Gersten Jonker

General discussion   197 9 70. Van Gessel E, Goldik Z, Mellin-Olsen J, et al. Postgraduate training in anaesthesiology, resuscitation and intensive care: state-of-the-art for trainee evaluation and assessment in Europe. Eur J Anaesthesiol 2010; 27(8):673-5. 71. Van Gessel E, Mellin-Olsen J, Østergard HT, et al. Postgraduate training in anaesthesiology, pain and intensive care: the new European competence-based guidelines. Eur J Anaesthesiol 2012; 29(4):165-8. 72. Van Gessel EF, Østergard HT, Niemi-Murola L. Harmonisation of anaesthesiology training in Europe. Best Pract Res Clin Anaesthesiol 2012; 26(1):55-67. 73. Shorten GD, De Robertis E, Goldik Z, et al. European Section/Board of Anaesthesiology/ European Society of Anaesthesiology consensus statement on competency-based education and training in anaesthesiology. Eur J Anaesthesiol 2020; 37(6):421-34. 74. Frank JR, Mungroo R, Ahmad Y, et al. Toward a definition of competency-based education in medicine: a systematic review of published definitions. Med Teach 2010; 32(8):631-7. 75. Long DM. Competency-based training in neurosurgery: the next revolution in medical education. Surg Neurol 2004; 61(1):5-14. 76. Duijn C, Bok H, ten Cate O, Kremer W. Qualified but not yet fully competent: perceptions of recent veterinary graduates on their day-one skills. Vet Rec 2020; 186:216. 77. Cooper WO, Spain DA, Guillamondegui O, et al. Association of coworker reports about unprofessional behavior by surgeons with surgical complications in their patients. JAMA Surg 2019; 154(9):828-34. 78. Van Loon KA, Teunissen PW, Driessen EW, Scheele F. The role of generic competencies in the entrustment of professional activities: a nationwide competency-based curriculum assessed. J Grad Med Educ 2016; 8(4):546-52. 79. Van Loon KA, Teunissen PW, Driessen EW, Scheele F. Formal versus informal judgments: faculty experiences with entrustment in graduate medical education. J Grad Med Educ 2018; 10(5):537-42. 80. Blum RH, Boulet JR, Cooper JB, et al. Simulation-based assessment to identify critical gaps in safe anesthesia resident performance. Anesthesiology 2014; 120(1):129-41. 81. Blum RH, Muret-Wagstaff SL, Boulet JR, et al. Simulation-based assessment to reliably identify key resident performance attributes. Anesthesiology 2018;128(4):821-31. 82. Ten Cate O, Taylor DR. The recommended description of an entrustable professional activity. AMEE Guide No. 140. Med Teach 2020; Online ahead of print. 83. Stodel EJ, Wyand A, Crooks S, et al. Designing and implementing a competency-based training program for anesthesiology residents at the University of Ottawa. Anesthesiol Res Pract 2015; 2015:713038. 84. Marty AP, Schmelzer S, Thomasin RA, et al. Agreement between trainees and supervisors on first-year entrustable professional activities for anaesthesia training. Br J Anaesth 2020; 125(1):98-103. 85. Breckwoldt J, Beckers SK, Breuer G, Marty A. Entrustable professional activities : Promising concept in postgraduate medical education [in German]. Anaesthesist 2018; 67(6):452-7.