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Sabrina G. van Keulen, Timo de Raad, Paulien Raymakers-Janssen, Olle ten Cate & Marije P. Hennus. (2024) Exploring Interprofessional Development of Entrustable Professional Activities For Pediatric Intensive Care Fellows: A Proof-of-Concept Study. Teaching and Learning in Medicine 36:2, pages 154-162.
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Nnabuike Chibuoke Ngene. (2023) Teaching Philosophy in a Teaching Portfolio: Domain Knowledge and Guidance. Advances in Medical Education and Practice 14, pages 1231-1248.
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Susan K. Zelewski & Marc D. Basson. (2022) Design and implementation of a core EPA-based acting internship curriculum. Medical Teacher 44:8, pages 922-927.
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Lisette van Bruggen, Esther E. van Dijk, Marieke van der Schaaf, Manon Kluijtmans & Olle ten Cate. (2022) Developing entrustable professional activities for university teachers in the health professions. Medical Teacher 44:4, pages 425-432.
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Victor Soukoulis, James Martindale, Megan J. Bray, Elizabeth Bradley & Maryellen E. Gusic. (2021) The use of EPA assessments in decision-making: Do supervision ratings correlate with other measures of clinical performance?. Medical Teacher 43:11, pages 1323-1329.
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Dr Elizabeth Bourne & Laura Loftus. (2021) Around the Journals. Journal of Clinical Practice in Speech-Language Pathology 23:3, pages 168-170.
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Carlos El-Haddad, Iman Hegazi & Wendy Hu. (2021) A patient expectations questionnaire for determining criteria for entrustment decisions. Medical Teacher 43:9, pages 1031-1038.
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Olle ten Cate, Karen Schultz, Jason R. Frank, Marije P. Hennus, Shelley Ross, Daniel J. Schumacher, Linda S. Snell, Alison J. Whelan & John Q. Young. (2021) Questioning medical competence: Should the Covid-19 crisis affect the goals of medical education?. Medical Teacher 43:7, pages 817-823.
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Mark Merolli, Osman Ahmed, Karen McCreesh, Louisa Remedios & Kerryn Butler-Henderson. Are physiotherapists expected to be competent in digital health practice? Meta-synthesis of international physiotherapy practice competency standards. Physiotherapy Theory and Practice 0:0, pages 1-12.
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Articles from other publishers (90)
Ching-Yi Chang, Intan Setiani, Darmawansah Darmawansah & Jie Chi Yang. (2024) Effects of game-based learning integrated with the self-regulated learning strategy on nursing students' entrustable professional activities: A quasi-experimental study. Nurse Education Today 139, pages 106213.
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Sally Hanks. (2024) Current arrangements for training dentists in the UK in primary care dentistry. Journal of Dentistry 144, pages 104959.
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Anna M. Banc‐Husu, Kristin L. Van Buren, Douglas S. Fishman, Daniel H. Leung & Benjamin L. Shneider. (2024) Educating pediatric gastroenterology fellows: Milestones, EPAs, & their application within a new educational curriculum. Journal of Pediatric Gastroenterology and Nutrition.
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Simon Kitto, Arone W Fantaye, Boris Zevin, Amanda Fowler, Ajit K Sachdeva & Isabelle Raiche. (2024) A Scoping Review of the Literature on Entrustable Professional Activities in Surgery Residency Programs. Journal of Surgical Education.
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Bronwyn H. Bryant, Scott R. Anderson, Mark Brissette, John M. Childs, Dita Gratzinger, Kristen Johnson, Deborah E. Powell, Suzanne Zein-Eldin Powell, Charles F. Timmons & Cindy B. McCloskey. (2024) Leveraging faculty development to support validation of entrustable professional activities assessment tools in anatomic and clinical pathology training. Academic Pathology 11:2, pages 100111.
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Moritz L. Schmidbauer, Severin Pinilla, Stefan Kunst, Anne-Sophie Biesalski, Julian Bösel, Wolf-Dirk Niesen, Patrick Schramm, Katja Wartenberg & Konstantinos Dimitriadis. (2023) Fit for Service: Preparing Residents for Neurointensive Care with Entrustable Professional Activities: A Delphi Study. Neurocritical Care 40:2, pages 645-653.
