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Brian McEllistrem, Marije P. Hennus, Tim Fawns & Karena Hanley. (2023) Exploring the Irish general practice training community’s perceptions on how an entrustable professional activities dashboard implementation could facilitate general practice training in Ireland. Education for Primary Care 34:2, pages 91-99.
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Elaine Van Melle, Andrew K. Hall, Daniel J. Schumacher, Benjamin Kinnear, Larry Gruppen, Brent Thoma, Holly Caretta-Weyer, Lara J. Cooke & Jason R. Frank. (2021) Capturing outcomes of competency-based medical education: The call and the challenge. Medical Teacher 43:7, pages 794-800.
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Tiuri R. van Rossum, Fedde Scheele, Lindsay Bank, Henk E. Sluiter & Ide C. Heyligers. (2019) Who owns responsibility? An administrator’s take on implementing time-variable medical training in teaching hospitals. Medical Teacher 41:8, pages 905-911.
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Articles from other publishers (10)
Joseph S. Puthumana, Shih-Chiang Edward Kuo, Rafael P. Tiongco, Iman F. Khan, David M. Megee, Richard A. Korentager, Robert A. Weber, Nicole J. Jarrett, Scott D. Lifchez, Damon S. Cooney & Carisa M. Cooney. (2023) Mapping competence: operative entrustability assessments demonstrate competency profiles across cases central to plastic surgery training. Global Surgical Education - Journal of the Association for Surgical Education 2:1.
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Claus Hedebo Bisgaard, Svein Aage Rodt, Peter Musaeus, Jens Aage Kølsen Petersen & Sune Leisgaard Mørck Rubak. (2021) Early procedural training increases anesthesiology residents’ clinical production: a comparative pre-post study of the payoff in clinical training. BMC Medical Education 21:1.
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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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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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Ryan BrydgesVictoria A. BoydWalter TavaresShiphra GinsburgAyelet KuperMelanie AndersonLynfa Stroud. (2020) Assumptions About Competency-Based Medical Education and the State of the Underlying Evidence: A Critical Narrative Review. Academic Medicine 96:2, pages 296-306.
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Assad Zahid, Vasant Rajan, Jonathan Hong & Christopher J. Young. (2020) Surgical Competencies Required in Newly Commencing Colorectal Surgeons: an Educational and Training Spectrum. Medical Science Educator 30:3, pages 1043-1047.
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Rachael Pack, Lorelei Lingard, Christopher Watling & Sayra Cristancho. (2020) Beyond summative decision making: Illuminating the broader roles of competence committees. Medical Education 54:6, pages 517-527.
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Anahita Dehmoobad Sharifabadi, Chantalle Clarkin & Asif Doja. (2019) Perceptions of competency‐based medical education from medical student discussion forums. Medical Education 53:7, pages 666-676.
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Saurabh Rambiharilal Shrivastava & Prateek Saurabh Shrivastava. (2019) Qualitative study to identify the perception and challenges faced by the faculty of community medicine in the implementation of competency-based medical education for postgraduate students. Family Medicine and Community Health 7:1, pages e000043.
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Marjan J B Govaerts, Cees P M Vleuten & Eric S Holmboe. (2018) Managing tensions in assessment: moving beyond either–or thinking. Medical Education 53:1, pages 64-75.
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