1. • Institute of Medicine.
http://www.iom.edu/~/media/Files/Report%20Files/2001/Crossing-the-Quality-Chasm/Quality%20Chasm%202001%20%20report%20brief.pdf
. Accessed 1 January, 2018. This reference outlines the gap in health care services and field of medicine outcome targets for the next two decades.
2. • Shi L, Singh DA. Delivering health care in America: a systems approach, Sixth Edition. Burlington: Jones and Bartlett Learning; 2015. p. 195–245. This reference places changes in medical practice in the context of a broader health care economy.
3. • Brydges R, Stroud L, Wong BM, et al. Core competencies or a competent core? A scoping review and realist synthesis of invasive bedside procedural skills training in internal medicine. Acad Med. 2017.
https://doi.org/10.1097/ACM.0000000000001726
. This reference provides context for lifelong learning in psychiatry in a broader context of medicine, specifically internal medicine.
4. • Mohr NM, Moreno-Walton L, Mills AM, et al. Generational influences in academic emergency medicine: teaching and learning, mentoring, and technology (part I). Acad Emerg Med. 2011;18(2):190–9.
https://doi.org/10.1111/j.1553-2712.2010.00985.x
. This reference provides context for lifelong learning in psychiatry in a broader context of medicine, specifically emergency medicine.
5. • Callan J, Maheu M, Bucky S. Crisis in the behavioral health classroom: enhancing knowledge, skills, and attitudes in telehealth training. In: Maheu M, Drude K, Wright S, editors. Field guide to evidence-based, technology careers in behavioral health: professional opportunities for the 21st century. New York: Springer; 2016. This reference helps contextualize learning toward skills rather than knowledge.