Supporting the development of a professional identity: General principles

References

• Barab SA, Barnett M, Squire K. 2002. Developing an empirical account of a community of practice: characterizing the essential tensions. J Learn Sci. 11:489–452.
   Web of Science ®Google Scholar
• Beagan BL. 2005. Every day classism in medical school: experiencing marginality and resistance. Med Educ. 39:777–784.
   PubMed Web of Science ®Google Scholar
• Bebeau MJ, Faber-Langendoen K. 2014. Remediating lapses in professionalism. In: Kalet A, Chou CL, editors. Remediation in medical education: a mid-course correction. New York (NY): Springer; p 103–127.
   Google Scholar
• Becker HS, Geer B, Hughes EC, Strauss AL. 1961. Boys in white: student culture in medical school. Chicago (IL): The University of Chicago Press.
   Google Scholar
• Billett S. 2004. Workplace participatory practices: conceptualising workplaces as learning environments. J Workplace Learn. 16:312–324.
   Google Scholar
• Billett S. 2016. Learning through healthcare work: premises, contributions and practices. Med Educ. 50:124–131.
   PubMed Web of Science ®Google Scholar
• Billett S. 2002. Workplace pedagogic practices: co-participation and learning. Br J Educ Stud. 50:457–481.
   Web of Science ®Google Scholar
• Birden H, Glass N, Wilson I, Harrison M, Usherwood T, Nass D. 2013. Teaching professionalism in medical education: a Best Evidence Medical Education (BEME) systematic review. Med Teach. 35:e1252–e1266.
   PubMed Web of Science ®Google Scholar
• Bleakley A, Bligh J, Browne J. 2011. Medical education for the future: identity, power and location. London (UK): Springer.
   Google Scholar
• Bosk C. 1979. Forgive and remember. Chicago (IL): University of Illinois Press.
   Google Scholar
• Boudreau JD, MacDonald ME, Steinert Y. 2014. Affirming professional identities through an apprenticeship: Insights from a four-year longitudinal case study. Acad Med. 89:1038–1045.
   PubMed Web of Science ®Google Scholar
• Boudreau JD. 2016. The evolution of an undergraduate medical program on professionalism and identity formation. In: Cruess RL, Cruess SR, Steinert Y, editors. Teaching medical professionalism: supporting the development of a professional identity. Cambridge (UK): Cambridge University Press; p. 217–231.
   Google Scholar
• Bourdieu P, Passeron J-C. 1990. Reproduction in education, society, and culture. 2nd ed. London (UK): Sage Publishing.
   Google Scholar
• Brown J, Duguid P. 2000. Organizational learning and communities of practice: toward a unified view of working, learning and innovation. In: Lesser EL, Fontaine MA, Slusher JA, editors. Knowledge and communities. Oxford (UK): Routledge; p 99–121.
   Google Scholar
• Choo EK, Ranney ML, Chan TM, Trueger NS, Walsh AE, Tegtmeyer K, McNamara SO, Choi RY, Carroll CL. 2015. Twitter as a tool for communication and knowledge exchange in academic medicine: a guide for skeptics and novices. Med Teach. 37:411–416.
   PubMed Web of Science ®Google Scholar
• Chretien KC, Greyson SR, Chretien JP, Kind T. 2009. Online posting of unprofessional content by medical students. JAMA. 302:1309–1315.
   PubMed Web of Science ®Google Scholar
• Cooke M, Irby DM, O’Brien BC. 2010. Educating physicians: a call for reform of medical school and residency. San Francisco (CA): John Wiley and Sons.
   Google Scholar
• Cruess RL, Cruess SR, Boudreau JD, Snell L, Steinert Y. 2015. A schematic representation of the professional identity formation and socialization of medical students and residents: a guide for medical educators. Acad Med. 90:718–725.
   PubMed Web of Science ®Google Scholar
• Cruess RL, Cruess SR, Boudreau JD, Snell L, Steinert Y. 2014. Reframing medical education to support professional identity formation. Acad Med. 89:1446–1451.
   PubMed Web of Science ®Google Scholar
• Cruess RL, Cruess SR. 2006. Teaching Professionalism: General principles. Med Teach 28:205–208.
