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Academic publications

Academic publications

Many scientific publications are published every year by our Expertise Center.

Our research is aimed towards the self learning healthcare professional in interaction with the learn- and working environment. We focus on:

  • (Adaptive) development of expertise of healthcare professionals
  • Interprofessional and patient feedback
  • Personalised learning
  • Multidisciplinary and interprofessional education
  • Entrustable professional activities
  • Inclusivity

2024 uitklapper, klik om te openen

  • Do summative entrustment decisions actually lead to entrustment? Sigurdsson, V. & Ten Cate, O., Feb 2024, In: The Clinical Teacher. 21, 1, 6 p., e13668.
  • Differences in Intrinsic Gray Matter Connectivity and Their Genomic Underpinnings in Autism Spectrum Disorder. The EU-AIMS LEAP group, 15 Jan 2024, In: Biological Psychiatry. 95, 2, p. 175-186 12 p.

2023 uitklapper, klik om te openen

  • Current strategies of cell and gene therapy for solid tumors: results of the joint international ESMO and CTIWP-EBMT survey. Comoli, P., Pentheroudakis, G., Ruggeri, A., Koehl, U., F, L., Mooyaart, J. E., Hoogenboom, J. D., Urbano-Ispizua, A., Peters, S., Kuball, J., Kröger, N., Sureda, A., Chabannon, C., Haanen, J. & Pedrazzoli, P., 23 Dec 2023, (E-pub ahead of print) In: Annals of oncology : official journal of the European Society for Medical Oncology.
  • DeltaScan for the Assessment of Acute Encephalopathy and Delirium in ICU and non-ICU Patients, a Prospective Cross-Sectional Multicenter Validation Study. Ditzel, F. L., Hut, S. C. A., van den Boogaard, M., Boonstra, M., Leijten, F. S. S., Wils, E-J., van Nesselrooij, T., Kromkamp, M., Rood, P. J. T., Röder, C., Bouvy, P. F., Coesmans, M., Osse, R. J., Pop-Purceleanu, M., van Dellen, E., Krulder, J. W. M., Milisen, K., Faaij, R., Vondeling, A. M., Kamper, A. M., van Munster, B. C., de Jonghe, A., Winters, M. A. M., van der Ploeg, J., van der Zwaag, S., Koek, D. H. L., Drenth-van Maanen, C. A. C., Beishuizen, A., van den Bos, D. M., Cahn, W., Schuit, E. & Slooter, A. J. C., 9 Dec 2023, (E-pub ahead of print) In: The American Journal of Geriatric Psychiatry.
  • Biologicals for pediatric patients with atopic dermatitis: practical challenges and knowledge gaps. Van der Rijst, L. P., van Royen-Kerkhof, A., Pasmans, S. G. M. A., Schappin, R., de Bruin-Weller, M. S. & de Graaf, M., Dec 2023, In: Journal of Dermatological Treatment. 34, 1, 2254567.
  • Inclusion and diversity within medical education: a focus group study of students' experiences. Verbree, A-R., Isik, U., Janssen, J. J. H. M., & Dilaver, G. (2023). BMC Medical Education23(1), 1-11. [61]. https://doi.org/10.1186/s12909-023-04036-3
  • The role of reference frames in learners’ internal feedback generation with a learning analytics dashboard. de Vreugd, L., Jansen, R., van Leeuwen, A., & van der Schaaf, M. (2023). Studies in Educational Evaluation79, [101303]. https://doi.org/10.1016/j.stueduc.2023.101303
  • Validity, acceptability, and procedural issues of selection methods for graduate study admissions in the fields of science, technology, engineering, and mathematics: a mapping review. Kurysheva, A., van Rijen, H. V. M., Stolte, C., & Dilaver, G. (2023). International Journal of STEM Education10(55), [55 (2023)].
  • A new view on rubrics: an eye tracking study of formative rubric feedbackPostmes, L., de Kleijn, R., Catrysse, L., Lesterhuis, M., & van der Schaaf, M. (2023). 81-81. Abstract from European Association for Research on Learning and Instruction Conference 2023, Thessaloniki, Greece.
  • Clinical supervision under pressure: a qualitative study amongst health care professionals working on the ICU during COVID-19. van Dam, M., van Hamersvelt, H., Schoonhoven, L., Hoff, R. G., ten Cate, O., & Hennus, M. P. (2023). Medical Education Online28(1), [2231614]. https://doi.org/10.1080/10872981.2023.2231614
  • Twelve tips to develop entrustable professional activities. Hennus, M. P., Jarrett, J. B., Taylor, D. R., & Ten Cate, O. (2023). Medical Teacher45(7), 701-707. https://doi.org/10.1080/0142159X.2023.2197137
  • ‘A role model is like a mosaic’: reimagining URiM students’ role models in medical school. Spaans, I., de Kleijn, R., Seeleman, C., & Dilaver, G. (2023). BMC Medical Education23(1), 396. [396]. https://doi.org/10.1186/s12909-023-04394-y
