References
- Suter E Arndt J Arthur N Parboosingh J Taylor E Deutschlander S Role understanding and effective communication as core competencies for collaborative practice J Interprof Care 2009 23 41 51 10.1080/13561820802338579
- Frenk J Chen L Bhutta ZA Health professionals for a new century: Transforming education to strengthen health systems in an interdependent world Lancet 2010 376 1923 1958 10.1016/S0140-6736(10)61854-5
- Fischer MR Bauer D Mohn K NKLM-Projektgruppe. Finally finished! National competence based catalogues of learning objectives for undergraduate medical education (NKLM) and dental education (NKLZ) ready for trial GMS Z Med Ausbild 2015 32 Doc35
- Frank JR Snell L Sherbino J CanMEDS 2015 physician competency framework 2015 Ottawa Ottawa Royal College of Physicians and Surgeons of Canada
- Reeves S Fletch S Barr H A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39 Med Teach 2016 38 656 668 10.3109/0142159X.2016.1173663
- Reeves S Freeth D The London training ward: An innovative interprofessional learning initiative J Interprof Care 2002 16 41 52 10.1080/13561820220104159
- Meek R Morphet J Hood K Leech M Sandry K Effect of interprofessional student-led beds on emergency department performance indicators Emerg Med Australas 2013 25 427 434 10.1111/1742-6723.12118
- Morphet J Hood K Cant R Baulch J Gilbee A Sandry K Teaching teamwork: An evaluation of an interprofessional training ward placement for health care students Adv Med Educ Pract 2014 41 197 204
- Oosterom N Floren LC Ten Cate O Westerveld HE A review of interprofessional training wards: Enhancing student learning and patient outcomes Med Teach 2018 41 547 554 10.1080/0142159X.2018.1503410
- Hallin K Henriksson P Dalén N Effects of interprofessional education on patient perceived quality of care Med Teach 2011 33 e22 6 10.3109/0142159X.2011.530314
- Hallin K Gordon M Sköldenberg O Readmission and mortality in patients treated by interprofessional student teams at a training ward compared with patients receiving usual care: A retrospective cohort study BMJ Open 2018 8 e022251 10.1136/bmjopen-2018-022251
- Wijnen-Meijer M van der Schaaf M Nillesen K Harendza S ten Cate O Essential facets of competence that enable trust in medical gradates: A ranking study among physician educators in two countries Perspect Med Educ 2013 2 290 297 10.1007/s40037-013-0090-z
- Fürstenberg S Schick K Deppermann J Competencies for first year residents—Physicians’ views from medical schools with different undergraduate curricula BMC Med Educ 2017 17 154 10.1186/s12909-017-0998-9
- Wijnen-Meijer M Van der Schaaf M Booij E An argument-based approach to the validation of UHTRUST: Can we measure how recent graduates can be trusted with unfamiliar tasks? Adv Health Sci Educ Theory Pract 2013 18 1009 1027 10.1007/s10459-013-9444-x
- Fincke F Prediger S Schick K Entrustable professional activities and facets of competence in a simulated workplace-based assessment for advanced medical students Med Teach 2020 42 1019 1026 10.1080/0142159X.2020.1779204
- Ten Cate O Entrustability of professional activities and competency-based training Med Educ 2005 39 1176 1177 10.1111/j.1365-2929.2005.02341.x
- Ten Cate O Taylor DR The recommended description of an entrustable professional activity: AMEE Guide No. 140 Med Teach 2021 43 1106 1114 10.1080/0142159X.2020.1838465
- Hauer KE Boscarcin C Fulton TB Lucey C Oza S Teherani A Using a curricular vision to define entrustable professional activities for medical student assessment J Gen Intern Med 2015 30 1344 1348 10.1007/s11606-015-3264-z
- Taylor D Park YS Smith C ten Cate O Tekian A Constructing approaches to entrustable professional activity development that deliver valid descriptions of professional practice Teach Learn Med 2021 33 89 97 10.1080/10401334.2020.1784740
- Ten Cate O Carraccio C Damodaran A Entrustment decision making: Extending Miller’s pyramid Acad Med 2021 96 199 204 10.1097/ACM.0000000000003800
- Persky AM Fuller KA ten Cate O True entrustment decisions regarding entrustable professional activities happen in the workplace, not in the classroom setting Am J Pharm Educ 2021 85 8536 10.5688/ajpe8536
- Pandya A Patocka C Huffman J Simulation for assessment of entrustable professional activities in an emergency residency program CJEM 2022 24 84 87 10.1007/s43678-021-00209-5
- Peng CR Schertzer KA Caretta-Weyer HA Assessment of entrustable professional activities using a web-based simulation platform during transition to emergency medicine residency: Mixed methods pilot study JMIR Med Educ 2021 7 e32356 10.2196/32356
