Allen, T., Brailovsky, C., Rainsberry, P., Lawrence, K., Crichton, T., et al. (2011) ‘Defining competency-based evaluation objectives in family medicine: Dimensions of competence and priority topics for assessment’, Canadian Family Physician, 57, pp. e331-340.
Arafeh, S. (2015) ‘Curriculum mapping in higher education: A case study and proposed content scope and sequence mapping tool’, Journal of Further and Higher Education, 40(5), pp. 585-611. https://doi.org/10.1080/0309877X.2014.1000278
Bland CJ, Starnaman S, Wersal L, Moorehead-Rosenberg L, Zonia S., et al. (2000) ‘Curricular change in medical schools: how to succeed’, Academic Medicine, 75(6), pp. 575–594. https://doi.org/10.1097/00001888-200006000-00006
Campbell, C., Silver, I., Sherbino, J., Ten Cate, O., Holmboe, E.S. (2010) “Competency-based continuing professional development’, Medical Teacher, 32(8), pp. 657–662. https://doi.org/10.3109/0142159X.2010.500708
Caverzagie KJ, Nousiainen MT, Ferguson PC, ten Cate O, Ross S, et al.; ICBME Collaborators. (2017) ‘Overarching challenges to the implementation of competency-based medical education’, Medical Teacher, 39(6), pp. 588–593. https://doi.org/10.1080/0142159X.2017.1315075
College of Family Physicians of Canada (2012) Triple C competency-based curriculum: Canada’s family medicine curriculum. Available at: www.cfpc.ca/Triple_C. Accessed: 24 August 2018.
Cuevas, N.M., Matveev, A.G. and Miller, K.O. (2010) ‘Mapping general education outcomes in the major: Intentionality and transparency’, Peer Review, 12, pp. 10-15.
Dale, B.G., van der, Wiele, T. and van Iwaarden, J. (2007) Managing Quality. 5th edn. Malden: Blackwell Pub.
DeLuca, C. and Bellara, A. (2013) ‘The current state of assessment education: Aligning policy, standards, and teacher education curriculum’, Journal of Teacher Education, 64(4), pp. 356-372. https://doi.org/10.1177/0022487113488144
Denny, JC., Smithers, J.D., Armstrong, B. and Spickard, A. (2005) ‘Where do we teach what?’ Finding broad concepts in the medical school curriculum’, Journal of General Internal Medicine, 20(10), pp. 943–946. https://doi.org/10.1111/j.1525-1497.2005.0203.x
Diamond, R.M. (2008) Designing and Assessing Courses and Curricula: A Practical Guide. 3th edn. San Francisco: Jossey-Bass.
Edwards, F.D. and Frey, K.A. (2007) ‘The future of residency education: Implementing a competency-based educational model’, Family Medicine, 39, pp. 116-125.
Ervin, L., Carter, B. and Robinson, P. (2013) ‘Curriculum mapping: not as straightforward as it sounds’, Journal of Vocational Education and Training, 65(3), pp. 309–318. https://doi;.org/10.1080/13636820.2013.819559
Eva, K.W., Bordage, G., Campbell, C., Galbraith, R., Ginsburg, S., et al. (2016) ‘Towards a program of assessment for health professionals: from training into practice’, Advances in Health Science Education, 21(4), pp. 897-913. https://doi.org/10.1007/s10459-015-9653-6
Frank, J.R., Snell, L.S., Cate, O.T., Holmboe, E.S., Carraccio, C., et al. (2010a) ‘Competency-based medical education: theory to practice’, Medical Teacher, 32(8), pp. 638–645. https://doi.org/10.3109/0142159X.2010.501190
Frank, J.R., Mungroo, R., Ahmad, Y., Wang, M., De Ross, S., et al. (2010b) ‘Toward a definition of competency-based education in medicine: a systematic review of published definition’, Medical Teacher, 32, pp. 631-637. https://doi.org/10.3109/0142159X.2010.500898
Frank, J.R., Snell, L. and Sherbino, J., editors. (2015) CanMeds 2015 physician competency framework. Available at: file:///C:/Users/Natalia%20D/Downloads/canmeds-full-framework-e.pdf Accessed: 18 May, 2019.
