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Citations (63)
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James G. Boyle, Matthew R. Walters, Susan Jamieson & Steven J. Durning. (2023) Distributed cognition: Theoretical insights and practical applications to health professions education: AMEE Guide No. 159. Medical Teacher 45:12, pages 1323-1333.
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Marije P. Hennus, Jennie B. Jarrett, David R. Taylor & Olle ten Cate. (2023) Twelve tips to develop entrustable professional activities. Medical Teacher 45:7, pages 701-707.
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Muhammad Zafar Iqbal, Karen D. Könings, Mohamed M. Al-Eraky & Jeroen J. G. van Merriënboer. (2021) Entrustable Professional Activities for Small-Group Facilitation: A Validation Study Using Modified Delphi Technique. Teaching and Learning in Medicine 33:5, pages 536-545.
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Olle Ten Cate & David R. Taylor. (2021) The recommended description of an entrustable professional activity: AMEE Guide No. 140. Medical Teacher 43:10, pages 1106-1114.
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Lieselotte Postmes, Femke Tammer, Indra Posthumus, Marjo Wijnen-Meijer, Marieke van der Schaaf & Olle ten Cate. (2021) EPA-based assessment: Clinical teachers’ challenges when transitioning to a prospective entrustment-supervision scale. Medical Teacher 43:4, pages 404-410.
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David Taylor, Yoon Soo Park, Christopher Smith, Olle ten Cate & Ara Tekian. (2021) Constructing Approaches to Entrustable Professional Activity Development that Deliver Valid Descriptions of Professional Practice. Teaching and Learning in Medicine 33:1, pages 89-97.
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Patrick Giemsa, Clara Wübbolding, Martin R. Fischer, Tanja Graupe, Anja Härtl, Christine Lenz, Linda Sanftenberg, Jörg Schelling, Katrin Schüttpelz-Brauns & Claudia Kiessling. (2020) What works best in a general practice specific OSCE for medical students: Mini-CEX or content-related checklists?. Medical Teacher 42:5, pages 578-584.
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Bushra Nayyar, Rahila Yasmeen & Rehan Ahmed Khan. (2019) Using language of entrustable professional activities to define learning objectives of radiology clerkship: A modified Delphi study. Medical Teacher 41:12, pages 1419-1426.
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Laura K. Molgaard, Kristin P. Chaney, Harold G. J. Bok, Emma K. Read, Jennifer L. Hodgson, S. Kathleen Salisbury, Bonnie R. Rush, Jan E. Ilkiw, Stephen A. May, Jared A. Danielson, Jody S. Frost & Susan M. Matthew. (2019) Development of core entrustable professional activities linked to a competency-based veterinary education framework. Medical Teacher 41:12, pages 1404-1410.
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Gersten Jonker, Eveline Booij, W Rhodé Otte, Charissa ME Vlijm, Olle ten Cate & Reinier G Hoff. (2018) An elective entrustable professional activity-based thematic final medical school year: an appreciative inquiry study among students, graduates, and supervisors. Advances in Medical Education and Practice 9, pages 837-845.
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Trevor Gibbs. (2018) Curriculum development: A dynamic change inside the chrysalis. Medical Teacher 40:5, pages 434-436.
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Olle ten Cate, Jan Borleffs, Marijke van Dijk & Tineke Westerveld. (2018) Training medical students for the twenty-first century: Rationale and development of the Utrecht curriculum “CRU+”. Medical Teacher 40:5, pages 461-466.
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Articles from other publishers (51)
Harm Peters, Amelie Garbe, Simon M. Breil, Sebastian Oberst, Susanne Selch & Ylva Holzhausen. (2024) Big five personality traits of medical students and workplace performance in the final clerkship year using an EPA framework. BMC Medical Education 24:1.
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Ruth Kinston, Simon Gay, R. K. McKinley, Sreya Sam, Sarah Yardley & Janet Lefroy. (2023) How well do UK assistantships equip medical students for graduate practice? Think EPAs. Advances in Health Sciences Education 29:1, pages 173-198.
