Citations (63)
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Doreen M. Olvet, Jeffrey B. Bird, Tracy B. Fulton, Marieke Kruidering, Klara K. Papp, Kelli Qua, Joanne M. Willey & Judith M. Brenner. (2023) A Multi-institutional Study of the Feasibility and Reliability of the Implementation of Constructed Response Exam Questions. Teaching and Learning in Medicine 35:5, pages 609-622.
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Derek Fisk, Ben Clendenning, Philip St. John & Jose Francois. (2022) Multi-stakeholder validation of entrustable professional activities for a family medicine care of the elderly residency program: a focus group study. Gerontology & Geriatrics Education 0:0, pages 1-14.
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Matthew Kelleher, Benjamin Kinnear, Sue E. Poynter Wong, Jennifer O’Toole & Eric Warm. (2020) Linking Workplace-Based Assessment to ACGME Milestones: A Comparison of Mapping Strategies in Two Specialties. Teaching and Learning in Medicine 32:2, pages 194-203.
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Olle ten Cate, Lysanne Graafmans, Indra Posthumus, Lisanne Welink & Marijke van Dijk. (2018) The EPA-based Utrecht undergraduate clinical curriculum: Development and implementation. Medical Teacher 40:5, pages 506-513.
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Robert Englander, Jason R. Frank, Carol Carraccio, Jonathan Sherbino, Shelley Ross & Linda Snell. (2017) Toward a shared language for competency-based medical education. Medical Teacher 39:6, pages 582-587.
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Marjolein Oerlemans, Patrick Dielissen, Angelique Timmerman, Paul Ram, Bas Maiburg, Jean Muris & Cees van der Vleuten. (2017) Should we assess clinical performance in single patient encounters or consistent behaviors of clinical performance over a series of encounters? A qualitative exploration of narrative trainee profiles. Medical Teacher 39:3, pages 300-307.
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Felix Balzer, Wolf E Hautz, Claudia Spies, Andreas Bietenbeck, Martin Dittmar, Firman Sugiharto, Lars Lehmann, Dorothea Eisenmann, Florian Bubser, Markus Stieg, Sven Hanfler, Waltraud Georg, Ara Tekian & Olaf Ahlers. (2016) Development and alignment of undergraduate medical curricula in a web-based, dynamic Learning Opportunities, Objectives and Outcome Platform (LOOOP). Medical Teacher 38:4, pages 369-377.
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James GM Crossley & Pirashanthie Vivekananda-Schmidt. (2015) Student assistantships: bridging the gap between student and doctor. Advances in Medical Education and Practice 6, pages 447-457.
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Articles from other publishers (55)
Pierre Moreau, Mohammad Qaddoumi, Dalal Al-Taweel, Sarah Alghanem, Tania Bayoud, Maryam Alowayesh, Monerah Al-Soraj, Mohsen Hedaya, Asmaa Al-Haqan & Danah Alsane. (2023) Development and Refinement of a Matrix Competency Framework, with Associated Entrustable Professional Activities, to Support Initial Pharmacy Education in Kuwait. Pharmacy 11:5, pages 149.
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Sivakumar Arunachalam, Allan Pau, Vishna Devi Nadarajah, Muneer Gohar Babar & Dujeepa D. Samarasekera. (2022) Entrustable professional activities in undergraduate dental education: A practical model for development and validation. European Journal of Dental Education 27:2, pages 332-342.
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Carmen Abeyaratne & Kirsten Galbraith. (2023) A Review of Entrustable Professional Activities in Pharmacy Education. American Journal of Pharmaceutical Education 87:3, pages ajpe8872.
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Equlinet Misganaw Amare, Matthias Siebeck, Tegbar Yigzaw, Martin R. Fischer, Mekdim Tadesse & Markus Berndt. (2023) Differences in perceptions of capability, autonomy, and expectations between residents and surgical team members in executing EPAs in Ethiopian medical education. Heliyon 9:3, pages e14316.
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Andreas Weissenbacher, Robert Bolz, Sebastian N. Stehr & Gunther Hempel. (2022) Development and consensus of entrustable professional activities for final-year medical students in anaesthesiology. BMC Anesthesiology 22:1.