  • Teacher Expertise of Academics in Research-Intensive Universities: A Task-Based Approachvan Dijk, E. (2023). [Doctoral thesis 1 (Research UU / Graduation UU), UMC Utrecht]. Utrecht University. https://doi.org/10.33540/1420
  • Between theory and practice: educators’ perceptions on assessment quality criteria and its impact on student learning. Schellekens, L. H., Kremer, W. D. J., Van der Schaaf, M. F., Van der Vleuten, C. P. M., & Bok, H. G. J. (2023). Frontiers in Education8, [1147213]. https://doi.org/10.3389/feduc.2023.1147213
  • Medical Residents’ Informal Learning from Pharmacists in the Clinical Workplace. Floren, L. C., Pittenger, A. L., Wilting, I., Irby, D. M., & Cate, O. T. (2023). Medical Science Educator33(3), 701-710. https://doi.org/10.1007/s40670-023-01784-1
  • Een nieuwe kijk op rubrics: een eye-tracking studie naar het kijkgedrag van studentenPostmes, L., Catrysse, L., de Kleijn, R., Lesterhuis, M., & van der Schaaf, M. (2023). 439-441. Abstract from Onderwijs Research Dagen 2023, Amsterdam, Netherlands.
  • In gesprek met je stagebegeleider: de SEED tool - Supervision Expectations and Evaluation Dialoguesde Kleijn, R., Postmes, L., Keijzer, L., van Miltenburg, I., & Moran Luengo, T. (2023). 672-674. Poster session presented at Onderwijs Research Dagen 2023, Amsterdam, Netherlands.
  • Professional Activities for Pediatric Intensive Care Fellows: A Proof-of-Concept Study. van Keulen, S. G., de Raad, T., Raymakers-Janssen, P., Ten Cate, O., & Hennus, M. P. (2023). Teaching and Learning in Medicine, 1-9. https://doi.org/10.1080/10401334.2023.2200760
  • Coping with Administrative Workload: a Pilot Study in the Usefulness of a Workshop for Psychiatric Trainees. Deschamps, P., Seker, A., van der Schaaf, M., & Piot, M. A. (Accepted/In press). Academic Psychiatryhttps://doi.org/10.1007/s40596-023-01787-5
  • Feedback op de werkplek: De potentie van e-portfolio’s met learning analytics. van der Schaaf, M., & Slof, B. (2023). Tijdschrift voor Hoger Onderwijs41(1), 20-34.
  • The Westerveld framework for interprofessional feedback dialogues in health professions education. Tielemans, C., de Kleijn, R., van der Schaaf, M., van den Broek, S., & Westerveld, T. (2023). Assessment and Evaluation in Higher Education48(2), 241-257. https://doi.org/10.1080/02602938.2021.1967285
  • Supervisors’ untrained postgraduate rubric use for formative and summative purposes. Postmes, L., Bouwmeester, R., de Kleijn, R., & van der Schaaf, M. (2023). Assessment & Evaluation in Higher Education48(1), 41-55. https://doi.org/10.1080/02602938.2021.2021390
  • Biologicals for pediatric patients with atopic dermatitis: practical challenges and knowledge gaps. van der Rijst, L. P., van Royen-Kerkhof, A., Pasmans, S. G. M. A., Schappin, R., de Bruin-Weller, M. S., & de Graaf, M. (2023). Journal of Dermatological Treatment34(1), [2254567]. https://doi.org/10.1080/09546634.2023.2254567
  • Patients as Feedback Providers: Exploring Medical Students' Credibility Judgments. Eijkelboom, M. C. L., de Kleijn, R. A. M., van Diemen, W. J. M., Maljaars, C. D. N., van der Schaaf, M. F., & Frenkel, J. (2023). Perspectives on medical education12(1), 129-140. https://doi.org/10.5334/pme.842
  • Strengthening educational leadership through a professional development programme in conjunction with a teaching-focused full professor career track: reflections of participants. Crone, V., Prins, F., Lutz, C., Meijerman, I., Schutjens, V., van der Smagt, M., Wijngaards-de Meij, L., Bovenschen, N., & Kluijtmans, M. (2023). International Journal for Academic Developmenthttps://doi.org/10.1080/1360144X.2023.2207309
  • Supporting student and teacher feedback literacy: an instructional model for student feedback processes. de Kleijn, R. (2023). ASSESSMENT & EVALUATION IN HIGHER EDUCATION48(2), 186-200. https://doi.org/10.1080/02602938.2021.1967283
  • Towards a conceptual framework of adaptivity in face-to-face-interaction: an interdisciplinary review of adaptivity concepts. van de Pol, J., van Braak, M., Pennings, H. J. M., van Vondel, S., Steenbeek, H., & Akkerman, S. (2023). Annals of the International Communication Association47(1), 1-19. https://doi.org/10.1080/23808985.2022.2130809