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Andrea Hanson‐Kahn, Courtney Rowe‐Teeter, Carly Siskind & Natalie Dykzeul. (2024)
Proposed use of entrustable professional activities (
EPAs
) in genetic counseling for clinical training and assessment
. Journal of Genetic Counseling 33:1, pages 164-167.
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Jeffrey M. SorensonNickalus R. KhanL. Madison MichaelVincent Nguyen, Brandon BaughmanFrederick A. BoopAdam S. Arthur. (2024) Case Curve: A Novel Web-Based Platform and Mobile Phone Application to Evaluate Surgical Competence in Graduate Medical Education. Neurosurgery.
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Christina Gummesson, Stina Alm, Anna Cederborg, Mattias Ekstedt, Jarl Hellman, Hans Hjelmqvist, Magnus Hultin, Katarina Jood, Charlotte Leanderson, Bertil Lindahl, Riitta Möller, Björn Rosengren, Anders Själander, Peter J Svensson, Stefan Särnblad & Alexander Tejera. (2023) Entrustable professional activities (EPAs) for undergraduate medical education – development and exploration of social validity. BMC Medical Education 23:1.
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Terence Ma & Olle Ten Cate. (2023) Entrustable professional activities: a model for job activity competency framework with microcredentials. The International Journal of Information and Learning Technology 40:4, pages 317-333.
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Boon Chong Kwok, Mohsin Zulimran & Patricia Sue. (2023) Re-designing performance management for healthcare – the performance empowerment, advancement and career excellence (PEACE) system. International Journal of Productivity and Performance Management 72:7, pages 2183-2193.
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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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Bachtiar S. Bachri, Himawan Wismandi, Karwanto Karwanto, Syamsul Shodiq & Joni Susilowibowo. 2023. Proceedings of the Unima International Conference on Social Sciences and Humanities (UNICSSH 2022). Proceedings of the Unima International Conference on Social Sciences and Humanities (UNICSSH 2022)
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Patricia Green, Elizabeth J. Edwards & Marion Tower. (2022) Core procedural skills competencies and the maintenance of procedural skills for medical students: a Delphi study. BMC Medical Education 22:1.
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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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Kelly Jia Hui Teo, Mac Yu Kai Teo, Anushka Pisupati, Rui Song Ryan Ong, Chloe Keyi Goh, Claire Hui Xian Seah, You Ru Toh, Neha Burla, Natalie Song Yi Koh, Kuang Teck Tay, Yun Ting Ong, Min Chiam, Warren Fong, Limin Wijaya, Suzanne Pei Lin Goh & Lalit Kumar Radha Krishna. (2022) Assessing professional identity formation (PIF) amongst medical students in Oncology and Palliative Medicine postings: a SEBA guided scoping review. BMC Palliative Care 21:1.
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Ieda Francischetti, Ylva Holzhausen & Harm Peters. (2022) Entrustable professional activities for Junior Brazilian Medical Students in community medicine. BMC Medical Education 22:1.
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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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Julio Frenk, Lincoln C Chen, Latha Chandran, Elizabeth O H Groff, Roderick King, Afaf Meleis & Harvey V Fineberg. (2022) Challenges and opportunities for educating health professionals after the COVID-19 pandemic. The Lancet 400:10362, pages 1539-1556.
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Sarah Catherine Rennie & Joy Rebecca Rudland. (2022) Measuring performance for technical skills: how should rating scales be utilized in learning and assessment?. ANZ Journal of Surgery 92:7-8, pages 1589-1590.
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Verena Schänzler, Maximilian Riedel, Fabian Riedel, Adeline Walter, Brigitte Strizek, Eva Weber, Ulrich Gembruch, Martin Weiss & Florian Recker. (2022) EPAs („entrustable professional activities“) in der Frauenheilkunde – Was sollten PJ-Studierende können?Entrustable professional activities (EPA) in gynecology—What should practical year students be able to do?. Die Gynäkologie 55:7, pages 531-540.
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Kendra L Harrington, Masaru Teramoto, Lisa Black, Helen Carey, Greg Hartley, Emmanuel Yung, Jacqueline Osborne, Penny Goldberg, Rachel Tabak Tran & Ellen Hillegass. (2022) Physical Therapist Residency Competency-Based Education: Development of an Assessment Instrument. Physical Therapy 102:5.