   PubMed Web of Science ®Google Scholar
• Cruess RL, Cruess SR, Steinert Y. 2016. Amending Miller’s triangle to include professional identity formation. Acad Med. 91:180–185.
   PubMed Web of Science ®Google Scholar
• Cruess RL, Cruess SR, Steinert Y. 2018. Medicine as a community of practice: implications for medical education. Acad Med. 92:185–195.
   Google Scholar
• Epstein RM. 2008. Reflection, perception and the acquisition of wisdom. Med Educ. 42:1048–1050.
   PubMed Web of Science ®Google Scholar
• Eraut M. 2000. Non-formal learning and tacit knowledge in professional work. Brit J Educ Psychol. 70:113–136.
   PubMed Web of Science ®Google Scholar
• Eraut M. 2004. Informal learning in the workplace. Stud Continuing Educ. 26:247–273.
   Google Scholar
• Erikson EH, Erikson JM. 1998. The life cycle completed. New York (NY): Norton.
   Google Scholar
• Fenwick T. 2014. Social media in medical professionalism: rethinking the debate and the way forward. Acad Med. 89:1331–1334.
   PubMed Web of Science ®Google Scholar
• Forsythe GB. 2005. Identity development in professional education. Acad Med. 80:S112–S117.
   PubMed Web of Science ®Google Scholar
• Frost HD, Regehr G. 2013. “I am a doctor”: negotiating the discourses of standardization and diversity. In professional identity construction. Acad Med. 88:1570–1577.
   PubMed Web of Science ®Google Scholar
• Ginsburg S, van der Vleuten CPM, Eva KW. 2017. The hidden value of narrative comments for assessment: a quantitative reliability analysis of qualitative data. Acad Med. 92:1617–1621.
   PubMed Web of Science ®Google Scholar
• Goldie J. 2012. The formation of professional identity in medical students: considerations for educators. Med Teach. 34:e641–e648.
   PubMed Web of Science ®Google Scholar
• Goldie J. 2013. Identity formation in medical students: elaboration of a previous conceptualization and review of the literature. Med Ed World. 2:1–23.
   Google Scholar
• Hafferty FW, Franks R. 1994. The hidden curriculum, ethics teaching, and the structure of medical education. Acad Med. 69:861–871.
   PubMed Web of Science ®Google Scholar
• Hafferty FW. 2016. Professionalism and the socialization of medical students. In: Cruess RL, Cruess SR, Steinert Y, editors. Teaching medical professionalism: Supporting the development of a professional identity. Cambridge (UK): Cambridge University Press; p. 53–73.
   Google Scholar
• Haidet P. 2008. Where we are headed: a new wave of scholarship on educating medical professionalism. J Gen Intern Med. 23:1118–1119.
   PubMed Web of Science ®Google Scholar
• Hilton SR, Slotnick HB. 2005. Proto-professionalism: how professionalisation occurs across the continuum of medical education. Med Educ. 39:58–65.
   PubMed Web of Science ®Google Scholar
• Hodges BD, Ginsburg S, Cruess R, Cruess S, Delport R, Hafferty F, Ho M-J, Holmboe E, Holtman M, Ohbu S, et al. 2011. Assessment of professionalism: recommendations from the Ottawa 2010 Conference. Med Teach. 33:354–363.
   PubMed Web of Science ®Google Scholar
• Holden MD, Buck E, Luk J, Ambriz F, Boisaubin EV, Clark MA, Mihalic AP, Sadler JZ, Sapire KJ, Spike JP, et al. 2015. Professional identity formation: creating a longitudinal framework through TIME (transformation in medical education). Acad Med. 90:761–767.
   PubMed Web of Science ®Google Scholar
• Holden MD, Buck E, Luk J. 2016. Developing and implementing an undergraduate curriculum. In: Cruess RL, Cruess SR, and Steinert Y, editors. Teaching medical professionalism: supporting the development of a professional identity. Cambridge (UK): Cambridge University Press; p. 231–248.
   Google Scholar
• Ihara CK. 1988. Collegiality as a professional virtue. In Flores, A., editor. Professional ideals. Belmont CA: Wadsworth. p.56–65.
   Google Scholar
• Irby DM, Hamstra SJ. 2016. Parting the clouds: three professionalism frameworks in medical education. Acad Med. 91:1606–1611.