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Eddie J. Bradley, Lisa Board, David Archer & Mikeala Morgans. (2022) Presenting the case for implementing entrustable professional activities (EPA) in Sport and Exercise Sciences teaching: Application and alignment to develop student competencies. Journal of Hospitality, Leisure, Sport & Tourism Education 31, pages 100376.
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Mona Hmoud AlSheikh, Rania G Zaini & Muhammad Zafar Iqbal. (2022) Developing and Mapping Entrustable Professional Activities with Saudi Meds Competency Framework: A Consensus Study. Advances in Medical Education and Practice Volume 13, pages 1367-1374.
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Nicholas Alexander, Asja Maaz, Harm Peters & Jan Kottner. (2022) Entrustable professional activities in nursing education: a scoping review protocol. BMJ Open 12:10, pages e061451.
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Marije P. Hennus, Marjel van Dam, Stephen Gauthier, David R. Taylor & Olle ten Cate. (2022) The logic behind entrustable professional activity frameworks: A scoping review of the literature. Medical Education 56:9, pages 881-891.
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Yi-Hui Chiang, Hsiang-Chu Yu, Hung-Chun Chung & Jeng-Wen Chen. (2022) Implementing an entrustable professional activities programmatic assessments for nurse practitioner training in emergency care: A pilot study. Nurse Education Today 115, pages 105409.
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Paul O'Connor, Sinéad Lydon, Orla Mongan & Dara Byrne. (2022) Longitudinal survey of self-reported level of entrustment across the first year of clinical practice. HRB Open Research 5, pages 9.
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Equlinet Misganaw Amare, Matthias Siebeck, Tegbar Yigzaw Sendekie, Martin R. Fischer & Markus Berndt. (2022) Development of an Entrustable Professional Activities (EPA) Framework to Inform Surgical Residency Training Programs in Ethiopia: A Three-round National Delphi Method Study. Journal of Surgical Education 79:1, pages 56-68.
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Karsten Arthur van Loon, Linda Helena Anna Bonnie, Nynke van Dijk & Fedde Scheele. (2021) Benefits of EPAs at risk? The influence of the workplace environment on the uptake of EPAs in EPA-based curricula. Perspectives on Medical Education 10:4, pages 200-206.
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Teresa M. Chan, Stefanie S. Sebok‐Syer, Warren J. Cheung, Martin Pusic, Christine Stehman & Michael Gottlieb. (2020) Workplace‐based Assessment Data in Emergency Medicine: A Scoping Review of the Literature. AEM Education and Training 5:3.
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Marije P. Hennus, Anneliese Nusmeier, Gwen G. M. van Heesch, Maaike A. Riedijk, Nikki J. Schoenmaker, Marijn Soeteman, Enno D. Wildschut, Tim Fawns & Olle Ten Cate. (2021) Development of entrustable professional activities for paediatric intensive care fellows: A national modified Delphi study. PLOS ONE 16:3, pages e0248565.
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Emily O’Dowd, Sinéad Lydon, Paul O’Connor, Josephine Boland, Gozie Offiah & Dara Byrne. (2020) The development of a framework of entrustable professional activities for the intern year in Ireland. BMC Medical Education 20:1.
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Christina St‐Onge, Élise Vachon Lachiver, Serge Langevin, Elisabeth Boileau, Frédéric Bernier & Aliki Thomas. (2020) Lessons from the implementation of developmental progress assessment: A scoping review. Medical Education 54:10, pages 878-887.
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Modi Al-Moteri. (2020) Entrustable professional activities in nursing: A concept analysis. International Journal of Nursing Sciences 7:3, pages 277-284.
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Brent ThomaEric WarmStanley J. HamstraRodrigo CavalcantiMartin PusicTim ShawAmol VermaJason R. FrankKaren E. Hauer. (2020) Next Steps in the Implementation of Learning Analytics in Medical Education: Consensus From an International Cohort of Medical Educators. Journal of Graduate Medical Education 12:3, pages 303-311.
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Leslie Martin, Matthew Sibbald, Daniel Brandt Vegas, Dana Russell & Marjan Govaerts. (2020) The impact of entrustment assessments on feedback and learning: Trainee perspectives. Medical Education 54:4, pages 328-336.
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Matthew KelleherBenjamin KinnearDana SallDaniel SchumacherDaniel P. SchauerEric J. WarmBen Kelcey. (2020) A Reliability Analysis of Entrustment-Derived Workplace-Based Assessments. Academic Medicine 95:4, pages 616-622.