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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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Elske Hissink, Wietske A. Fokkinga, Ronald R. M. Leunissen, C. R. M. G. Lia Fluit, A. F. M. Loek Nieuwenhuis & Nico H. J. Creugers. (2021) An innovative interprofessional dental clinical learning environment using entrustable professional activities. European Journal of Dental Education 26:1, pages 45-54.
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Eric J. WarmBenjamin KinnearSamuel LanceDaniel P. SchauerJudith Brenner. (2021) What Behaviors Define a Good Physician? Assessing and Communicating About Noncognitive Skills. Academic Medicine 97:2, pages 193-199.
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M. Wijnen-Meijer, T. Brandhuber, A. Schneider & P.O. Berberat. (2022) Implementing Kolb´s Experiential Learning Cycle by Linking Real Experience, Case-Based Discussion and Simulation. Journal of Medical Education and Curricular Development 9, pages 238212052210915.
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Rei Tan, Jacquelin Jia Qi Ting, Daniel Zhihao Hong, Annabelle Jia Sing Lim, Yun Ting Ong, Anushka Pisupati, Eleanor Jia Xin Chong, Min Chiam, Alexia Sze Inn Lee, Laura Hui Shuen Tan, Annelissa Mien Chew Chin, Limin Wijaya, Warren Fong & Lalit Kumar Radha Krishna. (2022) Medical Student Portfolios: A Systematic Scoping Review. Journal of Medical Education and Curricular Development 9, pages 238212052210760.
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Marise Ph. Born, Karen M. Stegers‐Jager & Chantal E. E. van Andel. (2021) Inferring signs from purposeful samples: The role of context in competency assessment. Medical Education 56:1, pages 117-126.
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Helen Nolan & Katherine Owen. (2021) Qualitative exploration of medical student experiences during the Covid-19 pandemic: implications for medical education. BMC Medical Education 21:1.
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Mostafa Dehghani Poudeh, Aeen Mohammadi, Rita Mojtahedzadeh & Nikoo Yamani. (2021) Entrustability levels of general internal medicine residents. BMC Medical Education 21:1.
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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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Hannah L. AndersonJoshua KurtzDaniel C. West. (2021) Implementation and Use of Workplace-Based Assessment in Clinical Learning Environments: A Scoping Review. Academic Medicine 96:11S, pages S164-S174.
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Rahizan Zainuldin & Hai Yang Tan. (2021) Development of entrustable professional activities for a physiotherapy undergraduate programme in Singapore. Physiotherapy 112, pages 64-71.
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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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Olle ten CateDorene F. BalmerHolly Caretta-WeyerRose HatalaMarije P. HennusDaniel C. West. (2021) Entrustable Professional Activities and Entrustment Decision Making: A Development and Research Agenda for the Next Decade. Academic Medicine 96:7S, pages S96-S104.
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Daniel J. SchumacherDavid A. Turner. (2021) Entrustable Professional Activities: Reflecting on Where We Are to Define a Path for the Next Decade. Academic Medicine 96:7S, pages S1-S5.
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David A. TurnerAlan SchwartzCarol CarraccioBruce HermanPnina WeissJeanne M. BaffaPatricia ChessMegan CurranChristiane DammannPamela HighDeborah HsuSarah PittsCary SauerTandy AyeJill FussellJennifer KesselheimJohn MahanKathleen McGannAngie MyersRichard Mink. (2021) Continued Supervision for the Common Pediatric Subspecialty Entrustable Professional Activities May Be Needed Following Fellowship Graduation. Academic Medicine 96:7S, pages S22-S28.
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Daniel J. Schumacher, Abigail Martini, Benjamin Kinnear, Matthew Kelleher, Dorene F. Balmer, Victoria Wurster-Ovalle & Carol Carraccio. (2021) Facilitators and Inhibitors to Assessing Entrustable Professional Activities in Pediatric Residency. Academic Pediatrics 21:4, pages 735-741.
