Gersten Jonker

202   Chapter 9 154. Steadman RH, Burden AR, Huang YM, Gaba DM, Cooper JB. Practice improvements based on participation in simulation for the maintenance of certification in anesthesiology program. Anesthesiology 2015; 122(5):1154–69. 155. Weinger MB, Banerjee A, Burden AR, et al. Simulation-based assessment of the management of critical events by board-certified anesthesiologists. Anesthesiology 2017; 127(3):475-89. 156. Banerjee A, Burden A, Slagle JM, et al. Key performance gaps of practicing anesthesiologists. Int Anesth Clin 2020; 58(1):13-20. 157. Van Schalkwyk SC, Hafler J, Brewer TF, et al. Transformative learning as pedagogy for the health professions: a scoping review. Med Educ 2019; 53(6):547-58. 158. Keeley MG, Gusic ME, Morgan HK, Aagaard EM, Santen SA. Moving toward summative competency assessment to individualize the postclerkship phase. Acad Med 2019; 94(12):1858-64. 159. Van den Broek WES, Wijnen-Meijer M, ten Cate O, van Dijk M. Medical students'preparation for the transition tot postgraduate training through final year elective rotations. GMS J Med Educ 2017; 34(5):Doc65. 160. Breen D, O’Brien S, McCarthy N, Gallagher A, Walshe N. Effect of a proficiency-based progression simulation programme on clinical communication for the deteriorating patient: a randomised controlled trial. BMJ Open 2019; 9(7): e025992. 161. Ten Cate O, Hoff RG. From case-based to entrustment-based discussions. The Clin Teach 2017; 14(6):385-9.