A primer on entrustable professional activities

키워드

참고문헌 (62)

1. Lyons AS, "Medicine: an illustrated history" (1987), Harry N. Abrams Inc.
2. Bloom BS, "Taxonomy of educational objectives: the classification of educational goals: handbook 1: cognitive domain" (1956), Longmans
3. McGaghie WC, "Competency-based curriculum development in medical education: an introduction" (1978)
4. Harden RM, "AMEE guide no. 14: outcome-based education: part 1-an introduction to outcome-based education", Med Teach, 21(1), pp.7~14 (1999)[DOI]
5. Ten Cate O, "The Wiley-Blackwell Encyclopedia of Health, Illness, Behavior, and Society", pp.1329~1335 (2014), John Wiley & Sons
6. CanMEDS, "2000: extract from the CanMEDS 2000 Project Societal Needs Working Group report", Med Teach., 22(6), pp.549~554 (2000)[DOI]
7. Swing SR, "The ACGME outcome project: retrospective and prospective", Med Teach, 29(7), pp.648~654 (2007)[DOI]
8. General Medical Council, "Tomorrow's doctors: outcomes and standards for undergraduate medical education" (2009)
9. Pangaro L, "Frameworks for learner assessment in medicine: AMEE guide no. 78", Med Teach, 35(6), pp.e1197~e1210 (2013)[DOI]
10. "Tijdschr Med Onderwijs", 2004, 4~14, 10.1007[DOI]
11. Long DM, "Competency-based residency training: the next advance in graduate medical education", Acad Med, 75(12), pp.1178~1183 (2000)[DOI]
12. Carraccio C, "Shifting paradigms: from Flexner to competencies", Acad Med, 77(5), pp.361~367 (2002)[DOI]
13. Cooke M, "Educating physicians: a call for reform of medical school and residency" (2010), Jossey-Bass
14. Brooks MA, "Medical education and the tyranny of competency", Perspect Biol Med, 52(1), pp.90~102 (2009)
15. Glass JM, "Competency based training is a framework for incompetence", BMJ, 348, pp.g2909~ (2014)[DOI]
16. Grant J, "The incapacitating effects of competence: a critique", Adv Health Sci Educ Theory Pract, 4(3), pp.271~277 (1999)[DOI]
17. Hodges BD, "A tea-steeping or i-Doc model for medical education", Acad Med, 85(9 Suppl), pp.S34~S44 (2010)[DOI]
18. Whitehead CR, "Faith-based medical education", Adv Health Sci Educ Theory Pract, 22(1), pp.1~3 (2017)[DOI]
19. Ten Cate O, "Competency-based postgraduate training: can we bridge the gap between theory and clinical practice?", Acad Med, 82(6), pp.542~547 (2007)[DOI]
20. Ten Cate O, "Entrustability of professional activities and competency-based training", Med Educ, 39(12), pp.1176~1177 (2005)[DOI]
21. Chen HC, "Legitimate workplace roles and activities for early learners", Med Educ, 48(2), pp.136~145 (2014)[DOI]
22. Schultz K, "The application of entrustable professional activities to inform competency decisions in a family medicine residency program", Acad Med, 90(7), pp.888~897 (2015)[DOI]
23. Ten Cate O, "Medical competence: the interplay between individual ability and the health care environment", Med Teach, 32(8), pp.669~675 (2010)[DOI]
24. Sterkenburg A, "When do supervising physicians decide to entrust residents with unsupervised tasks", Acad Med, 85(9), pp.1408~1417 (2010)[DOI]
25. Ten Cate O, "Nuts and bolts of entrustable professional activities", J Grad Med Educ, 5(1), pp.157~158 (2013)[DOI]
26. Ten Cate O, "Entrustment decision making in clinical training", Acad Med, 91(2), pp.191~198 (2016)[DOI]
27. Ten Cate O, "Entrustment as assessment: recognizing the ability, the right, and the duty to act", J Grad Med Educ, 8(2), pp.261~262 (2016)[DOI]
28. Nousiainen MT, "Simulation for teaching orthopaedic residents in a competency-based curriculum: do the benefits justify the increased costs?", Clin Orthop Relat Res, 474(4), pp.935~944 (2016)[DOI]
29. Hauer KE, "Understanding trust as an essential element of trainee supervision and learning in the workplace", Adv Health Sci Educ Theory Pract, 19(3), pp.435~456 (2014)
30. Choo KJ, "How do supervising physicians decide to entrust residents with unsupervised tasks?: a qualitative analysis", J Hosp Med, 9(3), pp.169~175 (2014)[DOI]
31. Wijnen-Meijer M, "Essential facets of competence that enable trust in medical graduates: a ranking study among physician educators in two countries", Perspect Med Educ, 2(5-6), pp.290~297 (2013)[DOI]
32. Kennedy TJ, "Point-ofcare assessment of medical trainee competence for independent clinical work", Acad Med, 83(10 Suppl), pp.S89~S92 (2008)[DOI]
33. Mayer RC, "An integrative model of organizational trust", Acad Manag Rev, 20(3), pp.709~734 (1995)[DOI]
34. Holzhausen Y, "Applying occupational and organizational psychology theory to entrustment decision-making about trainees in health care: a conceptual model", Perspect Med Educ, 6(2), pp.119~126 (2017)[DOI]