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Tess H. Aulet, Jesse S. Moore, Peter W. Callas, Cate Nicholas & Michael Hulme. (2020) (En)trust me: Validating an assessment rubric for documenting clinical encounters during a surgery clerkship clinical skills exam. The American Journal of Surgery 219:2, pages 258-262.
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Shuaib Quraishi, Winnie Wade & David Black. (2019) Development of a GMC aligned curriculum for internal medicine including a qualitative study of the acceptability of ‘capabilities in practice’ as a curriculum model. Future Healthcare Journal 6:3, pages 196-203.
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Marnix P.D. Westein, Harry de Vries, Annemieke Floor, Andries S. Koster & Henk Buurma. (2019) Development of a Postgraduate Community Pharmacist Specialization Program Using CanMEDS Competencies, and Entrustable Professional Activities. American Journal of Pharmaceutical Education 83:6, pages 6863.
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Karen E Hauer. (2019) Seeking trust in entrustment: shifting from the planning of entrustable professional activities to implementation. Medical Education 53:8, pages 752-754.
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Jessica E. van der Aa, Fedde Scheele, Angelique J. Goverde & Pim W. Teunissen. (2019) A qualitative study on harmonization of postgraduate medical education in Europe: negotiating flexibility is key. Perspectives on Medical Education 8:4, pages 216-222.
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Chantal C.M.A. Duijn, Olle ten Cate, Wim D.J. Kremer & Harold G.J. Bok. (2019) The Development of Entrustable Professional Activities for Competency-Based Veterinary Education in Farm Animal Health. Journal of Veterinary Medical Education 46:2, pages 218-224.
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Emily O'Dowd, Sinéad Lydon, Paul O'Connor, Caoimhe Madden & Dara Byrne. (2019) A systematic review of 7 years of research on entrustable professional activities in graduate medical education, 2011-2018. Medical Education 53:3, pages 234-249.
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Fernanda Berchelli Girão Miranda, Alessandra Mazzo & Gerson Alves Pereira-Junior. (2018) Construction and validation of competency frameworks for the training of nurses in emergencies. Revista Latino-Americana de Enfermagem 26:0.
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Christina St-Onge. (2019) Enjeux et défis de l’évaluation longitudinale : quelques pistes de réflexion préalables à son implantation. Pédagogie Médicale 19:3, pages 137-142.
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Laura M. Wagner, Mary A. Dolansky & Robert Englander. (2018) Entrustable professional activities for quality and patient safety. Nursing Outlook 66:3, pages 237-243.
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Teresa Chan, Stefanie Sebok-Syer, Brent Thoma, Alyssa Wise, Jonathan Sherbino & Martin Pusic. (2018) Learning Analytics in Medical Education Assessment: The Past, the Present, and the Future. AEM Education and Training 2:2, pages 178-187.
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T A Parker, G Guiton & M D JonesJrJr. (2017) Choosing entrustable professional activities for neonatology: a Delphi study. Journal of Perinatology 37:12, pages 1335-1340.
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Teresa M. Chan, Kenneth Van Dewark, Jonathan Sherbino, Alan Schwartz, Geoff Norman & Matthew Lineberry. (2017) Failure to flow: An exploration of learning and teaching in busy, multi-patient environments using an interpretive description method. Perspectives on Medical Education 6:6, pages 380-387.
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Pamela M. Basehore, Luke H. Mortensen, Emmanuel Katsaros, Machelle Linsenmeyer, Elizabeth K. McClain, Patricia S. Sexton & Nicole Wadsworth. (2017) Entrustable Professional Activities for Entering Residency: Establishing Common Osteopathic Performance Standards in the Transition From Medical School to Residency. Journal of Osteopathic Medicine 117:11, pages 712-718.
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Adrienne N. Bruce, Anagha Kumar & Sonya Malekzadeh. (2017) Procedural Skills of the Entrustable Professional Activities: Are Graduating US Medical Students Prepared to Perform Procedures in Residency?. Journal of Surgical Education 74:4, pages 589-595.
