Gersten Jonker

198   Chapter 9 86. Moll-Khosrawi P, Ganzhorn A, Zöllner C, Schulte-Uentrop L. Development and validation of a postgraduate anaesthesiology core curriculum based on entrustable professional activities: a Delphi study. GMS J Med Educ 2020; 37(5):1-23. 87. O'Dowd E, Lydon S, O'Connor P, Madden C, Byrne D. A systematic reviewof 7 years of research on entrustable professional activities in graduate medical education, 2011 – 2018. Med Educ 2019; 53(3):234-49. 88. Caverzagie KJ, Nousiainen MT, Ferguson PC, et al. Overarching challenges to the implementation of competency-based medical education. Med Teach 2017; 39(6):588-93. 89. Nousiainen MT, Caverzagie KJ, Ferguson PC, Frank JR. Implementing competency-based medical education: What changes in curricular structure and processes are needed? Med Teach 2017; 39(6):594-8. 90. Ten Cate O, Borleffs J, van Dijk M, Westerveld T. Training medical students for the twenty- first century: Rationale and development of the Utrecht curriculum "CRU+". Med Teach 2018; 40(5):461-6. 91. Wong G, Greenhalgh T, Westhorp G, Pawson R. Realist methods in medical education research: what are they and what can they contribute? Med Educ 2012; 46(1):89-96. 92. Haji F, MorinMP, Parker K. Rethinking programme evaluation in health professions education: beyond 'did it work?'. Med Educ 2013; 47(4):342-51. 93. Benbassat J, Baumal R. Expected benefits of streamlining undergraduate medical education by early commitment to specific medical specialties. Adv Health Sci Educ Theory Pract 2012; 17(1):145-55. 94. Andrew SE, Oswald A, Stobart K. Bridging the continuum: Analysis of the alignment of undergraduate and postgraduate accreditation standards. Med Teach 2014; 36(9):804-11. 95. Aagaard E, Abaza M. The residency application process – burden and consequences. N Engl J Med 2016; 374(4):303-5. 96. Andrews JS, Bale JF, Soep JB, et al. Education in pediatrics across the continuum (EPAC): first steps toward realizing the dream of competency-based education. Acad Med 2018; 93(3):414-20. 97. Querido S, de Rond M, Wigersma L, van den Broek S, ten Cate O. The significance of experiencing clinical responsibilities for specialty career choice. Med Sci Educ 2020; 30:163- 71. 98. Hodges B. Assessment in the post-psychometric era: learning to love the subjective and collective. Med Teach 2013; 35(7):564-8. 99. Hauer KE, ten Cate O, Boscardin CK, et al. Ensuring resident competence: a narrative review of the literature on group decision making to inform the work of clinical competency committees. J Grad Med Educ 2016; 8(2):156-64. 100. Duitsman ME, Fluit C, van Alfen-van der Velden J, et al. Design and evaluation of a clinical competency committee. Perspect Med Educ 2019; 8(1):1-8. 101. Duitsman ME, Fluit C, van der Goot WE, et al. Judging residents' performance: a qualitative study using grounded theory. BMC Med Educ 2019; 19(1):13.

RkJQdWJsaXNoZXIy ODAyMDc0