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Medical Teacher Volume 45, 2023 - Issue 8
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BEME Guide

Making sense of competency-based medical education (CBME) literary conversations: A BEME scoping review: BEME Guide No. 78

Deena M. Hamzaa Postgraduate Medical Education, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, CanadaCorrespondence[email protected]
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Karen E. Hauerb Department of Medicine, University of California, San Francisco, CA, USAORCID Iconhttps://orcid.org/0000-0002-8812-4045View further author information
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Anna Oswalda Postgraduate Medical Education, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Canada;c Division of Rheumatology, Department of Medicine, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, CanadaORCID Iconhttps://orcid.org/0000-0002-3510-4294View further author information
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Elaine van Melled Royal College of Physicians and Surgeons of Canada, Ottawa, CanadaView further author information
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Zeenat Ladake Department of Pediatrics, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, CanadaView further author information
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Ines Zunaf Undergraduate Medical Education, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, CanadaView further author information
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Mekdes E. Assefag Global Health, School of Public Health, University of Alberta, Edmonton, CanadaView further author information
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Gabrielle N. Pelletierh Department of Educational Psychology, School and Clinical Child Psychology, University of Alberta, Edmonton, CanadaView further author information
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Meghan Sebastianskii Alberta Strategy for Patient-Oriented Research (SPOR) SUPPORT Unit Knowledge Translation Platform, University of Alberta, Edmonton, CanadaView further author information
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Diana Keto-Lamberti Alberta Strategy for Patient-Oriented Research (SPOR) SUPPORT Unit Knowledge Translation Platform, University of Alberta, Edmonton, CanadaView further author information
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Shelley Rossj Department of Family Medicine, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, CanadaORCID Iconhttps://orcid.org/0000-0001-9581-3191View further author information
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Pages 802-815 | Published online: 20 Jan 2023

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Read on this site (3)

Deena M. Hamza, Karen E. Hauer, Anna Oswald, Elaine van Melle, Zeenat Ladak, Ines Zuna, Mekdes E. Assefa, Diana Keto-Lambert & Shelley Ross. (2023) Response to: Letter to the Editor about ‘Making sense of competency-based medical education’. Medical Teacher 45:7, pages 794-795.
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Aliya Kassam, Jason Lord & Rachel H. Ellaway. (2023) Response to: ‘Making sense of competency-based medical education’. Medical Teacher 45:7, pages 793-793.
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Morris Gordon, Michelle Daniel, Aderonke Ajiboye, Hussein Uraiby, Nicole Y. Xu, Rangana Bartlett, Janice Hanson, Mary Haas, Maxwell Spadafore, Ciaran Grafton-Clarke, Rayhan Yousef Gasiea, Colin Michie, Janet Corral, Brian Kwan, Diana Dolmans & Satid Thammasitboon. A scoping review of artificial intelligence in medical education: BEME Guide No. 84. Medical Teacher 0:0, pages 1-25.
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Articles from other publishers (6)

Neil Dhami, Deena M. Hamza & Vijay J. Daniels. (2024) Motivations for Entrustable Professional Activity Assessment: Gaps Between Curriculum Theory and Resident Reality. Journal of Graduate Medical Education 16:2, pages 166-174.
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Jason R. Frank, Andrew K. Hall, Anna Oswald, J. Damon Dagnone, Paul L. P. Brand & Richard Reznick. (2024) From Competence by Time to Competence by Design: Lessons From A National Transformation Initiative. Perspectives on Medical Education 13:1, pages 224-228.
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Paris-Ann Ingledew, Nafisha Lalani & Florence Keane. (2024) Exposure Is More Than Distance or Time: The Evolution of Competence-Based Medical Education in Radiation Oncology Training. International Journal of Radiation Oncology*Biology*Physics 118:4, pages 879-885.
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Merel H. de Heer, Erik W. Driessen, Pim W. Teunissen & Fedde Scheele. (2024) Lessons learned spanning 17 years of experience with three consecutive nationwide competency based medical education training plans. Frontiers in Medicine 11.
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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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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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