehibs331 - Erikson EH.
The lifecycle completed . New York, NY: Norton; 1982. - Kegan R.
The evolving self: problems and process in human development . Cambridge, Mass: Harvard University Press; 1982. DOI: 10.4159/9780674039414 - Wald HS, Anthony D, Hutchinson TA, Liben S, Smilovitch M, Donato AA. Professional identity formation in medical education for humanistic, resilient physicians: pedagogic strategies for bridging theory to practice. Acad Med. 2015; 90(6): 753–60. DOI: 10.1097/ACM.0000000000000725
- Chandran L, Iuli RJ, Strano-Paul L, Post SG. Developing «a way of being»: deliberate approaches to professional identity formation in medical education. Acad Psychiatry. 2019; 43(5): 521–27. DOI: 10.1007/s40596-019-01048-4
- Barnhoorn PC, Nierkens V, Numans ME, Steinert Y, van Mook WNKA. “What kind of doctor do you want to become?”: clinical supervisors’ perceptions of their roles in the professional identity formation of general practice residents. [published online ahead of print Oct 26, 2022]. Med Teach. DOI: 10.1080/0142159X.2022.2137395
- Sternszus R, Boudreau JD, Cruess RL, Cruess SR, Macdonald ME, Steinert Y. Clinical teachers’ perceptions of their role in professional identity formation. Acad Med. 2020; 95(10): 1594–99. DOI: 10.1097/ACM.0000000000003369
- Holden MD, Buck E, Luk J, et al. Professional identity formation: creating a longitudinal framework through TIME (Transformation in Medical Education). Acad Med. 2015; 90(6): 761–67. DOI: 10.1097/ACM.0000000000000719
- Finn G, Garner J, Sawdon M. ‘You’re judged all the time!’ students’ views on professionalism: a multicenter study. Med Educ. 2010; 44(8): 814–25. DOI: 10.1111/j.1365-2923.2010.03743.x
- Brainard AH, Brislen HC. Viewpoint: learning professionalism: a view from the trenches. Acad Med. 2007; 82(11): 1010–14. DOI: 10.1097/01.ACM.0000285343.95826.94
- Hamstra SJ, Woodrow SI, Mangrulkar RS. Feeling pressure to stay late: socialisation and professional identity formation in graduate medical education. Med Educ. 2008; 42(1); 7–9. DOI: 10.1111/j.1365-2923.2007.02958.x
- Alexis, DA, Kearney, MD, Williams JC, Xu C, Higginbotham EJ, Aysola J. Assessment of perceptions of professionalism among faculty, trainees, staff, and students in a large university-based health system. JAMA Netw Open. 2020; 3(11):
e2021452 . DOI: 10.1001/jamanetworkopen.2020.21452 - Volpe RL, Hopkins M, Geathers J, Smith CW, Cuffee Y. Negotiating professional identity formation in medicine as an ‘outsider’: the experience of professionalization for minoritized medical students. SSM Qual Res Health. 2021; 1:
100017 . DOI: 10.1016/j.ssmqr.2021.100017 - Machado MB, Ribeiro DL, de Carvalho Filho MA. Social justice in medical education: inclusion is not enough-it’s just the first step. Perspect Med Educ. 2022; 11(4): 187–95. DOI: 10.1007/S40037-022-00715-X
- Santivasi WL, Nordhues HC, Hafferty FW, et al. Reframing professional identity through navigating tensions during residency: a qualitative study. Perspect Med Educ. 2022; 11(2): 93–100. DOI: 10.1007/S40037-022-00709-9
- Gomez LE, Bernet P. Diversity improves performance and outcomes. J Natl Med Assoc. 2019; 111(4): 383–92. DOI: 10.1016/j.jnma.2019.01.006
- LaVeist TA, Pierre G. Integrating the 3Ds: social determinants, health disparities, and health-care workforce diversity. Public Health Rep. 2014; 129(suppl 2): 9–14. DOI: 10.1177/00333549141291S204
- Cohen JJ, Gabriel BA, Terrell C. The case for diversity in the health care workforce. Health affairs. 2002; 21(5): 90–102. DOI: 10.1377/hlthaff.21.5.90
- Saha S, Guiton G, Wimmers PF, Wilkerson L. Student body racial and ethnic composition and diversity-related outcomes in US medical schools. JAMA. 2008; 300(10): 1135–45. DOI: 10.1001/jama.300.10.1135
- ten Cate O. Competency-based postgraduate medical education: past, present and future. GMS J Med Educ. 2017; 34(5):
Doc69 . DOI: 10.3205/zma001146 - Batt AM, Tavares W, Williams B. The development of competency frameworks in healthcare professions: a scoping review. Adv in health sci educ. 2020; 25(4): 913–87. DOI: 10.1007/s10459-019-09946-w
- Bates J, Schrewe B, Ellaway RH, Teunissen PW, Watling C. Embracing standardisation and contextualisation in medical education. Med Educ. 2019; 53(1): 15–24. DOI: 10.1111/medu.13740
- Teunissen PW, Watling CJ, Schrewe B, et al. Contextual competence: how residents develop competent performance in new settings. Med Educ. 2021; 55(9): 1100–09. DOI: 10.1111/medu.14517
- Veen M, de la Croix A. How to grow a professional identity: philosophical gardening in the field of medical education. Perspect Med Educ. 2023; 12(1): 12–19. DOI: 10.5334/pme.367
- Brown MEL, Whybrow P, Kirwan G, Finn GM. Professional identity formation within longitudinal integrated clerkships: a scoping review. Med Educ. 2021; 55(8): 912–24. DOI: 10.1111/medu.14461
- Boudreau DJ, Cruess SR, Cruess RL. Physicianship: educating for professionalism in the post- Flexnerian era. Perspect Biol Med. 2011; 54(1): 89–105. DOI: 10.1353/pbm.2011.0000
- Snell L.