   PubMed Web of Science ®Google Scholar
• Jarvis-Selinger S, Pratt DD, Regehr G. 2012. Competency is not enough: integrating identity formation into the medical education discourse. Acad Med. 87:1185–1190.
   PubMed Web of Science ®Google Scholar
• Kalet A, Buckvar-Keltz L, Harnik V, Monson V, Hubbard S, Crowe R, Song HS, Yingling S. 2017. Measuring professional identity formation early in medical school. Med Teach. 39:255–261.
   PubMed Web of Science ®Google Scholar
• Kalet A, Buckvar-Keltz L, Monson V, Harnik V, Hubbard S, Crowe R, Ark T, Song H, Tewksbury L, Yingling S. 2018. Professional identity formation in medical school: one measure reflects changes during pre-clerkship training. MedEdPublish. 7:255–261
   Google Scholar
• Kaufman DM, Mann KV. 2010. Teaching and learning in medical education: how theory can inform practice. In: Swanwick T, editor. Understanding medical education: evidence, theory and practice. 2nd ed. London (UK): John Wiley and Sons; p. 7–29.
   Google Scholar
• Kegan R. 1982. The evolving self. Cambridge, (MA): Harvard University Press.
   Google Scholar
• Kenny NP, Mann KV, MacLeod H. 2003. Role modeling in physicians’ professional formation: reconsidering an essential but untapped educational strategy. Acad Med. 78:1203–1210.
   PubMed Web of Science ®Google Scholar
• Kolb DA. 1984. Experiential learning. Englewood Cliffs (NJ): Prentice-Hall.
   Google Scholar
• Lave J, Wenger E. 1991. Situated learning: legitimate peripheral participation. Cambridge (UK): Cambridge University Press.
   Google Scholar
• Lockyer J, de Groot J, Silver I. 2016. Professional identity formation, the practicing physician, and continuing professional development. In: Cruess RL, Cruess SR, Steinert Y, editors. Teaching medical professionalism: supporting the development of a professional identity. 2nd ed. Cambridge (UK): Cambridge University Press; p. 186–201.
   Google Scholar
• Ludmerer KM. 2014. Let me heal: the opportunity to preserve excellence in American medicine. Oxford (UK): Oxford University Press.
   Google Scholar
• Mann K, Gordon J, MacLeod A. 2009. Reflection and reflective practice in health professions education: a systematic review. Adv in Health Sci Educ. 14:595.
   PubMed Web of Science ®Google Scholar
• Mann K, Dornan T, Teunissen PW. 2011. Perspectives on learning. In: Dornan T, Mann KV, Scherpbier AJ, Spencer JA, editors. Medical education: theory and practice. London (UK): Churchill Livingstone; p. 17–39.
   Google Scholar
• Marcia JE. 1966. Development and validation of ego identity status. J Pers Soc Psychol. 3:551–558.
   PubMed Web of Science ®Google Scholar
• Maudsley G, Strivens J. 2000. Promoting professional knowledge, experiential learning, and critical thinking for medical students. Med Educ. 34:535–544.
   PubMed Web of Science ®Google Scholar
• Merton RK. 1957. Some preliminaries to a sociology of medical education. In: Merton RK, Reader G, Kendall PL, editors. The student physician: introductory studies in the sociology of medical education. Cambridge (MA): Harvard University Press; p. 3–79.
   Google Scholar
• Monrouxe LV. 2010. Identity, identification and medical education: Why should we care?. Med Educ. 44:40–49.
   PubMed Web of Science ®Google Scholar
• Monrouxe LV. 2013. Identities, self and medical education. In: Walsh K, editor. Oxford textbook of medical education. Oxford (UK): Oxford University Press; p. 113–123.
   Google Scholar
• Monrouxe LV. 2016. Theoretical insights into the nature and nurture of professional identities. In: Cruess RL, Cruess SR, Steinert Y, editors. Teaching medical professionalism: supporting the development of a professional identity. 2nd ed. Cambridge (UK): Cambridge Univ Press; p. 37–54.
