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Robin Lüchinger, Matteo Coen, Anne-Claire Bréchet Bachmann, Sara de Oliveira, Hélène Richard-Lepouriel & Noëlle Junod Perron. (2023) What Feedback Content Do Clinical Teachers Address During OSTEs?. Advances in Medical Education and Practice 14, pages 1357-1367.
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Sharon Mitchell, Julien-Carl Phaneuf, Silvia Matilda Astefanei, Sissel Guttormsen, Amy Wolfe, Esther de Groot & Carolin Sehlbach. (2023) A Changing Landscape for Lifelong Learning in Health Globally. Journal of CME 12:1.
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Adrian Philipp Marty, Machelle Linsenmeyer, Brian George, John Q. Young, Jan Breckwoldt & Olle ten Cate. (2023) Mobile technologies to support workplace-based assessment for entrustment decisions: Guidelines for programs and educators: AMEE Guide No. 154. Medical Teacher 45:11, pages 1203-1213.
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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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Sabrina G. van Keulen, Timo de Raad, Paulien Raymakers-Janssen, Olle ten Cate & Marije P. Hennus. (2023) Exploring Interprofessional Development of Entrustable Professional Activities For Pediatric Intensive Care Fellows: A Proof-of-Concept Study. Teaching and Learning in Medicine 0:0, pages 1-9.
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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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Navdeep S. Sidhu, Kara J. Allen, Nina Civil, Charlotte S. H. Johnstone, Maggie Wong, Jennifer A. Taylor, Katherine Gough & Maurice Hennessy. (2023) Competency domains of educators in medical, nursing, and health sciences education: An integrative review. Medical Teacher 45:2, pages 219-228.
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Balakrishnan Ashokka, Deanna Wai Ching Lee & Chaoyan Dong. (2023) Twelve tips for developing a systematic acute care curriculum for medical students. Medical Teacher 45:1, pages 17-24.
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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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Christoph S. Burkhart, Salome Dell-Kuster & Claire Touchie. (2022) Who can do this procedure? Using entrustable professional activities to determine curriculum and entrustment in anesthesiology – An international survey. Medical Teacher 44:6, pages 672-678.
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Megan E. L. Brown, Paul Whybrow & Gabrielle M. Finn. (2022) Do We Need to Close the Door on Threshold Concepts?. Teaching and Learning in Medicine 34:3, pages 301-312.
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Linda Helena Anna Bonnie, Mana Nasori, Mechteld Renée Maria Visser, Anneke Wilhelmina Maria Kramer & Nynke van Dijk. (2022) Feasibility, and validity aspects of Entrustable Professional Activity (EPA)-based assessment in general practice training. Education for Primary Care 33:2, pages 69-76.
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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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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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Megan J. Bray, Elizabeth B. Bradley, James R. Martindale & Maryellen E. Gusic. (2021) Implementing Systematic Faculty Development to Support an EPA-Based Program of Assessment: Strategies, Outcomes, and Lessons Learned. Teaching and Learning in Medicine 33:4, pages 434-444.
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Daniel J. Schumacher, Olle ten Cate, Arvin Damodaran, Denyse Richardson, Stanley J. Hamstra, Shelley Ross, Jennie Hodgson, Claire Touchie, Laura Molgaard, Wade Gofton & Carol Carraccio. (2021) Clarifying essential terminology in entrustment. Medical Teacher 43:7, pages 737-744.
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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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Lu Liu, Zhehan Jiang, Xin Qi, A’Na Xie, Hongbin Wu, Huaqin Cheng, Weimin Wang & Haichao Li. (2021) An update on current EPAs in graduate medical education: A scoping review. Medical Education Online 26:1.
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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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Fabian Fincke, Sarah Prediger, Kristina Schick, Sophie Fürstenberg, Nadine Spychala, Pascal O. Berberat, Sigrid Harendza & Martina Kadmon. (2020) Entrustable professional activities and facets of competence in a simulated workplace-based assessment for advanced medical students. Medical Teacher 42:9, pages 1019-1026.
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Ara Tekian, Olle ten Cate, Eric Holmboe, Trudie Roberts & John Norcini. (2020) Entrustment decisions: Implications for curriculum development and assessment. Medical Teacher 42:6, pages 698-704.
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William B. Cutrer, Regina G. Russell, Mario Davidson & Kimberly D. Lomis. (2020) Assessing medical student performance of Entrustable Professional Activities: A mixed methods comparison of Co-Activity and Supervisory Scales. Medical Teacher 42:3, pages 325-332.
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Muhammad Zafar Iqbal, Karen D. Könings, Mohamed Al-Eraky, Mona Hmoud AlSheikh & Jeroen J. G. van Merrienboer. (2020) Development of an entrustable professional activities (EPAs) framework for small group facilitators through a participatory design approach. Medical Education Online 25:1.
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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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Andy Tate & Sanjiv Ahluwalia. (2019) A pedagogy of the particular – towards training capable GPs. Education for Primary Care 30:4, pages 198-201.