35. Wijnen-Meijer M, "An argument-based approach to the validation of UHTRUST: can we measure how recent graduates can be trusted with unfamiliar tasks?", Adv Health Sci Educ Theory Pract, 18(5), pp.1009~1027 (2013)[DOI]
36. Teman NR, "Entrustment of general surgery residents in the operating room: factors contributing to provision of resident autonomy", J Am Coll Surg, 219(4), pp.778~787 (2014)[DOI]
37. Hirsh DA, "Time to trust: longitudinal integrated clerkships and entrustable professional activities", Acad Med, 89(2), pp.201~204 (2014)[DOI]
38. Sagasser MH, "How entrustment is informed by holistic judgments across time in a family medicine residency program: an ethnographic nonparticipant observational study", Acad Med, 92(6), pp.792~799 (2017)[DOI]
39. Balmer DF, "The dance between attending physicians and senior residents as teachers and supervisors", Pediatrics, 129(5), pp.910~915 (2012)[DOI]
40. Ten Cate O, "Curriculum development for the workplace using Entrustable Professional Activities (EPAs): AMEE guide no. 99", Med Teach, 37(11), pp.983~1002 (2015)[DOI]
41. Ten Cate O, "From case-based to entrustmentbased discussions", Clin Teach, 14(6), pp.385~389 (2017)[DOI]
42. Chen HC, "The case for use of entrustable professional activities in undergraduate medical education", Acad Med, 90(4), pp.431~436 (2015)[DOI]
43. Wisman-Zwarter N, "Transforming the learning outcomes of anaesthesiology training into entrustable professional activities: a Delphi study", Eur J Anaesthesiol, 33(8), pp.559~567 (2016)[DOI]
44. Peters H, "Twelve tips for the implementation of EPAs for assessment and entrustment decisions", Med Teach, 39(8), pp.802~807 (2017)[DOI]
45. Rekman J, "Entrustability scales: outlining their usefulness for competency-based clinical assessment", Acad Med, 91(2), pp.186~190 (2016)[DOI]
46. Weller JM, "Can I leave the theatre?: a key to more reliable workplace-based assessment", Br J Anaesth, 112(6), pp.1083~1091 (2014)[DOI]
47. Crossley J, "Good questions, good answers: construct alignment improves the performance of workplace-based assessment scales", Med Educ, 45(6), pp.560~569 (2011)[DOI]
48. Weller JM, "Making robust assessments of specialist trainees' workplace performance", Br J Anaesth, 118(2), pp.207~214 (2017)[DOI]
49. Kogan JR, "Reconceptualizing variable rater assessments as both an educational and clinical care problem", Acad Med, 89(5), pp.721~727 (2014)[DOI]
50. Hauer KE, "Identifying entrustable professional activities in internal medicine training", J Grad Med Educ, 5(1), pp.54~59 (2013)[DOI]
51. Fessler HE, "Entrustable professional activities and curricular milestones for fellowship training in pulmonary and critical care medicine: report of a multisociety working group", Chest, 146(3), pp.813~834 (2014)[DOI]
52. Englander R, "Toward defining the foundation of the MD degree: core entrustable professional activities for entering residency", Acad Med, 91(10), pp.1352~1358 (2016)[DOI]
53. Wiersma F, "Flexibility in individualized, competency-based workplace curricula with EPAs: analyzing four cohorts of physician assistants in training", Med Teach, 39(5), pp.535~539 (2017)[DOI]
54. Boyce P, "Using entrustable professional activities to guide curriculum development in psychiatry training", BMC Med Educ, 11, pp.96~ (2011)[DOI]
55. Englander R, "From theory to practice: making entrustable professional activities come to life in the context of milestones", Acad Med, 89(10), pp.1321~1323 (2014)[DOI]
56. Jonker G, "A case for competencybased anaesthesiology training with entrustable professional activities: an agenda for development and research", Eur J Anaesthesiol, 32(2), pp.71~76 (2015)[DOI]
57. Beeson MS, "Entrustable professional activities: making sense of the emergency medicine milestones", J Emerg Med, 47(4), pp.441~452 (2014)[DOI]
58. Kwan J, "Bridging the gap: a five stage approach for developing specialty-specific entrustable professional activities", BMC Med Educ, 16, pp.117~ (2016)[DOI]
59. Touchie C, "Entrustable professional activities for the transition from medical school to residency" (2016)
60. Leijen A, "Performance-based competency requirements for student teachers and how to assess them", Int J Inf Educ Technol, 7(3), pp.190~194 (2017)
61. Nasca TJ, "The next GME accreditation system: rationale and benefits", N Engl J Med, 366(11), pp.1051~1056 (2012)[DOI]
62. Touchie C, "The promise, perils, problems and progress of competency-based medical education", Med Educ, 50(1), pp.93~100 (2016)[DOI]

관련 논문AI추천