Entrustable Professional Activities and Entrustment Decision-Making in Health Professions Education
Olle ten Cate, Vanessa C. Burch, H. Carrie Chen, Fremen Chihchen Chou, Marije P. Hennus
`Measuring cognitive load: mixed results from a handover simulation for medical students
John Q. Young, David M. Irby, Maria-Louise Barilla-LaBarca, Olle ten Cate, Patricia S. O’Sullivan
Opening up our windows to the world
Olle ten Cate
Bedside teaching in medical education: a literature review
Max Peters, Olle ten Cate
Essential facets of competence that enable trust in medical graduates: a ranking study among physician educators in two countries
Marjo Wijnen-Meijer, Kirstin Nillesen, Olle ten Cate, Marieke van der Schaaf, S. Harendza
Applying occupational and organizational psychology theory to entrustment decision-making about trainees in health care: a conceptual model
Ylva Holzhausen, Asja Maaz, Anna T. Cianciolo, Olle ten Cate, Harm Peters
User reception of a simple online multisource feedback tool for residents
Lonneke Alofs, Jorike Huiskes, Maas Jan Heineman, Caroline Buis, Manon Horsman, Lars van der Plank, Olle ten Cate
Breaking Bad News to Learners: How Well Does the SPIKES Clinical Model Translate?
Lynnea M. Mills, Olle ten Cate, Christy Boscardin, Patricia S. O’Sullivan
Contradictions and Opportunities: Reconciling Professional Identity Formation and Competency-Based Medical Education
Robert Sternszus, Natasha Khursigara Slattery, Richard L. Cruess, Olle ten Cate, Stanley J. Hamstra, Yvonne Steinert
Who can do without patients?
Olle ten Cate, Max Peters
“Languaging” tacit judgment in formal postgraduate assessment: the documentation of ad hoc and summative entrustment decisions
Anneke van Enk, Olle ten Cate
Exploring current physicians’ failure to communicate clinical feedback back to transferring physicians after transitions of patient care responsibility: A mixed methods study
Judith L. Bowen, Joseph Chiovaro, Bridget C. O’Brien, Christy Kim Boscardin, David M. Irby, Olle ten Cate