Gersten Jonker

General discussion   195 9 35. Lave J, Wenger E. Situated Learning: Legitimate Peripheral Participation . 1991, Cambridge: Cambridge University Press. 36. Billett S. Workplace participatory practices. J Workpl Learning 2004; 16(6):312-24. 37. Dath D, Iobst W. The importance of faculty development in the transition to competency- based medical education. Med Teach 2010; 32(8):683-6. 38. Holmboe ES, Ward DS, Reznick RK, et al. Faculty development in assessment: the missing link in competency-based medical education. Acad Med 2011; 86(4):460-7. 39. Fraser AB, Stodel EJ, Jee R, Dubois DA, Chaput AJ. Preparing anesthesiology faculty for competency-based medical education. Can J Anaesth 2016; 63(12):1364-73. 40. Walsh A, Koppula S, Antao V, et al. Preparing teachers for competency-based medical education: fundamental teaching activities. Med Teach 2018; 40(1):80-5. 41. Albanese MA, Mejicano G, Anderson WM, Gruppen L. Building a competency-based curriculum: the agony and the ecstasy. Adv Health Sci Educ Theory Pract 2010; 15(3):439-54. 42. Chen HC, van den BroekWE, ten Cate O. The case for use of entrustable professional activities in undergraduate medical education. Acad Med 2015; 90(4):431-6. 43. 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):1352-8. 44. AAMC. Core Entrustable Professional Activities for Entering Residency: Toolkits for the 13 Core EPAs - Abridged 2017 [Available from: https://www.aamc.org/system/files/c/2/484778- epa13toolkit.pdf]. 45. O'Brien BC. What to do about the transition to residency? Exploring problems and solutions from three perspectives. Acad Med 2018; 93(5):681-4. 46. Murray KE, Lane JL, Carraccio C, et al. Crossing the gap: using competency-based assessment to determine whether learners are ready for the undergraduate-to-graduate transition. Acad Med 2019; 94(3):338-45. 47. Holzhausen Y, Maaz A, Bosch J, Peters H. Development of entrustable professional activities for entry into residency at the Charité Berlin. GMS J Med Educ 2019; 36(1):Doc5. 48. 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):506-13. 49. Hart D, Franzen D, Beeson M, et al. Integration of entrustable professional activities with the milestones for emergency medicine residents. West J Emerg Med 2019; 20(1):35-42. 50. Wisman-Zwarter N, van der Schaaf M, ten Cate O, et al. Transforming the learning outcomes of anaesthesiology training into entrustable professional activities: A Delphi study. Eur J Anaesthesiol 2016; 33(8):559-67. 51. Ten Cate O, Snell L, Carraccio C. Medical competence: the interplay between individual ability and the health care environment. Med Teach 2010; 32(8):669-75. 52. Ten Cate O, Chen HC, Hoff RG, et al. Curriculum development for the workplace using Entrustable Professional Activities (EPAs). AMEE Guide No. 99. Med Teach 2015; 37(11):983- 1002.

RkJQdWJsaXNoZXIy ODAyMDc0