2022 uitklapper, klik om te openen

  • Approaching Training-Practice Gaps After the Transition : A Practice Proposal for Supervision After Training. ten Cate, Olle; Favier, Robert P.  In: Frontiers in medicine, Vol. 9, 881274, 06.05.2022.
  • ‘Undisciplining’ higher education without losing disciplines: furthering transformative potential for students. Vereijken, Mayke; Akkerman, Sanne F. ; te Pas, Susan F. et al.  In: Higher Education Research & Development, 19.12.2022.
  • The Implementation of Entrustable Professional Activities in Postgraduate Medical Education in the Netherlands : Rationale, Process, and Current Status. de Graaf, Jacqueline; Bolk, Marieke; Dijkstra, Auk et al. In: Academic medicine : journal of the Association of American Medical Colleges, Vol. 96, No. 7S, 01.07.2021, p. S29-S35.
  • Preliminary evidence for a Tool to Observe the Construction of Knowledge in Interprofessional teams (TOCK–IP). Carstensen Floren, Leslie; Louise Pittenger, Amy; ten Cate, Olle et al. In: Journal of interprofessional care, 2022.
  • Professionals' adaptive expertise and adaptive performance in educational and workplace settings : an overview of reviews. Pelgrim, Els; Hissink, Elske; Kuijer-Siebelink, Wietske et al. In: Advances in Health Sciences Education, 22.11.2022, p. 1-19.
  • Assessing social configurations in teacher learning groups the Dimensions of Social Learning Questionnaire. de Vreugd, Lars; Vrieling, Emmy. In: Journal of Education for Teaching, 03.11.2022.
  • In pursuit of a better transition to selected residencies : a quasi-experimental evaluation of a final year of medical school dedicated to the acute care domain. Jonker, Gersten; Booij, Eveline; Vernooij, Jacqueline E.M. et al. In: BMC Medical Education, Vol. 22, No. 1, 807, 23.11.2022.
  • Longitudinal Motor-Developmental Outcomes in Infants with a Critical Congenital Heart Defect. Sprong, Maaike C A; van Brussel, Marco; de Vries, Linda S et al. In: Children (Basel, Switzerland), Vol. 9, No. 4, 570, 16.04.2022, p. 1-16.
  • Leerdoelen over kinder- en jeugdpsychiatrie in de opleiding psychiatrie : een delphistudie. Deschamps, Peter; Roelofs, Susan; Klumpers, Ursula M.H. et al. In: Tijdschrift voor Psychiatrie, Vol. 64, No. 10 , 15.06.2022, p. 637-642.
  • The generic skills learning systematic : Evaluating university students’ learning after complex problem-solving. van Ravenswaaij, Heleen; Bouwmeester, Rianne A.M.; van der Schaaf, Marieke F. et al. In: Frontiers in Education, Vol. 7, 1007361, 03.11.2022.
  • Conscientiousness as a Predictor of the Gender Gap in Academic Achievement. Verbree, Anne-Roos; Hornstra, Lisette ; Maas, Lientje et al. In: Research in Higher Education, 16.08.2022.
  • Developing a digital application for quality assurance of assessment programmes in higher education : This study aims to report the design, development and evaluation of a digital quality assurance application aimed at improving and ensuring the quality of assessment… Schellekens, Lonneke H.; van der Schaaf, Marieke F.; van der Vleuten, Cees P.M. et al. In: Emerald publishing, 29.11.2022.
  • Once the best student always the best student? Predicting graduate study success using undergraduate academic indicators: Evidence from research masters’ programs in the Netherlands. / Kurysheva, Anastasia; Koning, Nivard; Fox, Christine et al.  In: International Journal of Selection and Assessment, Vol. 30, No. 4, 12.2022, p. 579-595.
  • Connecting academics’ disciplinary knowledge to their professional development as university teachers : a conceptual analysis of teacher expertise and teacher knowledge. van Dijk, Esther E.; Geertsema, Johan; van der Schaaf, Marieke F. et al.  In: Higher Education, 2022.
  • Factors that influence continuing professional development over a nursing career : A scoping review. Hakvoort, Lysette; Dikken, Jeroen; Cramer-Kruit, Jessica et al. In: ScienceDirect, Vol. 65, 103481, 11.2022, p. 1-8.
  • Quality of life, psychosocial characteristics, and study skills affecting recruits' intention to quit Basic Military Training. Hof, Tineke; Zuidema, Pauline M.; Pennings, Helena J. M. In: Military Psychology, 30.09.2022.
  • Describing and measuring leadership within school teams by applying a social network perspective.
    de Jong, Angela; Brouwer, Jasperina; Lockhorst, Ditte, Kleijn de, Renske, Tartwijk van, Jan et al. In: international journal of educational research open, Vol. 3, 100116, 2022, p. 1-9.
  • Integration of Philosophy of Science in Biomedical Data Science Education to Foster Better Scientific Practice. Pieterman-Bos, Annelies; van Mil, Marc. In: Science & Education, 23.07.2022, p. 1-30.
  • Admissions to Graduate Studies: Selection Methods for Life and Natural Sciences Masters’ Programs at a European Research University. Kurysheva, Anastasia. Utrecht University, 2022. 240 p.
  • Making knowledge clips with patients : What learning mechanisms are triggered in medical students? Eijkelboom, M. C.L.(Charlotte); Kalee, M. (Melanie); de Kleijn, R. A.M.(Renske) et al. In: Patient Education and Counseling, Vol. 105, No. 10, 10.2022, p. 3096-3102.
  • Potential and Unique Incremental Value of Signal Detection Theory Analyses in Higher Education: An Example from Selective Graduate Admissions. Kurysheva, Anastasia; van Ooijen-van der Linden, Linda; van der Smagt, Maarten et al. In: Frontiers in Education, Vol. 7, 906611, 20.10.2022, p. 1-12.
  • Game-based learning has good chemistry with chemistry education : A three-level meta-analysis.
    Hu, Yuanyuan; Gallagher, Timothy; Wouters, Pieter et al. In: Journal of Research in Science Teaching, Vol. 59, No. 9, 11.2022, p. 1499-1543.
  • Towards a conceptual framework of adaptivity in face-to-face-interaction : an interdisciplinary review of adaptivity concepts. van de Pol, Janneke; van Braak, Marije; Pennings, Helena J.M. et al. In: Annals of the International Communication Association, 2022.
  • Entrepreneurial literacy and skills. Baggen, Yvette; Kaffka, Gabi. Policy Department for Economic, Scientific and Quality of Life Policies, European Parliament, 2022. 87 p.
  • Medication self-management : Considerations and decisions by older people living at home.
    Dijkstra, Nienke E; Sino, Carolien G M; Schuurmans, Marieke J et al. In: Research in Social and Administrative Pharmacy, Vol. 18, No. 3, 03.2022, p. 2410-2423.
  • The logic behind entrustable professional activity frameworks : A scoping review of the literature. Hennus, Marije P.; van Dam, Marjel; Gauthier, Stephen et al. In: Medical Education, Vol. 56, No. 9, 09.2022, p. 881-891.
  • A global perspective on training and education in child and adolescent psychiatry.
    Deschamps, PKH; Hansen, Anne Sofie; Jacobs, Brian et al. JM Rey’s IACAPAP Textbook of Child and Adolescent Mental Health. International Association for Child and Adolescent Psychiatry and Allied Professions, 2022. p. 1-31.
  • Time to reflect: How has COVID-19 transformed you? A commentary. Jansen, Renée. In: Medical Education, Vol. 56, No. 8, 08.2022, p. 782-784.
  • Re-viewing performance : Showing eye-tracking data as feedback to improve performance monitoring in a complex visual task. Kok, Ellen; Hormann, Olle; Rou, Jeroen et al. In: Journal of Computer Assisted Learning, Vol. 38, No. 4, 08.2022, p. 1087-1101.
  • The development of research supervisors’ pedagogical content knowledge in a lesson study project. Agricola, Bas T.; van der Schaaf, Marieke F.; Prins, Frans J. et al. In: Educational Action Research, Vol. 30, No. 2, 15.03.2022, p. 261-280.
  • Developing entrustable professional activities for university teachers in the health professions.
    van Bruggen-Taverne, Lisette; van Dijk, Esther; van der Schaaf, Marieke et al. In: Medical Teacher, Vol. 44, No. 4, 03.04.2022, p. 425-432.
  • Connecting Biochemistry Knowledge to Patient Care in the Clinical Workplace : Senior Medical Students’ Perceptions about Facilitators and Barriers. Fulton, Tracy B.; Collins, Sally; van der Schaaf, Marieke et al. In: Teaching and Learning in Medicine, 07.07.2022, p. 1-13.
  • The Ethics of Health Professions Education Research : Protecting the Integrity of Science, Research Subjects, and Authorship. Ten Cate, Olle. In: Academic medicine : journal of the Association of American Medical Colleges, Vol. 97, No. 1, 01.2022, p. 13-17.
  • Support for using a three-dimensional anatomy application over anatomical atlases in a randomized comparison. Zilverschoon, Marijn; Custers, Eugene J.; ten Cate, Olle et al. In: Anatomical Sciences Education, Vol. 15, No. 1, 01.01.2022, p. 178-186.

2021 uitklapper, klik om te openen

Εvaluation of the 2020 EAN Virtual Congress: transition from a face-to-face to a virtual meeting. 

Stamelou M, Struhal W, ten Cate O, Matczak A, Caliskan A, Soffietti R, Marson T, Zis P, Lorenzo F, Sander A, Deuschl G, de Visser M, Bassetti CLA.