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Alicia Hamui Sutton, Tania Vives Varela, Verónica Daniela Durán Pérez, Samuel Eloy Gutiérrez Barreto & Manuel Millán Hernández. (2020) Formación de recursos humanos para la atención primaria de la salud basada en actividades profesionales confiables. Atención Familiar 28:1, pages 62.
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Ylva Holzhausen, Asja Maaz, Yadira Roa-Romero & Harm Peters. (2020) What can we expect from medical graduates? Empirical survey on the performance of Core EPAs in the first days of residency. BMC Medical Education 20:1.
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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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S. Kathleen Salisbury, Bonnie R. Rush, Jan E. Ilkiw, Susan M. Matthew, Kristin P. Chaney, Laura K. Molgaard, Stephen A. May, Harold G. J. Bok, Jennifer L. Hodgson, Jody S. Frost & Emma K. Read. (2020) Collaborative Development of Core Entrustable Professional Activities for Veterinary Education. Journal of Veterinary Medical Education 47:5, pages 607-618.
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Eric G. MeyerDavid R. TaylorSebastian UijtdehaageSteven J. Durning. (2020) EQual Rubric Evaluation of the Association of American Medical Colleges’ Core Entrustable Professional Activities for Entering Residency. Academic Medicine 95:11, pages 1755-1762.
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Marc Sohrmann, Christoph Berendonk, Mathieu Nendaz, Raphaël Bonvin & The Swiss Working Group for PROFILES Implementation. (2020) Nationwide introduction of a new competency framework for undergraduate medical curricula: a collaborative approach. Swiss Medical Weekly 150:1516, pages w20201.
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Jeremy J. Moeller, Jamie B. Warren, Ruth M. Crowe, Dianne P. Wagner, William B. Cutrer, Abbas A. Hyderi, Carla S. Lupi, Vivian T. Obeso, Sandra Yingling, Dorothy A. Andriole & David R. Brown. (2020) Developing an Entrustment Process: Insights from the AAMC CoreEPA Pilot. Medical Science Educator 30:1, pages 395-401.
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Sophie Querido, Marlies De Rond, Lode Wigersma, Sjoukje van den Broek & Olle ten Cate. (2019) The Significance of Experiencing Clinical Responsibilities for Specialty Career Choice. Medical Science Educator 30:1, pages 163-171.
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Ieda Francischetti, Ylva Holzhausen & Harm Peters. (2020) Tempo do Brasil traduzir para a prática o currículo Médico Baseado em Competência por meio de Atividades Profissionais Confiáveis (APCs). Interface - Comunicação, Saúde, Educação 24.
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Sabrina Vennemann, Christopher Holzmann-Littig, Birgitt Marten-Mittag, Minh Vo Cong, Pascal Berberat & Konrad Stock. (2019) Short- and Long-Term Effects on Knowledge, Skills, and Attitudes About a Sonography Training Concept for Medical Students. Journal of Diagnostic Medical Sonography 36:1, pages 25-29.
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Sarah E. StumbarDavid R. BrownCarla S. Lupi. (2020) Developing and Implementing Curricular Objectives for Sexual Health in Undergraduate Medical Education: A Practical Approach. Academic Medicine 95:1, pages 77-82.
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Harm Peters, Ylva Holzhausen, Asja Maaz, Erik Driessen & Anja Czeskleba. (2019) Introducing an assessment tool based on a full set of end-of-training EPAs to capture the workplace performance of final-year medical students. BMC Medical Education 19:1.
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Olle ten Cate. (2019) An Updated Primer on Entrustable Professional Activities (EPAs). Revista Brasileira de Educação Médica 43:1 suppl 1, pages 712-720.
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Olle ten Cate. (2019) Guia Atualizado sobre Atividades Profissionais Confiáveis (APCs). Revista Brasileira de Educação Médica 43:1 suppl 1, pages 712-720.
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Shmuel Reis. (2018) Curriculum reform: Why? What? How? and how will we know it works?. Israel Journal of Health Policy Research 7:1.
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Ylva Holzhausen, Asja Maaz, Anna Renz, Josefin Bosch & Harm Peters. (2018) How to define core entrustable professional activities for entry into residency?. BMC Medical Education 18:1.
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