Gale, R. and Grant, J. (1997) ‘AMEE Medical Education Guide No. 10: Managing change in a medical context: Guidelines for action’, Medical Teacher, 19(4), pp. 239-249. https://doi.org/10.3109/01421599709034200
General Medical Council (2013) Good medical practice (2013). Available at: www.gmcuk.org/guidance/good_medical_practice.asp Accessed: 18 October, 2018.
Gorrell, L., Beirman, R.L. and Vemulpad, S.R. (2015) ‘Curriculum mapping within an Australian master of chiropractic program: Congruence between published evidence for chiropractic and student assessment tasks’, The Journal of Chiropractic Education, 29(1), pp. 29–36. https://doi.org/10.7899%2FJCE-14-9
Harden, R.M. (1999) ‘AMEE Guide No. 14: Outcome-based education, part 1-An introduction to outcome-based education’, Medical Teacher, 21(1), pp. 7-14. https://doi.org/10.1080/01421599979969
Harden, R.M. (2001) ‘AMEE Guide No. 21: Curriculum mapping: a tool for transparent and authentic teaching and learning’, Medical Teacher, 23(2), pp. 123-137.https://doi.org/10.1080/01421590120036547
Hawkins, R.E., Welcher, C.M., Holmboe, E.S., Kirk, L.M., Norcini, J.J., et al. (2015) ‘Implementation of competency-based medical education: are we addressing the concerns and challenges?’, Medical Education, 49(11), pp. 1086–1102. https://doi.org/10.1111/medu.12831
Iglar, K., Whitehead, C. and Takahashi, GS. (2013) ‘Competency-based education in family medicine’, Medical Teacher, 35(2), pp. 115–119. https://doi.org/10.3109/0142159X.2012.733837
Jacobs, J., Salas, A., Cameron, T., Naguwa, G., Kasuya, R. (2005) ‘Implementing an online curriculum management database in a problem-based learning curriculum’, Academic Medicine, 80(9), pp. 840–846. https://doi.org/10.1097/00001888-200509000-00011
Jansen, K.L. and Rosenbaum, M.E. (2016) ‘The state of communication education in family medicine residencies’, Family Medicine, 48, pp. 445-451.
Kapucu, N. (2017) ‘Competency-based curriculum mapping as a tool for continuous improvement for Master of Public Administration (MPS) programs’, International Journal of Public Administration, 40, pp. 968-978. https://doi.org/10.1080/01900692.2016.1229677
Kayyal, M. and Gibbs, T. (2012) ‘Applying a quality assurance system model to curriculum transformation: Transferable lessons learned’, Medical Teacher, 34(10), pp. e690-e697. https://doi.org/10.3109/0142159X.2012.687486
Kelley, K.A., McAuley, J.W., Wallace, L.J. and Frank, S.G. (20080 ‘Curricular Mapping: Process and Product’, American Journal of Pharmaceutical Education, 72(5), Article 100, pp. 1-7. https://doi.org/10.5688/aj7205100
Kern, D.E., Thomas, P.A., Howard, D.M. and Bass, E.B. (1998) Curriculum Development for Medical Education: A Six-Step Approach. Baltimore: Johns Hopkins University Press.
Kitto, S., Bell, M., Goldman, J., Peller, J., Silver, I., et al. (2013) ‘(Mis)perceptions of continuing education: insights from knowledge translation, quality improvement, and patient safety leaders’, The Journal of Continuing Education in the Health Professions, 33(2), pp. 81–88. https://doi.org/10.1002/chp.21169
Kitto, S., Danilovich, N., Delva, D., Meuser, J., Presseau, J., et al. (2018) ‘Uncharted territory: Knowledge translation of competency-based continuing professional development in family medicine’, Canadian Family Physician, 64, pp. 250-253.