Due to the COVID‐19 pandemic, scientific congresses are increasingly being organised as virtual congresses. In May 2020, the European Academy of Neurology (EAN) held a VC, free‐of‐charge. In the absence of systematic studies on this topic, the aim of this study is to evaluate the attendance and perceived quality of the 2020 EAN virtual congress (VC) compared to the 2019 EAN face‐to‐face congress (FFC).

  • Grevenstein WMU, van der Linde EM, Heetman JG, Lange JF, ten Cate ThJ, Wauben LSGL, Dekker-van Doorn CM. Crew Resource Management training for surgical teams, a fragmented landscape. Journal of Surgical Education 2021 
  • Zilverschoon M, Custers EJFM, ten Cate O, Kruitwagen CJ, Bleys RLAW.  Support for using a virtual 3D application over anatomical atlases in a randomized comparison. Anatomical Sciences Education 2021
  • ten Cate O, Schultz K, Frank JR, Hennus MP, Ross S, Schumacher DJ, Snell LS, Whelan A, Young JQ. Questioning medical competence: should the COVID-19 crisis affect our views of what it includes? Medical Teacher 2021. 
  • Schumacher DJ, Caretta-Weyer H, Busari J, Carraccio C, Damodaran A, Gruppen LD, Hall AK, Kinnear B, Warm E, ten Cate O. Competency-Based Time-Variable Training Internationally: Ensuring Practical Next Steps. Medical Teacher 2021. 
  • Touchie C, Kinnear B, Schumacher D, Caretta-Weyer H, Hamstra SJ, Hart D, Gruppen L, Ross S, Warm E, ten Cate O. On the validity of Summative Entrustment Decisions. Medical Teacher 2021. 
  • Zhang X, Li C, Yue C, Jiang X, Cao J,  ten Cate O. Clinical training in China needs to be improved: A cross-sectional study of MD graduates. BMC Medical Education 2021;21(1):12-11.
  • Schumacher DJ, ten Cate O, Damodaran A, Richardson D, Hamstra SJ, Ross S, Hodgson J, Touchie C, Molgaard L, Gofton W,  Carraccio C, MD, MA. Clarifying Essential Terminology in Entrustment. Medical Teacher 2021. 
  • Weggemans M, ter Haar NM, Prakken B, ten Cate O. Developing Entrustable Professional Activities for the training of translational scientists: a Delphi study. Academic Medicine 2021 Prepublication
  • Hunt P, Leijen Ä, van der Schaaf, M. Automated Feedback Is Nice and Human Presence Makes It Better: Teachers’ Perceptions of Feedback by Means of an E-Portfolio Enhanced with Learning Analytics. Educ. Sci. 2021, 11, 278. 
  • Van Geelen S, Dekker M, Van de Ent K. A new direction for simulation in healthcare education: Improving learners’ insight into the perspectives of patients through lived experience, 2021, Medical Teacher, 
  • Dekker M, Van de Ent K, Van Geelen S. Learning through lived experience: An educational tool to improve health professionals' insight into the perspectives of patients, 2021, MedEdPublish.
  • F. Grosfeld, M. Kok. It takes two to tango. In: Professionaliteit in de zorg. P.J. van Dijken et al. (Red.) Bohn Stafleu van Loghum, Springer Nature 2021. 
  • ten Cate O. Health profession education scholarship: The emergence, current status, and future of a discipline in its own right. FASEB BioAdvances. 2021;00:1–13. 
  • van Dam M, Ramani S, ten Cate O. An EPA for Better Bedside Teaching. The Clinical Teacher 2021;0:1-6. 
  • Hennus MP, Nusmeier A, van Heesch GGM, Riedijk MA, Schoenmaker NJ, Soeteman M, Wildschut ED, Fawns T, ten Cate O. Development of entrustable professional activities for paediatric intensive care fellows: A national modified Delphi study. PLoS ONE 2021;16(3): e0248565. 
  • Persky, AM, Fuller, KA, ten Cate O. The Importance of Avoiding Entrustment Decisions on Entrustable Professional Activities in the Classroom Setting. Amer Journal of Pharmaceutical Education 2021.
  • 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. Teaching and Learning in Medicine 2021; 33(1): 89–97.
  • ten Cate O, Carraccio C, Damodaran A, Gofton W, Hamstra S, Hart D, Richardson D, Ross S, Schultz K, Whelan A, Warm E, Schumacher D. Entrustment Decision Making: Extending Miller’s Pyramid. Academic Medicine 2021;96(2):199–204.​ 
  • Van Houwelingen CTM, Ettema RGA, Bleijenberg N, van Os-Medendorp H, Kort HSM, ten Cate O. Educational intervention to increase nurses’ knowledge, self-efficacy and usage of telehealth: a multi-setting pretest-posttest study. Nurse Education in Practice 2021. 
  • Valbuena, G., van der Schaaf, M., O’Sullivan, P., & O’Brien, B. (2021). When I say… attitude. Medical Education. 
  • Rutgers DR, van der Gijp A, Vincken KL, Mol CP, van der Schaaf MF, ten Cate O. Heat Map Analysis in Radiological Image Interpretation: An Exploration of Its Usefulness for Feedback About Image Interpretation Skills in Learners, Academic Radiology, Volume 28, Issue 3, 2021.
  • Lebares CC, Greenberg AL, Ascher NL, et al. Exploration of Individual and System-Level Well-being Initiatives at an Academic Surgical Residency Program: A Mixed-Methods Study. JAMA Netw Open. 2021;4(1). 
  • Stamelou M, Struhal W, ten Cate O, Matczak A, Caliskan A, Soffietti R, Marson T, Zis P, Lorenzo F, Sander A, Deuschl G, de Visser M, Bassetti CLA. Εvaluation of the 2020 EAN Virtual Congress: transition from a face-to-face to a virtual meeting. European J Neurology 2021 Early Online.
  • Wijnen-Meijer M, Van den Broek WES, Koens F, ten Cate O. Vertical Integration in Medical Education: The Broader Perspective. BMC Medical Education (2020) 20:509
  • Wijnen-Meijer M, van den Broek M, ten Cate O. Six Dominant Routes to Unsupervised Clinical Practice. Academic Medicine 2020. Pre-publication
  • 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. Medical Teacher 2020. Early Online. 
  • Beeri R, Tanner, FC ten Cate O, Ros M, Kirchhof P. Trusting our trainees: competency-based training of cardiologists using Entrustable Professional Activities (EPA). European Heart Journal 2020; 41, (Suppl2): ehaa946.3533 [abstract]
  • Monroig AMC, Chen HC, Carraccio C, Richards BF, ten Cate O, Balmer DF, the EPAC Study Group. Medical Students’ Perspective on Entrustment Decision-Making: A Secondary Data Analysis. Academic Medicine 2020 Early Online
  • Van Houwelingen CTM, Ettema RGA, Bleijenberg N, van Os-Medendorp H, Kort HSM, ten Cate O. Educational intervention to increase nurses’ knowledge, self-efficacy and usage of telehealth: a multi-setting pretest-posttest study. Nurse Education in Practice 2020. Early online

