References
- Campbell N, Wozniak H, Philip RL, Damarell RA. Peer-supported faculty development and workplace teaching: An integrative review. Med Educ. 2019;53:978–988. doi:https://doi.org/10.1111/medu.13896.
- Steinert Y, Mann K, Centeno A, et al. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Med Teach. 2006;28(6):497–526. doi:https://doi.org/10.1080/01421590600902976.
- Steinert Y, Mann K, Anderson B, et al. A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40. Med Teach. 2016;38(8):769–786. doi:https://doi.org/10.1080/0142159X.2016.1181851.
- Garcia I, James RW, Bischof P, Baroffio A. Self-observation and peer feedback as a faculty development approach for problem-based learning tutors: A program evaluation. Teach Learn Med. 2017;29(3):313–325. doi:https://doi.org/10.1080/10401334.2017.1279056.
- Al-Eraky MM, McLean M. The Compass Model to plan faculty development programs. Med Educ Develop. 2012;2(1):4. doi:https://doi.org/10.4081/med.2012.e4.
- Iqbal MZ, Al-Eraky MM, AlSheikh MH. Designing entrustable professional activities for training health professional educators: A review of current practices. MedSciEduc. 2018;28(4):797–802. doi:https://doi.org/10.1007/s40670-018-0623-5.
- Sherbino J, Frank JR, Snell L. Defining the key roles and competencies of the clinician-educator of the 21st century: a national mixed-methods study. Acad Med. 2014;89(5):783–789. doi:https://doi.org/10.1097/ACM.0000000000000217.
- Dewey CM, Jonker G, ten Cate O, Turner TL. Entrustable professional activities (EPAs) for teachers in medical education: Has the time come?Med Teach. 2017;39(8):894–896. doi:https://doi.org/10.1080/0142159X.2016.1270447.
- Gardner AK, Gee D, Ahmed RA. Entrustable professional activities (EPAs) for simulation leaders: The time has come. J Surg Educ. 2018;75(5):1137–1139. doi:https://doi.org/10.1016/j.jsurg.2018.03.003.
- Iqbal MZ, Könings KD, Al-Eraky M, AlSheikh MH, van Merrienboer JJG. Development of an entrustable professional activities (EPAs) framework for small group facilitators through a participatory design approach . Med Educ Online. 2020;25(1):1694309 doi:https://doi.org/10.1080/10872981.2019.1694309.
- ten Cate O, Chen HC, Hoff RG, Peters H, Bok H, van der Schaaf M. Curriculum development for the workplace using Entrustable Professional Activities (EPAs): AMEE Guide No. 99. Med Teach. 2015;37(11):983–1002. doi:https://doi.org/10.3109/0142159X.2015.1060308.
- Peters H, Holzhausen Y, Boscardin C, ten Cate O, Chen HC. Twelve tips for the implementation of EPAs for assessment and entrustment decisions. Med Teach. 2017;39(8):802–807. doi:https://doi.org/10.1080/0142159X.2017.1331031.
- ten Cate O, Scheele F. Competency-based postgraduate training: Can we bridge the gap between theory and clinical practice?Acad Med. 2007;82(6):542–547. doi:https://doi.org/10.1097/ACM.0b013e31805559c7.
- ten Cate O. Nuts and bolts of entrustable professional activities. J Grad Med Educ. 2013;5(1):157–158. doi:https://doi.org/10.4300/jgme-d-12-00380.1.
- ten Cate O, Pool IA. The viability of interprofessional entrustable professional activities. Adv Heal Sci Educ. 2019;(0123456789). doi:https://doi.org/10.1007/s10459-019-09950-0.
- Englander R, Flynn T, Call S, et al. Toward defining the foundation of the MD Degree: Core entrustable professional activities for entering residency. Acad Med. 2016;91(10):1352–1358. doi:https://doi.org/10.1097/ACM.0000000000001204.
- Chen HC, McNamara M, Teherani A, ten Cate O, O’Sullivan P. Developing entrustable professional activities for entry into clerkship. Acad Med. 2016;91(2):247–255. doi:https://doi.org/10.1097/ACM.0000000000000988.
- Shorey S, Lau TC, Lau ST, Ang E. Entrustable professional activities in health care education: A scoping review. Med Educ. 2019;53(8):766–777. doi:https://doi.org/10.1111/medu.13879.
- Taylor D, Park YS, Smith C, ten Cate O, Tekian A. Constructing approaches to entrustable professional activity development that deliver valid descriptions of professional practice. Teach Learn Med. 2020;:1–9. doi:https://doi.org/10.1080/10401334.2020.1784740.
- Könings KD, Mordang S, Smeenk F, Stassen L, Ramani S. Learner involvement in the co-creation of teaching and learning: AMEE Guide No. 138. Med Teach. 2020;:1–13. doi:https://doi.org/10.1080/0142159X.2020.1838464.
- El-Haddad C, Damodaran A, McNeil HP, Hu W. A patient-centered approach to developing entrustable professional activities. Acad Med. 2017;92(6):800–808. doi:https://doi.org/10.1097/ACM.0000000000001616.