   Google Scholar
• Norcini JJ, Shea JA. 2016. Assessment of professionalism and progress in the development of a professional identity. In: Cruess RL, Cruess SR, Steinert Y, editors. Teaching medical professionalism: supporting the development of a professional identity. 2nd ed. Cambridge (UK): Cambridge University Press; p. 169–186.
   Google Scholar
• O’Regan A, Smithson WH, Spain E. 2018. Social media and professional identity: pitfalls and potential. Med Teach. 40:112–116.
   PubMed Web of Science ®Google Scholar
• Oxford English Dictionary. 1989. Oxford English Dictionary. 2nd ed. Oxford (UK): Clarendon Press.
   Google Scholar
• Roberts J. 2006. Limits to communities of practice. J Manag Stud. 43:624–639.
   Web of Science ®Google Scholar
• Skorikov VB, Vondracek FW. 2011. Occupational identity. In: Schwartz SJ, Luyckx K, Vignoles VL, editors. Handbook of identity theory and research. New York (NY): Springer; p. 693–714.
   Google Scholar
• Steinert Y, Cruess RL, Cruess SR, Boudreau JD, Fuks A. 2007. Faculty development as an instrument of change: a case study on teaching professionalism. Acad Med. 82:1057–1064.
   PubMed Web of Science ®Google Scholar
• Steinert Y. 2016a. Educational theory and strategies for teaching and learning professionalism. In: Cruess RL, Cruess SR, Steinert Y, editors. Teaching medical professionalism: supporting the development of a professional identity. 2nd ed. Cambridge (UK): Cambridge University Press; p. 68–84.
   Google Scholar
• Steinert Y. 2016b. Faculty development to support professionalism and professional identity formation. In: Cruess RL, Cruess SR, Steinert Y, editors. Teaching medical professionalism: supporting the development of a professional identity. 2nd ed. Cambridge (UK): Cambridge University Press; p. 124–140.
   Google Scholar
• Steinert Y, Mann K, Anderson B, Barnett B, Centeno A, Naismith L, Prideaux D, Spencer J, Tullo E, Viggiano T, et al. 2016c. A systematic review of faculty development initiatives designed to enhance teaching effectiveness: a 10-year update: BEME Guide No. 40. Med Teach. 38:769–786.
   PubMed Web of Science ®Google Scholar
• Sternszus R, Macdonald ME, Steinert Y. 2016. Resident role modelling: “it just happens”. Acad Med. 91:427–432.
   PubMed Web of Science ®Google Scholar
• Sullivan WM, Colby A, Wegner JW, Bond L, Shulman LS. 2007. Educating lawyers: preparation for the profession of law. San Francisco (CA): John Wiley & Sons.
   Google Scholar
• Teunissen PW, Wilkinson TJ. 2011. Learning and teaching in workplaces. In: Dornan T, Mann KV, Scherpbier AJ, Spencer JA, editors. Medical education: theory and practice. London (UK): Churchill Livinstone; p. 193–209.
   Google Scholar
• Vignoles VL, Schwartz SJ, Luyckx K. 2011. Introduction: toward an integrative view of identity. In: Luyckx K, Vignoles VL, editors. Handbook of identity theory and research. New York (NY): Springer: p. 1–31
   Google Scholar
• Wald HS. 2015. Professional identity (trans)formation in medical education: reflection, relationship, resilience. Acad Med. 90:701–706.
   PubMed Web of Science ®Google Scholar
• Wenger E. 1998. Communities of practice: learning, meaning, and identity. New York (NY): Cambridge University Press.
   Google Scholar
• Wenger-Trayner E, Wenger-Trayner B. 2014. Learning in a landscape of practice: a framework. In: Wenger-Trayner E, Fenton-O’Creevy M, Hutchison S, Kubiak C, Wenger-Trayner B, editors. Learning in a landscape of practice: boundaries, identity, and knowledgeability in practice-based learning. London(UK): Routledge; p. 27–44.
   Google Scholar
• Whitehead CR, Hodges BD, Austin Z. 2013. Dissecting the doctor: from character to characteristics in North American medical education. Adv in Health Sci Educ. 18:687–699.
   PubMed Web of Science ®Google Scholar
• Wilkinson TJ, Wade WB, Knock LD. 2009. A blueprint to assess professionalism: results of a systematic review. Acad Med. 84:551–558.
   PubMed Web of Science ®Google Scholar