Koster, A., Schalekamp, T. and Meijerman, I. (2017) ‘Implementation of competency-based pharmacy education (CBPE)’, Pharmacy, 5(1), pp.10. https://doi.org/10.3390/pharmacy5010010
Lacasse, M., Théorêt, J. and Tessier, S. (2014) ‘Expectations of clinical teachers and faculty regarding development of the CanMEDS-Family Medicine competencies: Laval developmental benchmarks scale for family medicine residency training’, Teaching and Learning in Medicine, 26(3), pp. 244–251. https://doi.org/10.1080/10401334.2014.914943
Lachiver, G. and Tardif, J. (2002) ‘Fostering and managing curriculum change and innovation’, Available at: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.20.6116&rep=rep1&type=pdf Accessed 28 April 2019.
Lakshman, C. (2006) ‘A theory of leadership for quality: Lessons from TQM for leadership theory 1’, Total Quality Management and Business Excellence, 17(1), pp. 41-60. https://doi-org.proxy.bib.uottawa.ca/10.1080/14783360500249729
Lammerding-Koeppel, M., Giesler, M., Gornostayeva, M., Narciss, E., Wosnik, A., et al. (2017) ‘Monitoring and analysis of the change process in curriculum mapping compared to the National Competency-based Learning Objective Catalogue for Undergraduate Medical Education (NKLM) at four medical faculties. Part II: Key factors for motivating the faculty during the process’, GMS Journal of Medical Education, 34(1), pp.. Doc6. https://dx-doi-org.proxy.bib.uottawa.ca/10.3205/zma001083
Lammerding-Koeppel, M., Fritze, O., Giesler, M., Narciss, E., Steffens, S., et al. (2018) ‘Benchmarking for research-related competencies – a curricular mapping approach at medical faculties in Germany’, Medical Teacher, 40(2), pp. 164–173. https://doi.org/10.1080/0142159X.2017.1395403
Leisyte, L., Westerheijden, D.F., Epping, E., Faber, M., de Weert, E. (2013) Stakeholders and quality assurance in higher education. Available at: https://research.utwente.nl/en/publications/stakeholders-and-quality-assurance-in-higher-education-2 Accessed 5 May 2018.
Lockyer J, Bursey F, Richardson D, Frank JR, Snell L., et al. ICBME Collaborators (2017) ‘Competency-based medical education and continuing professional development: A conceptualization for change’, Medical Teacher, 39(6), pp. 617–622. https://doi.org/10.1080/0142159X.2017.1315064
MacDonald, C.J., McKeen, M., Wooltorton, E., Boucher, F., Lemelin J., et al. (2012) ‘Striving for excellence: Developing a framework for the Triple C curriculum in family medicine education’, Canadian Family Physician, 58, pp. e555-e562.
Maki, P.L. (2010) Assessing for Learning: Building a Sustainable Commitment Across the Institution. Sterling: Stylus Publishing LLC.
Malone, D.T., Short, J.L., Naidu, S., White, P.J, Kirkpatrick, C.M. (2015) ‘Mapping of the Australian Qualifications Framework Standards onto an undergraduate Bachelor of Pharmacy course’, Pharmacy Education, 15(1), pp. 261–269.
McEwen, L., Griffiths, J. and Schultz, K. (2015) ‘Developing and successfully implementing a competency-based portfolio assessment system in a postgraduate family medicine residency program’, Academic Medicine, 90(11), pp. 1515–1526. https://doi.org/10.1097/ACM.0000000000000754
McGaghie, W.C., Miller, G.E., Sajid, A.W., Telder, T.V. (1978) Competency- based curriculum development in medical education: An introduction. Available at: http://apps.who.int/iris/bitstream/10665/39703/1/WHO_PHP_68.pdf?ua=1 Accessed 28 April 2018.