2020 uitklapper, klik om te openen

  • 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. Medical Teacher 2020
  • Bovenschen N, Dictus W, Prakken B. Towards Bachelor Research Hub networks to foster transdisciplinary challenge-based education in Translational Medicine.
  • ten Cate O, Taylor D. The recommended description of an entrustable professional activity, AMEE Guide 140. Medical Teacher 2020, Early online.
  • Pool I, ten Cate O. Begeleiden en bekwaam verklaren met Entrustable professional activities (EPA’s). Onderwijs en Gezondheidszorg 2020;(6)16-20
  • ten Cate O, Carraccio C, Damodaran A, Gofton W, Hamstra S, Hart D, Richardson D, Ross S, Schultz K, Whelan A, Warm E, Schumacher D. Entrustment Decision Making: Extending Miller’s Pyramid. Academic Medicine 2020, Early Online.
  • van Dijk E, van Tartwijk J, van der Schaaf MF, Kluijtmans M. What makes an expert university teacher? A systematic review and synthesis of frameworks for teacher expertise in higher education. Educational Research Review 2020. Early online
  • Agricola BT, van der Schaaf MF, Prins FJ, van Tartwijk J. The development of research supervisors’ pedagogical content knowledge in a lesson study project. Educational Action Research 2020.
  • van Montfort D, Kok E, Vincken K, van der Schaaf M, van der Gijp A, Ravesloot C, Rutgers D. Expertise development in volumetric image interpretation of radiology residents: what do longitudinal scroll data reveal? Advances in Health Sciences Education Theory and Practice 2020. Early online
  • ten Cate O, Chen, HC. The ingredients of a rich entrustment decision. Medical Teacher 2020 Early Online
  • Van den Broek S, Tielemans C, ten Cate O, Kruitwagen C, Westerveld T. Professional and interprofessional group identities of final year medical and nursing students. Journal of Interprofessional Education and Practice 2020. Early Online
  • Van Enk A, ten Cate O. "Languaging" tacit judgment in formal assessment: Some thoughts on documenting ad hoc and summative entrustment decisions. Perspectives on Medical Education 2020. Early Online.
  • Floren, LC, Irby DM, ten Cate O, O'Brien BC. Exploring knowledge construction in interprofessional education using an Interaction Analysis Model. Journal of Interprofessioal Care 2020. Early Online
  • Torotcoi S, Gologan D, Kurysheva A. What Works for Underrepresented Groups? Identifying Effective Measures for Enhancing Access to Higher Education in Europe. Working Papers on University Reform no. 32
  • Pacifico JL, Donkers J, Jacobs J, van der Vleuten C, Heeneman S. Understanding teaching and learning conceptions among clinical faculty as a means to improve postgraduate training. Int J Med Educ 2020. 
  • Van der Schaaf, M, Schuurmans, M, van Tartwijk, J. De roep om adaptieve professionals. Werken en ontwikkelen in tijden van onzekerheid en snelle verandering. Opleiding en Ontwikkeling tijdschrift voor HRD 2020, 33(3), 8-13
  • Jonker G, Ochtman A, Marty A, Kalkman CJ, ten Cate O, Hoff RG. Would you trust your loved ones to this resident? Certification decisions in postgraduate anesthesiology training. British Journal of Anaesthesia 2020, Early Online
  • Querido S, Wigersma L, ten Cate O. Traveling by winding roads or highways; stability of medical students’ specialty preferences over time. Medical Teacher 2020. Early online
  • Chang Chan AYC, ten Cate O, Wammes E, Custers E, van Leeuwen MS; Bleys R. Comparing Medical Student Interest In Gross Anatomy Learning and Teaching Across Different Cultures. Journal of Medical Education and Training 2020; 4:050
  • Floren, LC, Irby DM, ten Cate O, O’Brien BC. Exploring knowledge construction in interprofessional education using an Interaction Analysis Model. Journal of Interprofessioal Care 2020. Early Online
  • 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. Teaching and Learning in Medicine 2020. Early online 
  • Dekker PM, Bolk M, ten Cate ThJ, Dahmen R. De Entrustment-based Discussion. Ned Tijdschr Revalidatie Geneesk  2020; Juni: 30-33.
  • van Dam M, Ramani S, ten Cate O. Breathing life into bedside teaching in the era of COVID-19. Medical Teacher 2020 Early Online
  • Voogt JJ, Kars MC, van Rensen ELJ, Schneider MME, Noordegraaf M, van der Schaaf MF. Why Medical Residents Do (and Don't) Speak Up About Organizational Barriers and Opportunities to Improve the Quality of Care. Academic Medicine 2020;95(4):574-581.
  • van der Schaaf MF, Baartman L, Mainhard T. Onderwijs is interactie. Didactief Online 2020.
  • Agricola BT, Prins FJ, van der Schaaf MF, van Tartwijk J. Supervisor and Student Perspectives on Undergraduate Thesis Supervision in Higher Education. Scandinavian Journal of Educational Research 2020. Early online
