Viewpoint: Competency-Based Postgraduate Training: Can We Bridge the Gap between Theory and Clinical Practice?

By O. Cate, F. Scheele. 2007

824 citations recorded by the source corpus.

Subfields: Family Practice, General Health Professions, Public Health, Environmental and Occupational Health

View Paper: https://www.semanticscholar.org/paper/07cc12dc925c4685911c26cf8a33ad1b4194920f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Family Practice

1. H. Peters
2. Huiju Carrie Chen
3. O. ten Cate
4. R. Hoff
5. M. F. van der Schaaf
6. H. Bok
7. E. Holmboe

In General Health Professions

1. H. Peters
2. Huiju Carrie Chen
3. O. ten Cate
4. R. Hoff
5. M. F. van der Schaaf
6. H. Bok
7. S. Swing

In Public Health, Environmental and Occupational Health

1. H. Peters
2. Huiju Carrie Chen
3. O. ten Cate
4. R. Hoff
5. M. F. van der Schaaf
6. H. Bok
7. E. Holmboe

Citations in the corpus

• Curriculum development for the workplace using Entrustable Professional Activities (EPAs): AMEE Guide No. 99 (2015, methodology): “…a trainee is primarily evaluated to determine how much supervision s/he needs for a specified EPA, designated by five levels of supervision (ten Cate & Scheele 2007; ten Cate 2013): (1) no permission to act, (2) permission to act with direct, pro-active supervision present in the room, (3)…”
• Toward a definition of competency-based education in medicine: a systematic review of published definitions (2010, background): “…papers on the topic (Long 2000; Carraccio et al. 2002; Diwakar 2002; Leung 2002; Talbot 2004; Glasgow et al. 2006; Aggarwal & Darzi 2007; Frank & Danoff 2007; ten Cate and Scheele 2007; Harden 2007; Whitcomb 2007; Albanese et al. 2008a; Albanese et al., 2008b; Carraccio et al. 2008; Brooks 2009).”
• Cognitive Load Theory: Implications for medical education: AMEE Guide No. 86 (2014, neutral): “…of medical competencies by applying a competency-based approach (Grant 1999; Lurie et al. 2009) has led to the concept of entrustable professional activities, a more holistic framework for clinical training and assessment (ten Cate 2005; ten Cate & Scheele 2007; Pangaro & ten Cate 2013).”
• Competency-based medical education: theory to practice (2010, background): “The answer to this question can come from educational needs assessments, such as practice profiling, task analysis, defining population health needs, or identifying entrustable professional activities for the specialty or subspecialty (ten Cate 2005; Wang et al. 2005; ten Cate & Scheele 2007).”