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Miriam Lacasse, Christian Rheault, Isabelle Tremblay, Jean-Sébastien Renaud, Frédéric Coché, Annie St-Pierre, Johanne Théorêt, Sylvie Tessier, Louise Arsenault, Marie-Lee Simard, Caroline Simard, Isabelle Savard, Josette Castel & Luc Côté. (2018) Développement, validation et implantation d’un outil novateur critérié d’évaluation de la progression des compétences des résidents en médecine familiale. Pédagogie Médicale 18:2, pages 83-100.
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Ylva Holzhausen, Asja Maaz, Anna T. Cianciolo, Olle ten Cate & Harm Peters. (2017) Applying occupational and organizational psychology theory to entrustment decision-making about trainees in health care: a conceptual model. Perspectives on Medical Education 6:2, pages 119-126.
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Eusang Ahn, Ducksun Ahn & Young-Mee Lee. (2016) Learners’ perspective: where and when pre-residency trainees learn more to achieve their core clinical competencies. Korean Journal of Medical Education 28:4, pages 355-371.
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Tiuri R. van Rossum, Fedde Scheele, Albert J. J. A. Scherpbier, Henk E. Sluiter & Ide C. Heyligers. (2016) Dealing with the complex dynamics of teaching hospitals. BMC Medical Education 16:1.
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Tavis ApramianSayra CristanchoChris WatlingMichael OttLorelei Lingard. (2016) “Staying in the Game”: How Procedural Variation Shapes Competence Judgments in Surgical Education. Academic Medicine 91:11, pages S37-S43.
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Karsten A. van Loon, Pim W. Teunissen, Erik W. Driessen & Fedde Scheele. (2016) The Role of Generic Competencies in the Entrustment of Professional Activities: A Nationwide Competency-Based Curriculum Assessed. Journal of Graduate Medical Education 8:4, pages 546-552.
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C. El-Haddad, A. Damodaran, H. P. McNeil & W. Hu. (2016) The ABCs of entrustable professional activities: an overview of ‘entrustable professional activities’ in medical education. Internal Medicine Journal 46:9, pages 1006-1010.
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Nienke Wisman-Zwarter, Marieke van der Schaaf, Olle ten Cate, Gersten Jonker, Wilton A. van Klei & Reinier G. Hoff. (2016) Transforming the learning outcomes of anaesthesiology training into entrustable professional activities. European Journal of Anaesthesiology 33:8, pages 559-567.
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Carrie Guy. (2015) Genetic Counseling Milestones: A Framework for Student Competency Evaluation. Journal of Genetic Counseling 25:4, pages 635-643.
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Mads Skipper, Susanne Backman Nøhr, Tine Klitgaard Jacobsen & Peter Musaeus. (2015) Organisation of workplace learning: a case study of paediatric residents’ and consultants’ beliefs and practices. Advances in Health Sciences Education 21:3, pages 677-694.
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Ming-Jung HoMohamed Al-Eraky. (2016) Professionalism in Context: Insights From the United Arab Emirates and Beyond. Journal of Graduate Medical Education 8:2, pages 268-270.
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Tavis Apramian, Sayra Cristancho, Chris Watling, Michael Ott & Lorelei Lingard. (2016) “They Have to Adapt to Learn”: Surgeons’ Perspectives on the Role of Procedural Variation in Surgical Education. Journal of Surgical Education 73:2, pages 339-347.
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Edward Krupat & Stephen R. Pelletier. (2015) The Development of Medical Student Competence: Tracking Its Trajectory Over Time. Medical Science Educator 26:1, pages 61-67.
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Nicolette Caccia, Amy Nakajima, Fedde Scheele & Nancy Kent. (2015) Competency-Based Medical Education: Developing a Framework for Obstetrics and Gynaecology. Journal of Obstetrics and Gynaecology Canada 37:12, pages 1104-1112.
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Gurjit Sandhu, Nicholas R. Teman & Rebecca M. Minter. (2015) Training Autonomous Surgeons. Annals of Surgery 261:5, pages 843-845.
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Jyoti Nath Modi, Piyush Gupta & Tejinder Singh. (2015) Competency-based medical education, entrustment and assessment. Indian Pediatrics 52:5, pages 413-420.
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M. Douglas JonesJrJr & Gail A. McGuinness. (2014) Residency Redesign: Much to Do. Journal of Graduate Medical Education 6:4, pages 786-788.
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