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Kristin P. Chaney, Jennifer L. Hodgson, Heidi E. Banse, Jared A. Danielson, M. Carolyn Gates, Jan E. Ilkiw, Susan M. Matthew, Emma K. Read, S. Kathleen Salisbury, Rosanne M. Taylor & Jody S. Frost. (2024) The Importance of Adhering to Terminology When Implementing Competency-Based Veterinary Education (CBVE). Journal of Veterinary Medical Education 51:2, pages 151-154.
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Nicole Cifra, Sarah Pitts, Richard Mink, Alan Schwartz, Bruce Herman, David A. Turner & Susan Yussman. (2024) Analysis of fellowship program director opinions of entrustable professional activities in adolescent medicine fellowship. International Journal of Adolescent Medicine and Health 0:0.
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Daniel S. Harrison, Erika J. SigmanJudy H. Ch’angAarti SarwalAbigale CelottoAlexandra MaloneAriel NowickiAshley MartinBryan BolingChrista O’Hana S. NoblezaChristopher ReevesDavid M. GreerDiane McLaughlinElizabeth O’B. WoodsEmmaculate FieldsErica PeretsGemi E. JannottaJennifer MearsKaitlyn TwomeyKelly A. RathKelly PerontiKrista M. GarnerMatthew B. BeversNicholas A. MorrisPaola MartinezSahar ZafarSarah LivesaySarah WahlsterThomas LawsonCatherine S.W. Albin. (2024) A Modified Delphi Consensus Approach to Define Entrustable Professional Activities for Neurocritical Care Advanced Practice Providers. Critical Care Medicine.
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Adisa Poljo, Rosita Sortino, Diana Daume, Pascal Probst, Adrian T. Billeter, Beat P. Müller-Stich & Jennifer M. Klasen. (2024) Educational challenges and opportunities for the future generation of surgeons: a scoping review. Langenbeck's Archives of Surgery 409:1.
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Riley Brian, Natalie Rodriguez, Connie J. Zhou, Megan Casey, Rosa V. Mora, Katherine Miclau, Vivian Kwok, Liane S. Feldman & Adnan Alseidi. (2024) “Doing well”: Intraoperative entrustable professional activity assessments provided limited technical feedback. Surgery Open Science 18, pages 93-97.
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Johannes B. J. Scholte, Johannes C. Strehler, Tatjana Dill & Walther N. K. A. van Mook. (2024) Trainee-supervisor collaboration, progress-visualisation, and coaching: a survey on challenges in assessment of ICU trainees. BMC Medical Education 24:1.
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M. RAVISHANKAR, ARCHANA ARETI, V.R. HEMANTH KUMAR, T. SIVASHANMUGAM, P. RANI & NILAKANTAN ANANTHAKRISHNAN. (2024) Competency-based postgraduate training: Mentoring and monitoring using entrustable professional activities with descriptive rubrics for objectivity— A step beyond Dreyfus. The National Medical Journal of India 36, pages 176-181.
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Elizabeth A. Clement, Anna Oswald, Soumyaditya Ghosh & Deena M. Hamza. (2024) Exploring the Quality of Feedback in Entrustable Professional Activity Narratives Across 24 Residency Training Programs. Journal of Graduate Medical Education 16:1, pages 23-29.
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Stephen Villa, Holly Caretta‐Weyer, Lalena M. Yarris, Samuel O. Clarke, Wendy C. Coates, Kimberly A. Sokol, Amanda Jurvis, Dimitrios Papanagnou, James Ahn, Emily Hillman, Melanie Camejo, Nicole Deiorio, Kathryn M. Fischer, Meg Wolff, Molly Estes, Sara Dimeo & Jaime Jordan. (2024) Development of entrustable professional activities for emergency medicine medical education fellowships: A modified Delphi study. AEM Education and Training 8:1.
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Chun-Yuan Tu, Kuo-Ming Huang, Ching-Hsueh Cheng, Wei-Jou Lin, Cheng-Heng Liu & Chih-Wei Yang. (2024) Development, implementation, and evaluation of entrustable professional activities (EPAs) for medical radiation technologists in Taiwan: a nationwide experience. BMC Medical Education 24:1.