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Linda Helena Anna Bonnie, Mechteld Renee Maria Visser, Jettie Bont, Anna Wilhelmina Maria Kramer & Nynke van Dijk. (2019) Trainers’ and trainees’ expectations of entrustable professional activities (EPAs) in a primary care training programme. Education for Primary Care 30:1, pages 13-21.
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Muhammad Zafar Iqbal & Mohamed M. Al-Eraky. (2019) Using entrustable professional activities (EPAs) to assess teaching competence and transfer of training: A personal view. Medical Teacher 41:1, pages 107-108.
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Meera S. Meerkov, Jason B. Fischer & Thomas G. Saba. (2019) A simulation procedure curriculum to increase pediatric resident exposure to procedures rarely performed in clinical practice. Medical Education Online 24:1.
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Jed D. Gonzalo, Daniel R. Wolpaw, Karen L. Krok, Michael P. Pfeiffer & Jennifer S. McCall-Hosenfeld. (2019) A Developmental Approach to Internal Medicine Residency Education: Lessons Learned from the Design and Implementation of a Novel Longitudinal Coaching Program. Medical Education Online 24:1.
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Brigid M. Dolan, Celia Laird O'Brien, Kenzie A. Cameron & Marianne M. Green. (2018) A Qualitative Analysis of Narrative Preclerkship Assessment Data to Evaluate Teamwork Skills. Teaching and Learning in Medicine 30:4, pages 395-403.
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Asja Maaz, Tanja Hitzblech, Peter Arends, Antje Degel, Sabine Ludwig, Agata Mossakowski, Ronja Mothes, Jan Breckwoldt & Harm Peters. (2018) Moving a mountain: Practical insights into mastering a major curriculum reform at a large European medical university. Medical Teacher 40:5, pages 453-460.
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Olle ten Cate, Lysanne Graafmans, Indra Posthumus, Lisanne Welink & Marijke van Dijk. (2018) The EPA-based Utrecht undergraduate clinical curriculum: Development and implementation. Medical Teacher 40:5, pages 506-513.
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Hilliard Jason. (2018) Celebrating 40 years of Medical Teacher: As the “last man standing” I look back to help us look forward. Medical Teacher 40:4, pages 331-336.
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Harm Peters, Ylva Holzhausen, Christy Boscardin, Olle ten Cate & H. Carrie Chen. (2017) Twelve tips for the implementation of EPAs for assessment and entrustment decisions. Medical Teacher 39:8, pages 802-807.
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Fraukje Wiersma, Josephine Berkvens & Olle ten Cate. (2017) Flexibility in individualized, competency-based workplace curricula with EPAs: Analyzing four cohorts of physician assistants in training. Medical Teacher 39:5, pages 535-539.
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Ara Tekian. (2017) Are all EPAs really EPAs?. Medical Teacher 39:3, pages 232-233.
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Hudson Birden, Jane Barker & Ian Wilson. (2016) Effectiveness of a rural longitudinal integrated clerkship in preparing medical students for internship. Medical Teacher 38:9, pages 946-956.
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Cesar Orsini & Vivian I Binnie. (2016) Entrustment decisions in dental education: Is it time to start formalising?. Medical Teacher 38:3, pages 322-322.
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Donald M. Hilty, Allison Crawford, John Teshima, Steven Chan, Nadiya Sunderji, Peter M. Yellowlees, Greg Kramer, Patrick O'neill, Chris Fore, John Luo & Su-Ting Li. (2015) A framework for telepsychiatric training and e-health: Competency-based education, evaluation and implications. International Review of Psychiatry 27:6, pages 569-592.
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Anne E Bremer, Marjolein H J van de Pol, Roland F J M Laan & Cornelia R M G Fluit. (2023) An Innovative Undergraduate Medical Curriculum Using Entrustable Professional Activities. Journal of Medical Education and Curricular Development 10, pages 238212052311648.
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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.
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Nadine Diwersi, Jörn-Markus Gass, Henning Fischer, Jürg Metzger, Matthias Knobe & Adrian Philipp Marty. (2022) Surgery goes EPA (Entrustable Professional Activity) – how a strikingly easy to use app revolutionizes assessments of clinical skills in surgical training. 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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Anne E. Bremer, Marjolein H. J. van de Pol, Roland F. J. M. Laan & Cornelia R. M. G. Fluit. (2022) How an EPA-based curriculum supports professional identity formation. 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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Sarah E. Kuehl & Jennifer O. Spicer. (2022) Using entrustable professional activities to better prepare students for their
postgraduatemedical training: A medical student’s perspective. Perspectives on Medical Education 11:6, pages 359-364.
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Bastien Valding, Matteo Monti, Noëlle Junod Perron, Sonia Frick, Cécile Jaques, Mathieu Nendaz & David Gachoud. (2022) Entrustable professional activities for residency in general internal medicine: a systematic review. Swiss Medical Weekly 152:4344, pages 40002.
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