- Duggan N Curran VR Fairbridge NA Using mobile technology in assessment of entrustable professional activities in undergraduate medical education Perspect Med Educ 2021 10 373 377 10.1007/s40037-020-00618-9
- Prediger S Schick K Fincke F Validation of a competence-based assessment of medical students’ performance in the physician’s role BMC Med Educ 2020 20 6 10.1186/s12909-019-1919-x
- Wijnen-Meijer M ten Cate O van der Schaaf M Burgers C Borleffs J Harendza S Vertically integrated medical education and the readiness for practice of graduates BMC Med Educ 2015 15 229 10.1186/s12909-015-0514-z
- Zimmerhackl M Schick K Kadmon M Harendza S Gartmeier M Berberat PO Bedeutung des ersten Eindruckes im Anvertrauen von professionellen ärztlichen Tätigkeiten Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA). Zürich, Switzerland, 16–17 September 2021 2021 Düsseldorf German Medical Sciences GMS Publishing House 10.3205/21gma093 DocV24–04
- Harendza S Gärtner J Zelesniack E Prediger S Evaluation of a telemedicine-based training for final-year medical students including simulated patient consultations, documentation, and case presentation GMS J Med Educ 2020 37 Doc94
- Nikendei C Krautter M Celebi N Obertacke U Jünger J Final year medical education in Germany Z Evid Fortbild Qual Gesundhwes 2012 106 75 84 10.1016/j.zefq.2012.01.002
- Schick K Eissner A Wijnen-Meijer M Implementing a logbook on entrustable professional activities in the final year of undergraduate medical education in Germany—A multicentric pilot study GMS J Med Educ 2019 36 Doc69
- Gärtner J Bußenius L Schick K Validation of the ComCare index for rater-based assessment of medical communication and interpersonal skills Patient Educ Couns 2022 105 1004 1008 10.1016/j.pec.2021.07.051
- Mulder H ten Cate O Daalder R Berkvens J Building a competency-based workplace curriculum around entrustable professional activities: the case of physician assistant training Med Teach 2020 32 e453 9 10.3109/0142159X.2010.513719
- Bußenius L Harendza S van den Bussche H Selch S Final-year medical students’ self-assessment of facets of competence for beginning residents BMC Med Educ 2022 22 82 10.1186/s12909-021-03039-2
- Ten Cate O Chen HC The ingredients of a rich entrustment decision Med Teach 2020 42 1413 1420 10.1080/0142159X.2020.1817348
- Fürstenberg S Harendza S Differences between medical student and faculty perceptions of the competencies needed for the first year of residency BMC Med Educ 2017 17 198 10.1186/s12909-017-1036-7
- Peters H Holzhausen Y Boscardin C Ten Cate O Chen HC Twelve tips for the implementation of EPAs for assessment and entrustment decisions Med Teach 2017 39 802 807 10.1080/0142159X.2017.1331031
- Rheingans A Soulos A Mohr S Meyer J Guse AH The Hamburg integrated medical degree program iMED GMS J Med Educ 2019 36 Doc52
- Bachmann C Pettit J Rosenbaum M Developing communication curricula in healthcare education: an evidence-based guide Patient Educ Couns 2021 105 7 2320 2327 10.1016/j.pec.2021.11.016
- Postmes L Tammer F Posthumus I Wijnen-Meijer M van der Schaaf M ten Cate O EPA-based assessment: Clinical teachers’ challenges when transitioning to a prospective entrustment-supervision scale Med Teach 2021 43 4 404 410 10.1080/0142159X.2020.1853688
- Van Enk A ten Cate O “Languaging” tacit judgment in formal postgraduate assessment: The documentation of ad hoc and summative entrustment decisions Perspect Med Educ 2020 9 373 378 10.1007/s40037-020-00616-x
- Brewer ML Stewart-Wynne EG An Australian hospital-based student training ward delivering safe, client-centred care while developing students’ interprofessional practice capabilities J Interprof Care 2013 27 482 488 10.3109/13561820.2013.811639
- McGettigan P McKendree J Interprofessional training for final year healthcare students: A mixed methods evaluation of the impact on ward staff and students of a two-week placement and of factors affecting sustainability curriculum development BMC Med Educ 2015 15 185 10.1186/s12909-015-0436-9
- Ericson A Masiello I Bolinder G Interprofessional clinical training for undergraduate students in an emergency department setting J Interprof Care 2012 26 319 325 10.3109/13561820.2012.676109
- Mette M Baur C Hinrichs J Narciß E Gaining interprofessional knowledge and interprofessional competence on a training ward Med Teach 2021 43 583 589 10.1080/0142159X.2021.1885638
- Mink J Mitzkat A Krug K Impact of an interprofessional training ward on interprofessional competencies—A quantitative longitudinal study J Interprof Care 2021 35 751 759 10.1080/13561820.2020.1802240