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Rahizan Zainuldin & Heidi Siew Khoon Tan. (2024) Entrustable Professional Activities implementation in undergraduate allied health therapy programs. The Asia Pacific Scholar 9:1, pages 42-48.
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Carey Holleran, Jeffrey Konrad, Barbara Norton, Tamara Burlis & Steven Ambler. (2023) Use of learner-driven, formative, ad-hoc, prospective assessment of competence in physical therapist clinical education in the United States: a prospective cohort study. Journal of Educational Evaluation for Health Professions 20, pages 36.
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Maham Stanyon. (2023) The wisdom of entrustability: A critically conscious approach to practical wisdom. Medical Education 57:12, pages 1173-1175.
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Diana L. Farmer, P. Ronan O’Connell, Carla M. Pugh, Hauke Lang, Caprice C. Greenberg, Inne HM Borel-Rinkes, John D. Mellinger & Hugo Pinto-Marques. (2023) Surgical Education. Annals of Surgery 278:5, pages 642-646.
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Matthias J. Witti, Jan M. Zottmann, Birgit Wershofen, Jill E. Thistlethwaite, Frank Fischer & Martin R. Fischer. (2023) FINCA – a conceptual framework to improve interprofessional collaboration in health education and care. Frontiers in Medicine 10.
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Rashmi A. Kusurkar, Cesar OrsiniSunia SomraAnthony R. ArtinoHester E.M. DaelmansLinda J. SchoonmadeCees van der Vleuten. (2023) The Effect of Assessments on Student Motivation for Learning and Its Outcomes in Health Professions Education: A Review and Realist Synthesis. Academic Medicine 98:9, pages 1083-1092.
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Carmen Abeyaratne, Michelle Vienet & Kirsten Galbraith. (2023) Development and Validation of Entrustable Professional Activities for Provisionally Registered (Intern) Pharmacists in Australia. American Journal of Pharmaceutical Education 87:9, pages 100036.
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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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Abigail T. Elmes, Alan Schwartz, Ara Tekian & Jennie B. Jarrett. (2023) Evaluating the Quality of the Core Entrustable Professional Activities for New Pharmacy Graduates. Pharmacy 11:4, pages 126.
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Andrea Vallevand, David E. Manthey, Kim Askew, Nicholas D. Hartman, Cynthia Burns, Lindsay C. Strowd & Claudio Violato. (2023) Assessing clinical competence: a multitrait-multimethod matrix construct validity study. Advances in Health Sciences Education.
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D. Benhamou, F.J. Mercier, M. Van de Velde, N. Lucas, B.L. Sng & R. Gaiser. (2023) Education in obstetric anesthesiology: an international approach. International Journal of Obstetric Anesthesia 55, pages 103896.
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Alexander Ganzhorn, Leonie Schulte-Uentrop, Josephine Küllmei, Christian Zöllner & Parisa Moll-Khosrawi. (2023) National consensus on entrustable professional activities for competency-based training in anaesthesiology. PLOS ONE 18:7, pages e0288197.
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Elissa C. Held Bradford, Nancy Fell, Cynthia M. Zablotny & Dorian K. Rose. (2023) Essential Competencies in Entry-Level Neurologic Physical Therapist Education. Journal of Neurologic Physical Therapy 47:3, pages 174-183.
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Wei-Shu Lai, Li-Chen Liu, Hsing-Mei Chen & Anastasia Anna. (2023) Integrated immediate postmortem and acute bereavement care: Competency-based entrustable professional activities for nursing. Nurse Education Today 126, pages 105812.
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Jenna K. Lang, Kimberley J. Haines & Carol L. Hodgson. (2023) Development of a performance standard for physiotherapists delivering exercise and mobilisation to the critically ill: A modified Delphi consensus study. Australian Critical Care 36:4, pages 470-476.
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Olle ten Cate & Jennie B. Jarrett. (2023) Would I Trust or Will I Trust? The Gap between Entrustment Determinations and Entrustment Decisions for Trainees in Pharmacy and Other Health Professions. Pharmacy 11:3, pages 107.
