1,257
Views
3
CrossRef citations to date
0
Altmetric
Articles

Entrustable professional activities and facets of competence in a simulated workplace-based assessment for advanced medical students

, , , , , , & show all

References

  • Albano M, Cavallo F, Hoogenboom R, Magni F, Majoor G, Manenti F, Schuwirth L, Stiegler I, Van der Vleuten C. 1996. An international comparison of knowledge levels of medical students: the Maastricht Progress Test. Med Educ. 30(4):239–245.
  • Berberat PO, Harendza S, Kadmon M. 2013. Entrustable professional activities - visualization of competencies in postgraduate training. Position paper of the Committee on Postgraduate Medical Training of the German Society for Medical Education (GMA). GMS Z Med Ausbild. 30(4). DOI:10.3205/zma000890
  • Chen HC, van den Broek WES, ten Cate O. 2015. The case for use of entrustable professional activities in undergraduate medical education. Acad Med. 90(4):431–436.
  • Cutrer WB, Russell RG, Davidson M, Lomis KD. 2020. Assessing medical student performance of entrustable professional activities: a mixed methods comparison of Co-Activity and Supervisory Scales. Med Teach. 42(3):325–332.
  • Epstein RM, Hundert EM. 2002. Defining and assessing professional competence. JAMA. 287(2):226–235.
  • Frank JR, Danoff D. 2007. The CanMEDS initiative: implementing an outcomes-based framework of physician competencies. Med Teach. 29(7):642–647.
  • Fürstenberg S, Schick K, Deppermann J, Prediger S, Berberat PO, Kadmon M, Harendza S. 2017. Competencies for first year residents – physicians’ views from medical schools with different undergraduate curricula. BMC Med Educ. 17(1):154.
  • Hall JA, Irish JT, Roter DL, Ehrlich CM, Miller LH. 1994. Gender in medical encounters: an analysis of physician and patient communication in a primary care setting. Health Psychol. 13(5):384–392.
  • Harden R. 1988. What is an OSCE? Med Teach. 10(1):19–22.
  • Harendza S, Berberat PO, Kadmon M. 2017. Assessing competences in medical students with a newly designed 360-degree examination of a simulated first day of residency: a feasibility study. J Community Med Health Educ. 7:550. DOI:10.4172/2161-0711.1000550
  • Hauer KE, ten Cate O, Boscardin C, Irby DM, Iobst W, O’Sullivan PS. 2014. Understanding trust as an essential element of trainee supervision and learning in the workplace. Adv Heal Sci Edu. 19(3):435–456.
  • Hojat M, Gonnella JS, Mangione S, Nasca TJ, Veloski JJ, Erdmann JB, Callahan CA, Magee M. 2002. Empathy in medical students as related to academic performance, clinical competence and gender. Med Educ. 36(6):522–527.
  • Holzhausen Y, Maaz A, Cianciolo AT, ten Cate O, Peters H. 2017. Applying occupational and organizational psychology theory to entrustment decision-making about trainees in health care: a conceptual model. Perspect Med Educ. 6(2):119–126.
  • Kalet A, Zabar S, Szyld D, Yavner SD, Song H, Nick MW, Ng G, Pusic MV, Denicola C, Blum C, et al. 2017. A simulated “Night-onCall” to assess and address the readiness-for-internship of transitioning medical students. Adv Simul. 2(1):13.
  • Kennedy TJ, Regehr G, Baker GR, Lingard L. 2008. Point-of-care assessment of medical trainee competence for independent clinical work. Acad Med. 83(10):S89–S92.
  • McDonough CM, Horgan A, Codd M, Casey PR. 2000. Gender differences in the results of the final medical examination at University College Dublin. Med Educ. 34(1):30–34.
  • McManus IC, Richards P, Winder BC, Sproston KA. 1998. Clinical experience, performance in final examinations, and learning style in medical students: prospective study. BMJ. 316(7128):345–350.
  • Meyer EG, Chen HC, Uijtdehaage S, Durning SJ, Maggio LA. 2019. Scoping review of entrustable professional activities in undergraduate medical education. Acad Med. 94(7):1040–1049.
  • Morgan P, Cleave‐Hogg D. 2002. Comparison between medical students’ experience, confidence and competence. Med Educ. 36(6):534–539.
  • Mulder H, ten Cate O, Daalder R, Berkvens J. 2010. Building a competency-based workplace curriculum around entrustable professional activities: the case of physician assistant training. Med Teach. 32(10):e453–e459.
  • Norcini JJ, Blank LL, Duffy FD, Fortna GS. 2003. The mini-CEX: a method for assessing clinical skills. Ann Intern Med. 138(6):476–481.
  • Prediger S, Fürstenberg S, Berberat PO, Kadmon M, Harendza S. 2019. Interprofessional assessment of medical students’ competences with an instrument suitable for physicians and nurses. BMC Med Educ. 19(1):46.
  • Preven DW, Kachur EK, Kupfer RB, Waters JA. 1986. Interviewing skills of first-year medical students. Acad Med. 61(10):842–844.
  • Sterkenburg A, Barach P, Kalkman C, Gielen M, ten Cate O. 2010. When do supervising physicians decide to entrust residents with unsupervised tasks? Acad Med. 85(9):1408–1417.
  • ten Cate O. 2005. Entrustability of professional activities and competency-based training. Med Educ. 39(12):1176–1177.
  • ten Cate O. 2013. Nuts and bolts of entrustable professional activities. J Grad Med Educ. 5(1):157–158.
  • ten Cate O, Chen HC, Hoff RG, Peters H, Bok H, van der Schaaf M. 2015. Curriculum development for the workplace using entrustable professional activities (EPAs): AMEE guide no. 99. Med Teach. 37(11):983–1002.
  • ten Cate O, Hart D, Ankel F, Busari J, Englander R, Glasgow N, Holmboe E, Iobst W, Lovell E, Snell LS, et al. 2016. Entrustment decision making in clinical training. Acad Med. 91(2):191–198.
  • ten Cate TJO, Snell L, Carraccio C. 2010. Medical competence: the interplay between individual ability and the health care environment. Med Teach. 32(8):669–675.
  • Wass V, Van der Vleuten C, Shatzer J, Jones R. 2001. Assessment of clinical competence. The Lancet. 357(9260):945–949.
  • Wijnen-Meijer M, ten Cate O, van der Schaaf M, Burgers C, Borleffs J, Harendza S. 2015. Vertically integrated medical education and the readiness for practice of graduates. BMC Med Educ. 15(1):229.
  • Wijnen-Meijer M, Van der Schaaf M, Booij E, Harendza S, Boscardin C, Van Wijngaarden J, Ten Cate TJ. 2013a. An argument-based approach to the validation of UHTRUST: can we measure how recent graduates can be trusted with unfamiliar tasks? Adv Health Sci Educ Theory Pract. 18(5):1009–1027.
  • Wijnen-Meijer M, Van der Schaaf M, Nillesen K, Harendza S, ten Cate O. 2013b. Essential facets of competence that enable trust in graduates: a Delphi study among physician educators in the Netherlands. J Grad Med Educ. 5(1):46–53.
  • Wiskin CM, Allan TF, Skelton JR. 2004. Gender as a variable in the assessment of final year degree-level communication skills. Med Educ. 38(2):129–137.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.