The problem with adopting a marathon mindset.

Medical EducationEarly View COMMENTARY The problem with adopting a marathon mindset Sarah Burm, Corresponding Author Sarah Burm [email protected] orcid.org/0000-0002-0767-2278 Continuing Professional Development and Medical Education, Faculty of Medicine, Dalhousie University, Halifax, Nova Scotia, Canada Correspondence Sarah Burm, Continuing Professional Development and Division of Medical Education Faculty of Medicine, Dalhousie University Clinical Research Centre, C-104B 5849 University Ave PO Box 15 000 B3H 4R2 Halifax, NS, Canada. Email: [email protected]Search for more papers by this author Sarah Burm, Corresponding Author Sarah Burm [email protected] orcid.org/0000-0002-0767-2278 Continuing Professional Development and Medical Education, Faculty of Medicine, Dalhousie University, Halifax, Nova Scotia, Canada Correspondence Sarah Burm, Continuing Professional Development and Division of Medical Education Faculty of Medicine, Dalhousie University Clinical Research Centre, C-104B 5849 University Ave PO Box 15 000 B3H 4R2 Halifax, NS, Canada. Email: [email protected]Search for more papers by this author First published: 22 August 2023 https://doi.org/10.1111/medu.15192Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. REFERENCES 1Dornan T, Armour D, Bennett D, Gillespie H, Reid H. Reluctant heroes: new doctors negotiating their identities dialogically on social media. Med Educ. 2023. doi:10.1111/medu.15109 2Sawatsky A, Hafferty F, Johnson I, et al. Professional identity struggle and ideology: a qualitative study of residents' experiences. Med Educ. 2023. doi:10.1111/medu.15142 3MacLeod A. Caring, competence and professional identities in medical education. Adv in Health Sci Educ Theory Pract. 2011; 16(3): 375-394. doi:10.1007/s10459-010-9269-9 4Joseph K, Bader K, Wilson S, Walker M, Stephens M, Varpio L. Unmasking identity dissonance: exploring medical students' professional identity formation through mask making. Perspect Med Educ. 2017; 6(2): 99-107. doi:10.1007/S40037-017-0339-Z 5Cruess 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): 718-725. doi:10.1097/ACM.0000000000000700 6Dyrbye L, Shanafelt T. A narrative review on burnout experienced by medical students and residents. Med Educ. 2016; 50(1): 132-149. doi:10.1111/medu.12927 7LaDonna KA, Cowley L, Touchie C, LeBlanc VR, Spilg EG. Wrestling with the invincibility myth: exploring physicians' resistance to wellness and resilience-building interventions. Acad Med. 2021; 97(3): 436-443. doi:10.1097/ACM.0000000000004354 8Harris DL. Introduction. In: DL Harris, ed. Non-death Loss and Grief: Context and Clinical Implications. Routledge; 2020: 1-16. 9Lathrop D. Disenfranchised grief and physician burnout. Ann Fam Med. 2017; 15(4): 375-378. doi:10.1370/afm.2074 Early ViewOnline Version of Record before inclusion in an issue ReferencesRelatedInformation