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Sonya J. Moore, Thorlene Egerton, Mark Merolli, Jessica Lees, Nino La Scala & Selina M. Parry. (2023) Inconsistently reporting post-licensure EPA specifications in different clinical professions hampers fidelity and practice translation: a scoping review. BMC Medical Education 23:1.
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Charlotte Lucy Richardson, Jack Filan, Laura Lindsey, Amy Mundell, Adam Pattison Rathbone & Hamde Nazar. (2023) Intersectional Identities: Making Sense of Skill Development on Clinical Placements. American Journal of Pharmaceutical Education 87:5, pages 100050.
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Jennie B. Jarrett, Abigail T. Elmes & Alan Schwartz. (2023) Which Entrustment-Supervision Scale is Right for Pharmacy Education?. American Journal of Pharmaceutical Education 87:5, pages 100021.
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Melissa Chin, Rachael Pack & Sayra Cristancho. (2022) “A whole other competence story”: exploring faculty perspectives on the process of workplace-based assessment of entrustable professional activities. Advances in Health Sciences Education 28:2, pages 369-385.
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Michael E. Kim, Justin Tretter, Ivan Wilmot, Eunice Hahn, Andrew Redington & Colin J. McMahon. (2022) Entrustable Professional Activities and Their Relevance to Pediatric Cardiology Training. Pediatric Cardiology 44:4, pages 757-768.
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Meaghan J Mackenzie, Carly Hagel, Yiqun Lin, Andrew K Hall, Vincent J Grant & Shirmee Doshi. (2023) The Reliability of the Resuscitation Assessment Tool (RAT) in Assessing Emergency Medicine Resident Competence in Pediatric Resuscitation Scenarios: A Prospective Observational Pilot Study. Cureus.
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Alyshah Kaba, Cherie Serieska, Nadine Terpstra, Tara Fuselli, Jennifer Semaka, Christina Eichorst & Vincent J Grant. (2023) Entrustable Professional Activities for simulation faculty?! A novel approach to standardizing mentorship and faculty development for healthcare simulation programs. International Journal of Healthcare Simulation.
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Daniel Nel, Eduard Jonas, Vanessa Burch, Amy Nel, Lydia Cairncross, Adnan Alseidi, Brian George & Olle ten Cate. (2023) Entrustable professional activities in postgraduate general surgery training: a scoping review protocol. BMJ Open 13:3, pages e067322.
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Kathleen Huth, Duncan Henry, Camila Cribb Fabersunne, Cara L. Coleman, Brigit Frank, Daniel J. Schumacher & Neha Shah. (2022) Family–Educator Partnership in the Development of Entrustable Professional Activities in Complex Care. Academic Medicine 98:3, pages 342-347.
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Louis S. Jenkins, Robert Mash, Ts’epo Motsohi, Mergan Naidoo, Tasleem Ras, Richard Cooke & Hanneke Brits. (2023) Developing entrustable professional activities for family medicine training in South Africa. South African Family Practice 65:1.
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Claire Ehlinger, Nicolas Fernandez & Marion Strub. (2023) Entrustable professional activities in dental education: a scoping review. British Dental Journal 234:3, pages 171-176.
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Rodney Hudson Magwenya & Andrew Ross. (2023) Developing a CPD model for Eswatini—a participatory action research study. BMC Medical Education 23:1.
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Junki Mizumoto, Toshichika Mitsuyama, Satoshi Kondo, Masashi Izumiya, Shoko Horita & Masato Eto. (2022) Defining the observable processes of patient care related to social determinants of health. Medical Education 57:1, pages 57-65.
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Etienne Panchout. (2023) Dépasser l’horizon avec la simulation au service de la formation en kinésithérapie : place à la subjectivation. Pédagogie Médicale 24:3, pages 211-214.