Muntinga, M.E., Krajenbrink, V.Q.E., Peerdeman, S.M., Croiset, G., Verdonk, P. (2016) ‘Toward diversity-responsive medical education: taking an intersectionality-based approach to a curriculum evaluation’, Advances in Health Science Education, 21(3), pp. 541–559. https://doi.org/10.1007/s10459-015-9650-9
Meili, R., Buchman, S., Goel, R., Woollard, R. (2016) ‘Social accountability at the macro level: framing the big picture’, Canadian Family Physician, 62, pp. 785-788.
Nousiainena, M.T., Caverzagieb, K.J., Fergusona, P.C., Frank, J.R.; on behalf of the ICBME Collaborators. (2017) ‘Implementing competency-based medical education: What changes in curricular structure and processes are needed?’, Medical Teacher, 39(6), pp. 594-598. https://doi.org/10.1080/0142159X.2017.1315077
O’Neill, G. (2015) Curriculum Design in Higher Education: Theory to Practice. Dublin: UCD Teaching & Learning.
Organek, A.J., Tannenbaum, D., Kerr, J., Konkin, J., Parsons, E., et al. (2012) ‘Redesigning family medicine residency in Canada: The Triple C Curriculum’, Family Medicine, 44(2), pp. 90-97.
Palés, J., Cardellach, F., Estrach, M., Gomar, C., Gual, A. et al. (2004) ‘Defining the learning outcomes of graduates from the medical school at the University of Barcelona (Catalonia, Spain)’, Medical Teacher, 26(3), pp. 239-243. https://doi.org/10.1080/0142159042000192019
Perlin, M.S. (2011) ‘Curriculum mapping for program evaluation and CAHME accreditation’, Journal of Health Administration Education, 28(1), pp. 33-53.
Plaza, C.M., Draugalis, J.R., Slack, M.K., Skrepnek, G.H., Sauer, K.A. (2007) ‘Curriculum mapping in program assessment and evaluation’, American Journal of Pharmaceutical Education, 71(2), pp. 20-28. https://doi.org/10.5688/aj710220
Prideaux, D. (2003) ‘ABC of learning and teaching in medicine. Curriculum design’, The British Medical Journal, 326, pp. 268–270. https://doi.org/10.1136/bmj.326.7383.268
Rawle, F., Bowen, T., Murck, B., Hong, R. (2017) ‘Curriculum mapping across the disciplines: differences, approaches, and strategies’, Collected Essays on Learning and Teaching, 10, pp. 75-88. https://doi.org/10.22329/celt.v10i0.4765
Ross, S., Poth, C.N., Donoff, M., Humphries, P., Steiner, I., et al. (2011) ‘Competency-based achievement system: using formative feedback to teach and assess family medicine residents’ skills. Canadian Family Physician, 57(9), pp. e323–e330.
Rosser, W. (2006) ‘Sustaining the 4 principles of family medicine in Canada’, Canadian Family Physician, 52(10), pp. 1191-1192.
Sargeant, J., Bruce, D. and Campbell, C.M. (2013) ‘Practicing physicians’ needs for assessment and feedback as part of professional development’, The Journal of Continuing Education in the Health Professions, 33(S1), pp. S54–S62. https://doi.org/10.1002/chp.21202
Sargeant, J., Wong, B.M. and Campbell, C.M. (2018) ‘CPD of the future: a partnership between quality improvement and competency-based education’, Medical Education, 52(1), pp. 125–135. https://doi.org/10.1111/medu.13407
Saucier, D., Shaw, E., Kerr, J., Konkin, J., Oandasan, I., et al. (2012) ‘Competency-based curriculum for family medicine’, Canadian Family Physician, 58(6), pp. 707-708.