  • Jacobs JCG, Wilschut J, van der Vleuten C, Scheele F, Croiset G, Kusurkar RA. An international study on teachers’ conceptions of learning and teaching and corresponding teacher profiles. Medical Teacher 2020. Early online
  • Rutgers DR, van Schaik JPJ, Kruitwagen CLJJ, Haaring C, van Lankeren W, van Raamt AF, ten Cate O. Introducing summative progress testing in radiology residency: little change in residents' test results after transitioning from formative progress testing. Medical Science Educator 2020 Early Online.
  • Bowen JL, Chiovaro J, O’Brien BC, Boscardin CK, Irby DM, ten Cate O. Exploring current physicians’ failure to communicate clinical feedback to prior physicians after transitions of patient care responsibility: A mixed methods study. Perspectives on Medical Education 2020 Early Online
  • ten Cate O, Schwartz A, Chen HC. Assessing trainees and making entrustment decisions: on the nature and use of entrustment and supervision scales. Academic Medicine 2020 (pre-publication)
  • Horsley T, Custers E, Tolsgaard MG. Fundamentals of randomized designs: AMEE Guide No. 128. Med Teach. 2020;42(5):486–92.
  • Sewell JL, Bowen JL, ten Cate O, O’Sullivan PS, Shah B, Boscardin CK. Learning challenges, teaching strategies, and cognitive load: experience of seasoned endoscopy teachers. Academic Medicine 2020;95(5):794-802
  • Veenhoven H H, Pool I A. Interprofessioneel leren op de werkplek. Onderwijs en Gezondheidszorg 2020; 4, 25 - 29
  • Jansen RS, van Leeuwen A, Janssen J, Kester L. A mixed method approach to studying self-regulated learning in MOOCs: combining trace data with interviews. Frontline Learning Research 2020;8 (2), 35 - 64
  • Voogt JJ, Kars MC, van Rensen, ELJ, Schneider ME, Noordegraaf M, van der Schaaf MF. Why Medical Residents Do (and Don’t) Speak Up About Organizational Barriers and Opportunities to Improve the Quality of Care. Academic Medicine 2020 95 (4)
  • van Bruggen L, ten Cate O, Chen HC. Developing a novel 4-C framework to enhance participation in faculty development. Teaching and Learning in Medicine 2020. Early Online
  • Humphrey-Murto S, O’Brien B, Irby DM, van der Vleuten C, ten Cate O, Durning S, Gruppen L, Hamstra S, Hu W, Varpio L. 14 Years Later: Follow-up Study of 8 Health Professions Education Scholarship Units. Academic Medicine 2010;95 (4), 629-636
  • Floren LC, Mandal J, Dall’Era M, Shin J, Irby DM, ten Cate O, O’Brien BC. A Mobile Learning Module to Support Interprofessional Knowledge Construction in the Health Professions. American Journal of Pharmaceutical Education 2020; 84 (2) 239-249
  • Tekian A,  ten Cate O, Holmboe ES, Trudie T, Norcini J. Entrustment Decisions: implications for Curriculum Development and Assessment. Medical Teacher 2020 Early Online.
  • ten Cate O, Dahdal S, Lambert T, Neubauer F, Pless A, Pohlmann P-F, van Rijen H, Gurtner C. Ten caveats of learning analytics in health professions education: considering its definition, purposes and potential risks. Medical Teacher 2020. Early online
  • Favier RP, ten Cate O, Duijn C, Bok HGJ. Bridging the Gap between Undergraduate Veterinary Training and Veterinary Practice with Entrustable Professional Activities. Journal of Veterinary Medical Education 2020 Early Online
  • Groot F, Jonker G, Rinia M, ten Cate O, Hoff RG.  Simulation at the frontier of the Zone of Proximal Development: a test in acute care for inexperienced learners. Academic Medicine 2020. Pre-publication
  • Ten Cate O. Loting voor de artsenstudie is goed voor de zorg [Online: Loting voor de artsenstudie geeft scholieren rust en is goed voor de zorgkwaliteit]. Trouw 29 februari 2020, pg 28-29
  • Yarris L, Artino A, Deiorio, ten Cate O, Sullivan, G Simpson D. Envisioning the future of academic writing. Editorial. J Grad Med Educ 2020;12(1):1-6
  • Tonni I, Gadbury-Amyot C, Govaerts M, ten Cate O, Davis J, Garcia LT, Valachovic RW. ADEA-ADEE Shaping the Future of Dental Education III Assessment in competency-based dental education: Ways forward. Journal of Dental Education 2020;84(1):97-104
  • De Graef O, Busse B, Cahill, V, Hansen, John R, Kluijtmans, M. Tomorrow’s teachers today: what universities can do for the teaching profession, League of European Research Universities, Online
  • Van Dam M, Gemke R, Schelfhout V, Ten Cate O. Werken met EPA’s: wie is verantwoordelijk? Medisch Contact 2020;08[20 feb.]:20-23
  • Van den Broek S, Querido S, Wijnen-Meijer M, van Dijk M, ten Cate O. Social identification with the medical profession in the transition from student to practitioner. Teaching and Learning in Medicine 2020, Early Online 