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Muhammad Zafar Iqbal & Mona Hmoud AlSheikh. 2023. Written Assessment in Medical Education. Written Assessment in Medical Education
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Frank Fischer, Elisabeth Bauer, Tina Seidel, Ralf Schmidmaier, Anika Radkowitsch, Birgit J. Neuhaus, Sarah I. Hofer, Daniel Sommerhoff, Stefan Ufer, Jochen Kuhn, Stefan Küchemann, Michael Sailer, Jenna Koenen, Martin Gartmeier, Pascal Berberat, Anne Frenzel, Nicole Heitzmann, Doris Holzberger, Jürgen Pfeffer, Doris Lewalter, Frank Niklas, Bernhard Schmidt-Hertha, Mario Gollwitzer, Andreas Vorholzer, Olga Chernikova, Christian Schons, Amadeus J. Pickal, Maria Bannert, Tilman Michaeli, Matthias Stadler & Martin R. Fischer. (2022) Representational scaffolding in digital simulations – learning professional practices in higher education. Information and Learning Sciences 123:11/12, pages 645-665.
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Reza Zaeri & Roghayeh Gandomkar. (2022) Developing entrustable professional activities for doctoral graduates in health professions education: obtaining a national consensus in Iran. BMC Medical Education 22:1.
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Takaomi Kessoku, Yu Uneno, Yuka Urushibara-Miyachi, Kiyofumi Oya, Akihiko Kusakabe, Atsushi Nakajima, Noritoshi Kobayashi, Yasushi Ichikawa, Mitsunori Miyashita, Manabu Muto, Masanori Mori & Tatsuya Morita. (2022) Development of a list of competencies and entrustable professional activities for resident physicians during death pronouncement: a modified Delphi study. BMC Medical Education 22:1.
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Roghayeh Gandomkar, Reza Zaeri & Olle ten Cate. (2022) Expectations for PhDs in health professions education: an international EPA-framed, modified Delphi study. Advances in Health Sciences Education 27:5, pages 1443-1456.
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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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Andrea Bramley, Adrienne Forsyth & Lisa McKenna. (2022) Development and evaluation of Entrustable Professional Activities embedded in an e‐portfolio for work‐based assessment in community and public health dietetics. Health & Social Care in the Community 30:6.
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Candice S. Rettie & DoQuyen Huynh. (2022) A programmatic taxonomy to define, differentiate, and classify nurse practitioner postgraduate training. Journal of the American Association of Nurse Practitioners 34:11, pages 1193-1201.
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Dr Eddie J. Bradley, Dr Lisa Board, Dr David Archer & Mikeala Morgans. (2022) Evaluation of entrustable professional activities and competency assessment in sport and exercise sciences in higher education: Student perceptions of the impact on learning. Journal of Hospitality, Leisure, Sport & Tourism Education 31, pages 100402.
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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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Christie van Diggele, Stuart Lane & Chris Roberts. (2022) Student Interprofessional Facilitator Training (SIFT) program: building capacity in clinical education leadership. BMC Medical Education 22:1.
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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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Gustavo Salata Romão. (2022) The Role of Entrustable Professionals Activities in the Training of Specialists in Gynecology and Obstetrics. Revista Brasileira de Ginecologia e Obstetrícia / RBGO Gynecology and Obstetrics 44:09, pages 819-820.
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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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Julian Brätz, Lisa Bußenius, Irina Brätz, Hanno Grahn, Sarah Prediger & Sigrid Harendza. (2022) Assessment of final-year medical students’ entrustable professional activities after education on an interprofessional training ward: A case-control study. Perspectives on Medical Education 11:5, pages 1-7.
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Kashelle Lockman, Maria F. Lowry, Sandra DiScala, Amanda G. Lovell, Tanya J. Uritsky, Benjamin S. Kematick, Michelle Schmidt, Andrea M. Wetshtein, Bridget Scullion, Christopher M. Herndon & Rabia S. Atayee. (2022) Development of Entrustable Professional Activities for Specialist Hospice and Palliative Care Pharmacists. Journal of Pain and Symptom Management 64:1, pages 37-48.
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Kevin D. Laguna Maldonado, Teresa I. Fortoul Van der Goes, Juan P. Pardo Vázquez, Maura Pompa Mansilla & Deyamira Matuz Mares. (2022) El modelo de las actividades profesionales a confiar aplicadas a un curso de Bioquímica y Biología Molecular. Educación Médica 23:4, pages 100755.