Schultz, K. and Griffiths, J. (2016) ‘Implementing competency-based medical education in apostgraduate family medicine residency training program: a stepwise approach, facilitating factors, and processes or steps that would have been helpful’, Academic Medicine, 91(5), pp. 685-689. https://doi.org/10.1097/ACM.0000000000001066
Sherbino, J., Kulasegaram, K., Worster, A. and Norman, G.R. (2013) ‘The reliability of encounter cards to assess the CanMEDS roles’, Advances in Health Science Education, 18(5), pp. 987–996. https://doi.org/10.1007/s10459-012-9440-6
Sumsion, J. and Goodfellow, J. (2004) ‘Identifying generic skills through curriculum mapping: a critical evaluation’, Higher Education Research and Development, 23(3), pp. 329-346. https://doi.org/10.1080/0729436042000235436
Swing, S.R. (2007) ‘The ACGME outcome project: retrospective and prospective’, Medical Teacher, 29(7), pp. 648–654. https://doi.org/10.1080/01421590701392903
Tannenbaum, D., Konkin, J., Parsons, E., Saucier, D., Shaw, L., et al. (2009) CanMEDS–family medicine: working group on curriculum review. Available at: http://cfpc.ca/uploadedFiles/Education/CanMeds%20FM%20Eng.pdf Accessed: 24 August 2018.
Tannenbaum, D., Kerr, J., Konkin, J., Organek, A., Parsons, E., et al. (2011) Triple C Competency-Based Curriculum. Report of the Working Group on Postgraduate Curriculum Review – Part 1. Available at: www.cfpc.ca/uploadedFiles/Education/_PDFs/WGCR_TripleC_Report_English_Final_18Mar11.pdf Accessed: 10 May 2018.
Thomas, R.E. and Kreptul, D. (2015) ‘Systematic review of evidence-based medicine tests for family physician residents’, Family Medicine, 47(2), pp. 107-117.
Thomas, P.A, Kern, D.E., Hughes, M.T. and Chen, B.Y. (2015) Curriculum Development for Medical Education: A Six-Step Approach. 3rd edn. Baltimore: Johns Hopkins University Press.
Totté, N., Huyghe, S. and Verhagen, A. (ND) Building the curriculum in higher education: a conceptual framework. Available at: http://www.enhancementthemes.ac.uk/docs/paper/building-the-curriculum-in-higher-education---a-conceptual-framework.pdf?sfvrsn=10 Accessed: 28 April 2018.
Tudiver, F., Rose, D., Banks, B. and Pfortmiller, D. (2009) ‘Reliability and validity testing of an evidence-based medicine OSCE station’, Family Medicine, 41(2), pp.89-91.
Uchiyama, K. and Radin, J. (2009) ‘Curriculum mapping in higher education: a vehicle for collaboration’, Innovative Higher Education, 33(4), pp. 271–280. https://doi.org/10.1007/s10755-008-9078-8
Van Der Lee, N., Fokkema, J.P., Westerman, M., Driessen, E.W., van der Vleuten, C.P., et al. (2013) ‘The CanMEDS framework: relevant but not quite the whole story’, Medical Teacher, 35(11), pp. 949–955. https://doi.org/10.3109/0142159X.2013.827329
Veltri, N.F., Webb, H.W., Matveev, A.G. and Zapatero, E.G. (2011) ‘Curriculum mapping as a tool for continuous improvement of IS curriculum’, Journal of Information Systems Education, 22(1), pp. 31-42.
Willett, T.G. (2008) ‘Current status of curriculum mapping in Canada and the UK’, Medical Education, 42(8), pp. 786-793. https://doi.org/10.1111/j.1365-2923.2008.03093.x
Williams, J. and Bolland, K. (2011) ‘Mapping our way to success’, The Journal of Baccalaureate Social Work, 16(2), pp. 93-114. https://doi.org/10.5555/basw.16.2.e7v9576754g4p071
Zelenitsky, S., Vercaigne, L., Davies, M.N., Davis, C., Renaud, R., et al. (2014) ‘Using curriculum mapping to engage faculty members in the analysis of a pharmacy program’, American Journal of Pharmaceutical Education, 78(7), pp. 1-9. https://doi.org/10.5688/ajpe787139