2019 uitklapper, klik om te openen

  • Rutgers DR, van der Gijp A, Vinken KL, Mol CP, van der Schaaf MF, ten Cate ThJ. Heat map analysis in radiological image interpretation: an exploration of its usefulness for feedback about image interpretation skills in learners. Academic Radiology 2019 Early Online
  • ten Cate O, Pool IA. The viability of interprofessional entrustable professional activities. Advances in Health Sciences Education 2019. Early Online
  • Duijn CMA, Bok HGJ, ten Cate O, Kremer WDJ. Qualified but not yet fully competent: bridging the gap between education and clinical practice. Veterinary Record 2019 Early Online.
  • Gerrits EM, van Dooren MF, Bredenoord AL, van Mil MHW. Direct-to-consumer genetische tests in de spreekkamer. Ned Tijdschr Geneeskd 2019;163
  • Ten Cate O. When I Say... Entrustability. Medical Education 2019. Early online.
  • Chang Chan AY, ten Cate O, Custers EJFM, van Leeuwen MS, Bleys RLAW. Approaches of anatomy teaching for seriously resource-deprived countries: a literature review. Education for Health 2019;32(2):62-74
  • Ten Cate, O. Guia Atualizado sobre Atividades Profissionais Confiáveis (APCs) - An updated primer on Entrustable Professional Activities. [Portuguese /Brazil]. Revista Brasileira de Educação Médica 2019;43(Supp.1):1-10
  • Bowen JL, Boscardin CK, Chiovaro J, ten Cate O, Regehr G, Irby DM, O’Brien BC. A view from the sender side of feedback: Anticipated receptivity to clinical feedback when changing prior physicians’ clinical decisions. A mixed methods study. Advances in Health Sciences Education 2019 Early.
  • Querido SJ, De Rond MEJ, Wigersma L, van den Broek WES, ten Cate O. The significance of experiencing clinical responsibilities for specialty career choice . Medecal Science Educator 2019 Early 
  • Smit MP, de Hoog M, Brackel HJL, ten Cate ThJ, Gemke RJBJ. A nationally designed procedure to arrive at valid entrustment decisions for pediatric residents. J Grad Med Educ 2019;11(4):S158-S164
  • ten Cate O, Carraccio C. Envisioning a true continuum of competency-based medical education, training and practice. Academic Medicine 2019;94(9):1283-1288
  • Voogt J, Taris T, van Rensen E, Schneider M, Noordegraaf M, van der Schaaf M. Speaking up, support, control and work engagement of medical residents. A structural equation modelling analysis. Medical Education 2019.
  • van der Schaaf M, Slof B, Boven L, de Jong, A. Evidence for measuring teachers’ core practices. European Journal of Teacher Education 2019.
  • Marieke F. van der Schaaf (2019): Learning through the senses. Medical Education.
  • Bas T. Agricola, Marieke F. van der Schaaf, Frans J. Prins & Jan van Tartwijk (2019): Shifting Patterns in Co-regulation, Feedback Perception, and Motivation During Research Supervision Meetings, Scandinavian Journal of Educational Research
  • Steinauer J, Teherani A, Mangini R, Chien J, ten Cate O, O'Sullivan PS. Characterizations of motivation and identity in medical students’ reflections about challenging patient interactions. Medical Teacher. Early Online
  • Sewell JL, Young JQ, Boscardin CK, ten Cate O, O’Sullivan PS. Trainee perception of cognitive load during observed faculty staff teaching of procedural skills. Medical Education 2019. Early Online
  • Valbuena G, O’Brien B, ten Cate O, O’Sullivan P. Inquiry in the medical curriculum: A pedagogical conundrum and a proposed solution. Academic Medicine 2019;94(6)804-808
  • Bouwmeester RAM, de Kleijn RAM., van den Berg IET, ten Cate OTJ, van Rijen HVM, Westerveld HE. Flipping the medical classroom: Effect on workload, interactivity, motivation and retention of knowledge. Computers & Education 2019; 39:118-128
  • Chang Chan AYC, Custers E, van Leeuwen M, Bleys R, ten Cate O. Does an online anatomy course improve performance of medical students on gross anatomy examinations? Medical Science Educator 2019 Early Online
  • Rutgers DR, van Raamt F, ten Cate ThJ. Development of competence in volumetric image interpretation in radiology residents BMC Medical Education (2019) 19:122
  • Duijn CCMA, Van Dijk EJ, Bok HGJ, Mándoki M, ten Cate O. Workplace-based assessment tools for feedback and entrustment decisions in medical education: a systematic review. Journal of Veterinary Medical Education 2019 Early Online
  • Ten Cate O, Regehr G. The power of subjectivity in the assessment of medical trainees. Academic Medicine 2019;94(3):333-337
  • Leenknecht M, Hompus P, van der Schaaf MF. Feedback seeking behaviour in higher education: the association with students’ goal orientation and deep learning approach. Assessment & Evaluation in Higher Education, 2019.
  • Pool I, Nagel A, Schuurmans M. Nieuwe herregistratie-eisen voor verpleegkundigen: eisen in andere landen. Onderwijs en Gezondheidszorg, 2019;43(1) 25-28.
  • Van Houwelingen CTM, Ettema RGA, Kort, ten Cate O. Hospital Nurses' Self-reported Confidence in Their Telehealth Competencies. The Journal of Continuing Education in Nursing 2019;50(1):26-34
  • van der Schaaf MF. Electronic Portfolios Enhanced with Learning Analytics at the Workplace. In: McGrath S., Mulder M., Papier J., Suart R. (eds) Handbook of Vocational Education and Training. 2019; Springer, Cham. 

2018 uitklapper, klik om te openen

  • Gamel C, Gratama van Andel S, de Haan WI, Hafsteinsdóttir TB. Development and Testing of an Analytic Rubric for a Master’s Course Systematic Review of the Literature: A Cross‑sectional Study. Education for Health 2018; 31 (2); 72-79
  • Steinauer JE, Teherani A, Preskill F, ten Cate O, O’Sullivan P. What Do Medical Students Do and Want When Caring for “Difficult Patients”? Teaching and Learning in Medicine 2018 Early Online
  • Querido S, De Rond M, Wigersma L, Van den Broek S, Ten Cate O. Factors affecting senior medical students' career choice. International Journal of Medical Education 2018;9:332-339 
     
  • Agricola BT, Prins FJ, van der Schaaf MF & Tartwijk J. Teachers’ diagnosis of students’ research skills during the mentoring of the undergraduate thesis. Mentoring & Tutoring: Partnership in Learning 2018.

  • Bots SH, Zuidgeest MGP, Gohar A, Eikendal ALM, Petrelli A, van Os-Medendorp H, van der Schaaf MF, van Sorge NM, van Wijk M, Middendorp S, Speksnijder CM, Klipstein-Grobusch K, Seyfert-Margolis V, Mollema E, van Wijk F and den Ruijter HM Women in Translational Medicine: Tools to Break the Glass Ceiling. Front. Med. 2018;(5):330.
  • Pool I, Aantjes T, Kleijer W, ten Cate O. Entrustable professional activities (EPA’s): wat zijn dat en hoe ontwikkel je die? Onderwijs en Gezondheidszorg 2018;(7):17-21 
  • van Dijk E, Kluijtmans M, Vulperhorst JP, Akkerman SF. Disseminated learning from clinician-scientists: a multiple case study in physiotherapeutic care. BMC Medical Education 2018;18:279
  • Oosterom N, Floren LC, ten Cate O, Westerveld HE. A Review of Interprofessional Education Wards:  Enhancing Student Learning and Patient Outcomes. Medical Teacher 2018 Early Online. 
  • ten Cate O. Supervision and entrustment in clinical training: protecting patients, protecting trainees [Spotlight]. AHRQ WebM&M [serial online]. November 2018.
  • Jonker G, Booij E, Otte WR, Vijm CME, ten Cate O, Hoff RG. An elective EPA-based thematic final medical school year. An appreciative inquiry study among students, graduates and supervisors” Advances in Medical Education and Practice 2018:9 837–845.
  • Sewell JL, Maggio LA, ten Cate O, van Gog T, Young JQ, O’Sullivan PS. Cognitive load theory for training health professionals in the workplace: A BEME review of studies among diverse professions: BEME Guide No. 53. Medical Teacher 2018 Early Online
  • Van der Schaaf M, Bakker A, ten Cate O. When I Say... Embodied Cognition. Medical Education 2018 Early Online 
  • Steinauer JE, O’Sullivan PS, Preskill F, ten Cate O, Teherani A.  What makes "difficult patients" difficult for medical students? Academic Medicine 2018 ;93:1359–1366
  • Rutgers DR, van Schaik JPJ, van Lankeren W, van Raamt F, ten Cate Th.J.,Resident and faculty attitudes toward the Dutch Radiology Progress Test as it transitions from a formative to a summative measure of licensure eligibility. Medical Science Educator 2018 Early Online
  • Chen HC, ten Cate O. Chapter 20, Assessment Through Entrustable Professional Activities. In: Delany C, Molloy E (Eds) Learning & Teaching in Clinical Contexts: A practical guide. Chatswood: Elsevier Australia, 2018
     
