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

References

• Ten CateOTrusting graduates to enter residency: what does it take?J Grad Med Educ20146171024701302
   PubMedGoogle Scholar
• Ten CateOWhat is a 21st-century doctor? Rethinking the significance of the medical degreeAcad Med201489796696924979164
   PubMed Web of Science ®Google Scholar
• Lyss-LermanPTeheraniAAagaardELoeserHCookeMHarperGMWhat training is needed in the fourth year of medical school? Views of residency program directorsAcad Med200984782382919550170
   PubMed Web of Science ®Google Scholar
• WallingAMerandoAThe fourth year of medical education: a literature reviewAcad Med201085111698170420881826
   PubMed Web of Science ®Google Scholar
• WolfSJLockspeiserTMGongJGuitonGStudents’ perspectives on the fourth year of medical school: a mixed-methods analysisAcad Med201489460260724556778
   PubMed Web of Science ®Google Scholar
• Wijnen-MeijerMTen CateOTvan der SchaafMBorleffsJCVertical integration in medical school: effect on the transition to postgraduate trainingMed Educ201044327227920444058
   PubMed Web of Science ®Google Scholar
• Wijnen-MeijerMTen CateOvan der SchaafMHarendzaSGraduates from vertically integrated curriculaClin Teach201310315515923656676
   PubMedGoogle Scholar
• LindemanBMSacksBCLipsettPAGraduating Students’ and Surgery Program Directors’ Views of the Association of American Medical Colleges Core Entrustable Professional Activities for Entering Residency: Where are the Gaps?J Surg Educ2015726e184e19226276302
   PubMedGoogle Scholar
• ReddySTChaoJCarterJLAlliance for clinical education perspective paper: recommendations for redesigning the “final year” of medical schoolTeach Learn Med201426442042725318040
   PubMed Web of Science ®Google Scholar
• AagaardEMAbazaMThe Residency Application Process – Burden and ConsequencesN Engl J Med2016374430330526816008
   PubMed Web of Science ®Google Scholar
• DewanMNorciniJA Purpose-Driven Fourth Year of Medical SchoolAcad Med201893458158528991845
   PubMed Web of Science ®Google Scholar
• Ten CateOMedical education in The NetherlandsMed Teach200729875275718236272
   PubMed Web of Science ®Google Scholar
• BorleffsJCSchakeljaar kent nu nog meerdere vormen. [Transitional year now has several forms]Medisch Contact201671111821 Dutch
   Google Scholar
• van den BroekWESWijnen-MeijerMTen CateOvan DijkMMedical students’ preparation for the transition to postgraduate training through final year elective rotationsGMS J Med Educ201734(5Doc6529226233
   PubMed Web of Science ®Google Scholar
• JonkerGHoffRGMaxSKalkmanCJTen CateOConnecting undergraduate and postgraduate medical education through an elective EPA-based transitional year in acute care: an early project reportGMS J Med Educ2017345Doc6429226232
   PubMed Web of Science ®Google Scholar
• RyanRMDeciELSelf-determination theory and the facilitation of intrinsic motivation, social development, and well-beingAm Psychol2000551687811392867
   PubMed Web of Science ®Google Scholar
• Ten CateTJKusurkarRAWilliamsGCHow self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE guide No. 59Med Teach2011331296197322225433
   PubMed Web of Science ®Google Scholar
• Ten CateOGraafmansLPosthumusIWelinkLvan DijkMThe EPA-based Utrecht undergraduate clinical curriculum: Development and implementationMed Teach201840550651329468913
   PubMed Web of Science ®Google Scholar
• Ten CateOBorleffsJvan DijkMWesterveldTnumerous faculty members and students involved in the subsequent Utrecht curricular reformsTraining medical students for the twenty-first century: Rationale and development of the Utrecht curriculum “CRU+”Med Teach201840546146629468920
   PubMed Web of Science ®Google Scholar
• BunnissSKellyDRResearch paradigms in medical education researchMed Educ201044435836620444071
   PubMed Web of Science ®Google Scholar
• TavakolMSandarsJQuantitative and qualitative methods in medical education research: AMEE Guide No 90: Part IMed Teach201436974675624846122
   PubMed Web of Science ®Google Scholar
• SandarsJMurdoch-EatonDAppreciative inquiry in medical educationMed Teach201739212312727852144
   PubMed Web of Science ®Google Scholar
• HsiehHFShannonSEThree approaches to qualitative content analysisQual Health Res20051591277128816204405
   PubMed Web of Science ®Google Scholar
• PetersDHAdamTAlongeOAgyepongIATranNRepublished research: Implementation research: what it is and how to do itBr J Sports Med201448873173624659611
   PubMed Web of Science ®Google Scholar
• LaveJWESituated Learning: Legitimate Peripheral ParticipationCambridgeUniversity Press1991
   Google Scholar
• BurfordBGroup processes in medical education: learning from social identity theoryMed Educ201246214315222239328
   PubMed Web of Science ®Google Scholar
• WilliamsDVReidAMHomerMBoosting clinical performance: The impact of enhanced final year placementsMed Teach201739438338828379086
   PubMed Web of Science ®Google Scholar
• LockyerJMViolatoCFidlerHA multi source feedback program for anesthesiologistsCan J Anaesth2006531333916371607
   PubMed Web of Science ®Google Scholar
• Ten CateOHoffRGFrom case-based to entrustment-based discussionsClin Teach201714638538928971576
   PubMed Web of Science ®Google Scholar
• BillettSWorkplace participatory practicesJ Workplace Learn2004166312324
   Google Scholar
• MaMO’ConnorELearning with unwell patients in the intensive care unitMed Teach2018406642643
   PubMed Web of Science ®Google Scholar
• JayakumarNBedside teaching with unwell patients: Can it ever be appropriate?Med Teach201739332332427841055
   PubMed Web of Science ®Google Scholar
• RiyatAWestallHBedside teaching with unwell patients: Foundation of learning in anestheticsMed Teach201811
   Google Scholar
• ChenHCvan den BroekWETen CateOThe case for use of entrustable professional activities in undergraduate medical educationAcad Med201590443143625470310
   PubMed Web of Science ®Google Scholar
• FrambachJMvan der VleutenCPDurningSJAM last page. Quality criteria in qualitative and quantitative researchAcad Med201388455223531762
   PubMedGoogle Scholar