Teaching professionalism and fostering professional values during residency: the McGill experience . In Cruess RL, Cruess SR, Steinert Y (eds.), Teaching medical professionalism. Cambridge, NY: Cambridge University Press; 2009: 246–63. DOI: 10.1017/CBO9780511547348.016 - Ten Cate O, Khursigara-Slattery N, Cruess RL, Hamstra SJ, Steinert Y, Sternszus R. Medical competence as a multilayered construct. Med Educ. 2023 Jul 16. DOI: 10.1111/medu.15162
- Volpe RL, Hopkins M, Haidet P, Wolpaw DR, Adams NE. Is research on professional identity formation biased? early insights from a scoping review and metasynthesis. Med Educ. 2019; 53(2): 119–32. DOI: 10.1111/medu.13781
- Wyatt TR, Rockich-Winston N, Taylor TR, White D. What does context have to do with anything? a study of professional identity formation in physician-trainees considered underrepresented in medicine. Acad Med. 2020; 95(10): 1587–93. DOI: 10.1097/ACM.0000000000003192
- Holmboe ES, Sherbino J, Long DM, Swing SR, Frank JR. The role of assessment in competency-based medical education. Med Teach. 2010; 32(8): 676–82. DOI: 10.3109/0142159X.2010.500704
- Lockyer J, Carraccio C, Chan MK, et al. ICBME Collaborators. Core principles of assessment in competency-based medical education. Med Teach. 2017; 39(6): 609–16. DOI: 10.1080/0142159X.2017.1315082
- Schumacher DJ, Michelson C, Winn AS, Turner DA, Elshoff E, Kinnear B. Making prospective entrustment decisions: knowing limits, seeking help and defaulting. Med Educ. 2022; 56(9): 892–900. DOI: 10.1111/medu.14797
- ten Cate O, Carraccio C, Damodaran A, et al. Entrustment decision making: extending miller’s pyramid. Acad Med. 2021; 96(2): 199–204. DOI: 10.1097/ACM.0000000000003800
- Cruess RL, Cruess SR, Steinert Y. Amending miller’s pyramid to include professional identity formation. Acad Med. 2016; 91(2): 180–85. DOI: 10.1097/ACM.0000000000000913
- Niemi PM. Medical students’ professional identity: self-reflection during the preclinical years. Med Educ. 1997; 31(6): 408–15. DOI: 10.1046/j.1365-2923.1997.00697.x
- Kalet A, Buckvar-Keltz L, Harnik V, et al. Measuring professional identity formation early in medical school. Med Teach. 2017; 39(3): 255–61. DOI: 10.1080/0142159X.2017.1270437
- Buck E, West C, Graham L, Frye AW, Teal CR. Challenges to assessing professional identity in medical students: a tale of two measures. Med Educ Online. 2019; 24(1):
1649571 . DOI: 10.1080/10872981.2019.1649571 - Garza KB, Moseley LE, Ford CR. Assessment of professional identity formation: challenges and opportunities. New Dir Teach Learn. 2021; 168: 147–51. DOI: 10.1002/tl.20476
- Norcini J, Shea J.
Assessment of professionalism and progress in the development of a professional identity . In: Cruess RL, Cruess SR, Steinert Y (eds.) Teaching medical professionalism: supporting the development of a professional identity. 2nd ed. Cambridge, NY: Cambridge University Press; 2016. 155–68. DOI: 10.1017/CBO9781316178485.013 - Soleas E, Dagnone D, Stockley D, Garton K, van Wylick R. Developing academic advisors and competence committees members: a community approach to developing CBME faculty leaders. Can Med Educ J. 2020; 16: 11(1): e46–e56. DOI: 10.36834/cmej.68181
- Regehr G, Ginsburg S, Herold J, Hatala R, Eva K, Oulanova O. Using “standardized narratives” to explore new ways to represent faculty opinions of resident performance. Acad Med. 2012; 87(4): 419–27. DOI: 10.1097/ACM.0b013e31824858a9
- Ginsburg S, van der Vleuten CPM, Eva KW. The hidden value of narrative comments for assessment: a quantitative reliability analysis of qualitative data. Acad Med. 2017; 92(11): 1617–21. DOI: 10.1097/ACM.0000000000001669