  • den Boer, L., van der Schaaf, M. F., Vincken, K. L., Mol, C. P., Stuijfzand, B. G., & van der Gijp, A. (2018). Volumetric image interpretation in radiology: scroll behavior and cognitive processes. Advances in Health Sciences Education, 1-20. First online.
  • Custers, E. J. F. M. (2018) ‘The script concordance test: an adequate tool to assess clinical reasoning?’, Perspectives on Medical Education, 7(3), pp. 145–146.
  • Den Boer L, van der Schaaf M, Vincken K, Mol C, Stuijfzand B, van der Gijp A. Volumetric image interpretation in radiology: scroll behavior and cognitive processes. Advances in Health Sciences Education 2018. Early Online
  • Duijn CCMA, Welink LS, Bok HGJ, ten Cate OTJ. How do we know we can trust them? Clinical teachers' perceptions of decision variables to entrust students. Perspectives on Medical Education 2018. Early Online 
  • Van Ark AE, Wijnen-Meijer M.  “Doctor Jazz”: Lessons that medical professionals can learn from jazz musicians, Medical Teacher 2018. Early Online
  • Peters H, Zdravkovic M, Costa MJ, Celenza A, Ghias K, Klamen D, MossopL, Rieder M, Nadarajah VD, Wangsaturaka D, Wohlin M, Weggemans M: Twelve tips for enhancing student engagement, Medical Teacher 2018 Early Online
  • Ten Cate O, Custers E, Durning S. (eds) (2018) Principles and Practice of Case-based Clinical Reasoning Education. Innovation and Change in Professional Education, vol 15. Springer, Cham
  • Ten Cate, O. A Primer on Entrustable Professional Activities. Korean Journal of Medical Education 2018; 30 (1)1-10
  • van Houwelingen CTM, Ettema RGA, Antonietti MGEF, Kort HSM. Understanding Older People’s Readiness for Receiving Telehealth: Mixed-Method Study. J Med Internet Res 2018;20(4):e123
  • Zuiker I, Lam I, Adriaanse P, Bakker W, Kluijtmans M, van Tartwijk J. Levenslang leren. Uitgangspunten voor postacademisch onderwijs. Th&ma(1)18:36-40.
  • Brenner J, Bird J, Ginzburg S, Kwiatkowski T, Papasodero V, Rennie W, Schlegel E, Frieda M, ten Cate O, Willey J. Trusting early learners with critical professional activities through Emergency Medical Technician Certification. Medical Teacher 2018. Early
  • Floren LC, Donesky D, Whitaker E, Irby DM, ten Cate O, O’Brien BC. Are We on the Same Page? Shared Mental Models to Support Clinical Teamwork Among Health Professions Learners: A Scoping Review. Acad Med. 2018;93(3):498–509.
  • Mulder H, ter Braak E, Chen HC, ten Cate O. Addressing the hidden curriculum in the clinical workplace: A practical tool for trainees and faculty. Med Teach  2018;0(Early):1–8.
  • Visser CLF, Kusurkar RA, Croiset G, ten Cate O, Westerveld HE. Students’ motivation for interprofessional collaboration after their experience on an IPE ward : A qualitative analysis framed by self-determination theory. Med Teach 2018;0(Early):1–9.
  • Lucey C, Thibault G, ten Cate O. Competency-Based, Time-Variable Education in the Health Professions: Crossroads. Acad Med. 2018;93(3):S1-5
  • ten Cate O, Gruppen LD, Kogan JR, Lingard LA, Teunissen PW. Time-Variable Training in Medicine: Theoretical Considerations. Acad Med. 2018;93(3):S6-11
  • Gruppen LD, ten Cate O, Lingard L, Teunissen PW, Kogan JR. Enhanced Requirements for Assessment in a Competency-Based, Time-Variable Medical Education System. Acad Med. 2018;93(3):S17-21.
  • Teunissen PW, Kogan JR, Cate O, Gruppen LD, Lingard LA. Learning in Practice: A Valuation of Context in Time-Variable Medical Training. Acad Med. 2018;93(3):S22-26.
  • Kogan JR, Whelan AJ, Gruppen LD, Lingard LA. What Regulatory Requirements and Existing Structures Must Change If Competency-Based, Time-Variable Training Is Introduced Into the Continuum of Medical Education in the United States ? Acad Med. 2018;93(3):S27-31.
  • Custers E, ten Cate O. Historical aspects of medical education with respect to time and proficiency in Europe and North America. Acad Med. 2018;(3):S49-54.
  • Ten Cate O, Wijnen-Meijer M. In het opleidingsplan voor longartsen wordt nu gewerkt met EPA: wat is dat eigenlijk? Spreekuur Longziekten. 2018;9(1):1–4.
  • Hoff RG, Frenkel J, Imhof, SM, ten Cate O. Flexibility in Postgraduate Medical Training in the Netherlands. Acad Med. 2018;93(3):S32-36
  • Buis C, Eckenhausen MAW, ten Cate O. Effective use of multisource feedback in residency training under the guidance of a coach. International Journal of Medical Education 2018;9:48-54
  • ten Cate O, Graafmans L, Posthumus I, Welink L, van Dijk M. The EPA-based Utrecht Undergraduate Clinical Curriculum: Development and Implementation. Medical Teacher 2018 Early Online
  • ten Cate O, Borleffs J, van Dijk M, Westerveld T. Training Medical Students for the 21st Century: Rationale and Development of the Utrecht Curriculum. Medical Teacher 2018 Early Online
  • Keemink Y, Custers E, van Dijk S, ten Cate O. Illness Script Development Through Case-Based Clinical Reasoning Training. International Journal of Medical Education. 2018;9:35-41 
  • ten Cate O, Custers EJFM, Gruppen LD, Lingard L, Teunissen PW, Kogan JR. Time-variable Training in Medicine: Insights Derived from The Literature and From Examples in Practice. In: Lucey CR, editor. Achieving Competency-Based, Time-Variable Health Professions Education 2017 Macy Conference Monograph. New York: Josiah Macy Jr Foundation; 2018. p. 53–112. 
  • Bowen J, O’Brien BC, Ilgen JS, Irby DM, Ten Cate O. Chart stalking, list making, and physicians’ efforts to track patients’ outcomes after transitioning responsibility. Medical Education 2018 Early Online 

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