- Martens SE, Meeuwissen SNE, Dolmans DHJM, Bovill C, Könings KD. Student participation in the design of learning and teaching: Disentangling the terminology and approaches. Med Teach. 2019;41(10):1203–1205. doi:https://doi.org/10.1080/0142159X.2019.1615610.
- Taylor DR, Park YS, Egan R, et al. EQual, a novel rubric to evaluate entrustable professional activities for quality and structure. Acad Med. 2017;92(11S Association of American Medical Colleges Learn Serve Lead: Proceedings of the 56th Annual Research in Medical Education Sessions):S110–S117. doi:https://doi.org/10.1097/ACM.0000000000001908.
- ten Cate O. Entrustability of professional activities and competency-based training. Med Educ. 2005;39(12):1176–1177. doi:https://doi.org/10.1111/j.1365-2929.2005.02341.x.
- Yusoff MSB. ABC of content validation and content validity index calculation. EIMJ. 2019;11(2):49–54. doi:https://doi.org/10.21315/eimj2019.11.2.6.
- Waggoner J, Carline JD, Durning SJ. Is there a consensus on consensus methodology? Descriptions and recommendations for future consensus research. Acad Med. 2016;91(5):663–668. doi:https://doi.org/10.1097/ACM.0000000000001092.
- Taylor DR, Park YS, Smith CA, Karpinski J, Coke W, Tekian A. Creating entrustable professional activities to assess internal medicine residents in Training: A Mixed-Methods Approach. Ann Intern Med. 2018;168(10):724–729. doi:https://doi.org/10.7326/M17-1680.
- Warm EJ, Held JD, Hellmann M, et al. Entrusting observable practice activities and milestones over the 36 months of an internal medicine residency. Acad Med. 2016;91(10):1398–1405. doi:https://doi.org/10.1097/ACM.0000000000001292.
- Warm EJ, Mathis BR, Held JD, et al. Entrustment and mapping of observable practice activities for resident assessment. J Gen Intern Med. 2014;29(8):1177–1182. doi:https://doi.org/10.1007/s11606-014-2801-5.
- Teherani A, Chen HC. The next steps in competency-based medical education: Milestones, entrustable professional activities and observable practice activities. J Gen Intern Med. 2014;29(8):1090–1092. doi:https://doi.org/10.1007/s11606-014-2850-9.
- ten Cate O, Graafmans L, Posthumus I, Welink L, van Dijk M. The EPA-based Utrecht undergraduate clinical curriculum: Development and implementation. Med Teach. 2018;40(5):506–513. doi:https://doi.org/10.1080/0142159X.2018.1435856.
- Mink RB, Myers AL, Turner DA, Carraccio CL. Competencies, milestones, and a level of supervision scale for entrustable professional activities for scholarship. Acad Med. 2018;93(11):1068–1072. doi:https://doi.org/10.1097/ACM.0000000000002353.
- ten Cate O. When I say … entrustability. Med Educ. 2020;54(2):103–104. doi:https://doi.org/10.1111/medu.14005.
- Tekian A, ten Cate O, Holmboe E, Roberts T, Norcini J. Entrustment decisions: Implications for curriculum development and assessment. Med Teach. 2020;42(6):698–704. doi:https://doi.org/10.1080/0142159X.2020.1733506.
- Chen HC, Van Den Broek WES, ten Cate O. The case for use of entrustable professional activities in undergraduate medical education. Acad Med. 2015;90(4):431–436. doi:https://doi.org/10.1097/ACM.0000000000000586.
- Rekman J, Gofton W, Dudek N, Gofton T, Hamstra SJ. Entrustability scales: Outlining their usefulness for competency-based clinical assessment. Acad Med. 2016;91(2):186–190. doi:https://doi.org/10.1097/ACM.0000000000001045.
- Schwartz A. What should we mean by “allowed to supervise others” in entrustment scales?Med Teach. 2018;40(6):642. doi:https://doi.org/10.1080/0142159X.2017.1421752.
- Baker L, Leslie K, Panisko D, et al. Exploring faculty Developers’ Experiences to Inform Our Understanding of Competence in Faculty Development. Acad Med. 2018;93(2):265–273. doi:https://doi.org/10.1097/ACM.0000000000001821.
- Srinivasan M, Li STT, Meyers FJ, et al. "Teaching as a Competency": competencies for medical educators”: . Acad Med. 2011;86(10):1211–1220. doi:https://doi.org/10.1097/ACM.0b013e31822c5b9a.
- van Bruggen L, ten Cate O, Chen HC. Developing a novel 4-C framework to enhance participation in faculty development. Teach Learn Med. 2020;32(4):371–379. doi:https://doi.org/10.1080/10401334.2020.1742124.
- Favreau MA, Tewksbury L, Lupi C, Cutrer WB, Jokela JA, Yarris LM, AAMC Core Entrustable Professional Activities for Entering Residency Faculty Development Concept Group. Constructing a shared mental model for faculty development for the core entrustable professional activities for entering residency. Acad Med. 2017;92(6):759–764. doi:https://doi.org/10.1097/ACM.0000000000001511.
- Walsh A, Koppula S, Antao V, et al. Preparing teachers for competency-based medical education: Fundamental teaching activities. Med Teach. 2018;40(1):80–85. doi:https://doi.org/10.1080/0142159X.2017.1394998.