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Advances in Medical Education and Practice Volume 9, 2018 - Issue
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Original Research

An elective entrustable professional activity-based thematic final medical school year: an appreciative inquiry study among students, graduates, and supervisors

Gersten Jonker1 Department of Anesthesiology, University Medical Center Utrecht, Utrecht University, Utrecht, The Netherlands, [email protected]Correspondence[email protected]
,
Eveline Booij1 Department of Anesthesiology, University Medical Center Utrecht, Utrecht University, Utrecht, The Netherlands, [email protected]
,
W Rhodé Otte2 Department of Education, Faculty of Social and Behavioral Sciences, Utrecht University, Utrecht, The Netherlands
,
Charissa ME Vlijm2 Department of Education, Faculty of Social and Behavioral Sciences, Utrecht University, Utrecht, The Netherlands
,
Olle ten Cate3 Center for Research and Development of Education, University Medical Center Utrecht, Utrecht University, Utrecht, The Netherlands
&
Reinier G Hoff1 Department of Anesthesiology, University Medical Center Utrecht, Utrecht University, Utrecht, The Netherlands, [email protected]
Pages 837-845 | Published online: 15 Nov 2018

Citations (11)

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Read on this site (1)

Balakrishnan Ashokka, Deanna Wai Ching Lee & Chaoyan Dong. (2023) Twelve tips for developing a systematic acute care curriculum for medical students. Medical Teacher 45:1, pages 17-24.
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Articles from other publishers (10)

Claire Ehlinger, Nicolas Fernandez & Marion Strub. (2023) Entrustable professional activities in dental education: a scoping review. British Dental Journal 234:3, pages 171-176.
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Farah Otaki, Nerissa Naidoo, Saba Al Heialy, Anne-Marie John-Baptiste, Dave Davis & Abiola Senok. (2022) Maximizing experiential co-curricular programs through Stakeholders’ Theory: An explanatory mixed methods study. Journal of Experiential Education 45:4, pages 432-452.
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Gersten Jonker, Eveline Booij, Jacqueline E. M. Vernooij, Cor J. Kalkman, Olle ten Cate & Reinier G. Hoff. (2022) In pursuit of a better transition to selected residencies: a quasi-experimental evaluation of a final year of medical school dedicated to the acute care domain. BMC Medical Education 22:1.
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Mahla Salajegheh. (2022) Appreciative Inquiry Approach in Evaluation of Medical Education Programs: Definition and Application. Journal of Medical Education Development 15:45, pages 77-79.
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Abiola Senok, Anne-Marie John-Baptiste, Saba Al Heialy, Nerissa Naidoo, Farah Otaki & Dave Davis. (2021) Leveraging the Added Value of Experiential Co-Curricular Programs to Humanize Medical Education. Journal of Experiential Education 45:2, pages 172-190.
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Enda O'Connor & Evin Doyle. (2022) A Scoping Review of Assessment Methods Following Undergraduate Clinical Placements in Anesthesia and Intensive Care Medicine. Frontiers in Medicine 9.
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Severin Pinilla, Eric Lenouvel, Andrea Cantisani, Stefan Klöppel, Werner Strik, Sören Huwendiek & Christoph Nissen. (2021) Working with entrustable professional activities in clinical education in undergraduate medical education: a scoping review. BMC Medical Education 21:1.
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Jacqueline de GraafMarieke BolkAuk DijkstraMarieke van der HorstReinier G. HoffOlle ten Cate. (2021) The Implementation of Entrustable Professional Activities in Postgraduate Medical Education in the Netherlands: Rationale, Process, and Current Status. Academic Medicine 96:7S, pages S29-S35.
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Johannah M. Scheurer, Cynthia Davey, Anne G. Pereira & Andrew P. J. Olson. (2021) Building a Shared Mental Model of Competence Across the Continuum: Trainee Perceptions of Subinternships for Residency Preparation. Journal of Medical Education and Curricular Development 8, pages 238212052110633.
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Fedde GrootGersten JonkerMyra RiniaOlle ten CateReinier G. Hoff. (2019) Simulation at the Frontier of the Zone of Proximal Development: A Test in Acute Care for Inexperienced Learners. Academic Medicine 95:7, pages 1098-1105.
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