Entrustability of professional activities and competency‐based training

By Olle Th J ten Cate. Medical Education, 2005

1,058 citations recorded by the source corpus.

Subfields: General Health Professions, Health Information Management, Public Health, Environmental and Occupational Health

View Paper: https://www.semanticscholar.org/paper/75cb14014a024cb87da0f9bb7ab212e015b7d0fd

How researchers see this paper

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

In General Health Professions

1. H. Peters
2. Huiju Carrie Chen
3. O. ten Cate
4. R. Hoff
5. Steven Durning
6. M. F. van der Schaaf
7. H. Bok
8. Edward P. Shafranske

In Health Information Management

1. O. ten Cate
2. Steven Durning
3. Edward P. Shafranske
4. C. Falender

In Public Health, Environmental and Occupational Health

1. Edward P. Shafranske
2. C. Falender
3. H. Peters
4. Huiju Carrie Chen
5. O. ten Cate
6. R. Hoff
7. Steven Durning
8. M. F. van der Schaaf

Citations in the corpus

• Competence in Competency-Based Supervision Practice: Construct and Application (2007, background): “The supervisor bears the primary responsibility to ensure that competent service is provided and determines when “a trainee may be trusted to bear responsibility to perform a professional activity, given the level of competence he or she has reached” [emphasis added]; ten Cate, 2005, p. 1176).”
• Curriculum development for the workplace using Entrustable Professional Activities (EPAs): AMEE Guide No. 99 (2015, background): “EPAs were introduced to ground competencies in day-to-day practice (ten Cate 2005; ten Cate & Scheele 2007), as competencies are often felt to be too theoretical to validly assess (Grant 1999; Talbot 2004; Brooks 2009; Malone & Supri 2010; Glass 2014).”
• 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).”
• Peer teaching in medical education: twelve reasons to move from theory to practice (2007, background): “In competency-based curricula, specifically in postgraduate medical training, the outcome of training – i.e. the competence of the specialists – is considered more important than the input of the training – i.e. the training circumstances (Long 2000; Carracio et al. 2002; Ten Cate 2005; ACGME 2007).”
• 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).”