Competency-based postgraduate training: can we bridge the gap between theory and clinical practice?

By O. ten Cate, F. Scheele. Academic medicine : journal of the Association of American Medical Colleges, 2007

634 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/df1927b5fc6c915be357d8fae738b9a2544a1aac

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J. Frank
Huiju Carrie Chen
E. Holmboe
R. Hoff
L. Snell
H. Peters
O. Cate
J. Sherbino

Citations in the corpus

Curriculum development for the workplace using Entrustable Professional Activities (EPAs): AMEE Guide No. 99 (2015, methodology): “The concept was developed to operationalise competency-based postgraduate medical education (ten Cate 2005; ten Cate & Scheele 2007), but is now more widely applied in health professions education (Mulder et al. 2010; Chen et al. 2015b).”
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).”
Cognitive Load Theory: Implications for medical education: AMEE Guide No. 86 (2014, unknown): “…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).”
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).”