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Huda E. Tawfik, M. Ariel Cascio & Nahla Gomaa. (2022) Recommendations for implementing value‐based practice in medicine. The Clinical Teacher 19:3, pages 192-196.
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Olle ten Cate & Robert P. Favier. (2022) Approaching Training-Practice Gaps After the Transition: A Practice Proposal for Supervision After Training. Frontiers in Medicine 9.
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Grace M. Kelly, Anthony Roberts & Christopher D. Lynch. (2022) A literature review: Entrustable professional activities, an assessment tool for postgraduate dental training?. Journal of Dentistry 120, pages 104099.
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Olle ten Cate & Daniel J. Schumacher. (2022) Entrustable professional activities versus competencies and skills: Exploring why different concepts are often conflated. Advances in Health Sciences Education 27:2, pages 491-499.
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Kathleen Huth, Duncan Henry, Camila Cribb Fabersunne, Cara L. Coleman, Brigit Frank, Daniel Schumacher & Neha Shah. (2022) A Multistakeholder Approach to the Development of Entrustable Professional Activities in Complex Care. Academic Pediatrics 22:2, pages 184-189.
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Jennifer E. Benedict, Elizabeth R. Neil, Zachary J. Dougal, Stacy E. Walker & Lindsey E. Eberman. (2022) Clinical Education Coordinators' Selection and Deselection Criteria of Clinical Education Experiences. Athletic Training Education Journal 17:1, pages 117-128.
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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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Catherine Corrigan, Katherine Moran, Karen Kesten, Dianne Conrad, Pamela Hussey, Amy Manderscheid & Elizabeth Pohl. (2022) Competency-Based Education and Entrustable Professional Activities. CIN: Computers, Informatics, Nursing 40:7, pages 429-434.
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Rolando Bonal Ruiz & María Eugenia García Céspedes. 2022. International Handbook of Teaching and Learning in Health Promotion. International Handbook of Teaching and Learning in Health Promotion
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Ian Eardley. 2022. Practical Simulation in Urology. Practical Simulation in Urology
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Ayesha Younas, Rehan Ahmed Khan & Raheela Yasmin. (2021) Entrustment in physician-patient communication: a modified Delphi study using the EPA approach. BMC Medical Education 21:1.
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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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Sara Abrahams, Eun Ji Kim, Lyndonna Marrast, Omolara Uwemedimo, Joseph Conigliaro & Johanna Martinez. (2021) Examination of resident characteristics associated with interest in primary care and identification of barriers to cross-cultural care. BMC Medical Education 21:1.
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Daniel Zhihao Hong, Jia Ling Goh, Zhi Yang Ong, Jacquelin Jia Qi Ting, Mun Kit Wong, Jiaxuan Wu, Xiu Hui Tan, Rachelle Qi En Toh, Christine Li Ling Chiang, Caleb Wei Hao Ng, Jared Chuan Kai Ng, Yun Ting Ong, Clarissa Wei Shuen Cheong, Kuang Teck Tay, Laura Hui Shuen Tan, Gillian Li Gek Phua, Warren Fong, Limin Wijaya, Shirlyn Hui Shan Neo, Alexia Sze Inn Lee, Min Chiam, Annelissa Mien Chew Chin & Lalit Kumar Radha Krishna. (2021) Postgraduate ethics training programs: a systematic scoping review. 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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Gurpreet Dhaliwal & Karen E. Hauer. (2021) Excellence in medical training: developing talent—not sorting it. Perspectives on Medical Education 10:6, pages 356-361.
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Xiu Hui Tan, Malia Alexandra Foo, Shaun Li He Lim, Marie Bernadette Xin Yi Lim, Annelissa Mien Chew Chin, Jamie Zhou, Min Chiam & Lalit Kumar Radha Krishna. (2021) Teaching and assessing communication skills in the postgraduate medical setting: a systematic scoping review. BMC Medical Education 21:1.
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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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Heather Armson. (2021) Exploring continuity of supervision in the context of coaching. Medical Education 55:4, pages 418-420.
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