Al Asmri, M., Almalki, M. J., Fitzgerald, G. and Clark, M. (2020) ‘The public health care system and primary care services in Saudi Arabia: a system in transition’, Eastern Mediterranean Health Journal, 26(4):468‐476. https://doi.org/10.26719/emhj.19.049.
Andler, C., Daya, S., Kowalek, K., Boscardin, C., et al. (2020) ‘E-ASSESS: Creating an EPA Assessment Tool for Structured Simulated Emergency Scenarios’, Journal of Graduate Medical Education, 12(2):153‐158. https://doi.org/10.4300/JGME-D-19-00533.1.
Barbosa, J., Severo, M., Fresta, M., Ismail, M., et al. (2011) ‘How students perceive medical competences: a cross-cultural study between the medical course in Portugal and African Portuguese speaking countries’, BMC Medical Education, 11:24. https://doi.org/10.1186/1472-6920-11-24.
Bousquet, J., Anto, J. M., Bachert, C., Haahtela, T., et al. (2020) ‘ARIA digital anamorphosis: Digital transformation of health and care in airway diseases from research to practice’, Allergy, 10.1111/all.14422. https://doi.org/10.1111/all.14422.
Brightwell, A. and Grant, J. (2013) ‘Competency-based training: who benefits?’, Postgraduate Medical Journal, 89(1048):107‐110. http://dx.doi.org/10.1136/postgradmedj-2012-130881.
Broussenko, M., Burns, S., Leung, F. H. and Toubassi, D. (2019) ‘Can Teachers Distinguish Competencies from Entrustable Professional Activities?’, PRiMER, 3:19. https://doi.org/10.22454/PRiMER.2019.433736.
Brouwer, E., Driessen, E., Mamat, N. H., Nadarajah, V. D., et al. (2020) ‘Educating universal professionals or global physicians? A multi-centre study of international medical programmes design’, Medical Teacher, 42(2):221‐227. https://doi.org/10.1080/0142159X.2019.1676885.
Carraccio, C., Englander, R., Gilhooly, J., Mink, R. et al. (2017) ‘Building a Framework of Entrustable Professional Activities, Supported by Competencies and Milestones, to Bridge the Educational Continuum’, Academic Medicine, 92(3):324‐330. https://doi.org/10.1097/ACM.0000000000001141.
Cecilio-Fernandes, D., Cnossen, F., Coster, J., Jaarsma, A. D. C., et al. (2020) ‘The Effects of Expert and Augmented Feedback on Learning a Complex Medical Skill’, Perceptual and Motor Skills, 127(4):766-784. https://doi.org/10.1177/0031512520914680.
Chan, T. M., Sebok-Syer, S. S., Sampson, C. and Monteiro, S. (2020) ‘The Quality of Assessment of Learning (Qual) Score: Validity Evidence for a Scoring System Aimed at Rating Short, Workplace-Based Comments on Trainee Performance’, Teaching and Learning in Medicine, 1‐11. https://doi.org/10.1080/10401334.2019.1708365.
Chen, Y. P., Chen, Y. Y., Lin, J. J., Huang, C. H. and Lai, F. (2020) ‘Modified Bidirectional Encoder Representations From Transformers Extractive Summarization Model for Hospital Information Systems Based on Character-Level Tokens (AlphaBERT): Development and Performance Evaluation’, JMIR Medical Informatics, 8(4):e17787. https://medinform.jmir.org/2020/4/e17787 (Accessed: 17/06/2020).
Christensen, L. (2004) ‘The Bologna Process and medical education’, Medical Teacher, 26(7):625‐629. https://doi.org/10.1080/01421590400012190.
Chuang, L. L. and Hsieh, M. C. (2018) ‘A competency-based approach to critical care education’, Tzu-chi Medical Journal, 30(3):148-151. https://doi.org/10.4103/tcmj.tcmj_84_18.
Cooper, A., Edwards, M., Brandling, J., Carson-Stevens, A., et al. (2019) ‘Taxonomy of the form and function of primary care services in or alongside emergency departments: concepts paper’, Emergency Medicine Journal, 36(10):625‐630. http://dx.doi.org/10.1136/emermed-2018-208305.
Dagnone, J. D., Takahashi, S. G., Whitehead, C. R. and Spadafora, S. M. (2020) ‘Reclaiming physician identity: It's time to integrate 'Doctor as Person' into the CanMEDS framework’, Canadian Medical Educational Journal, 11(4):e97-e99. https://doi.org/10.36834/cmej.69182.
Englander, R., Flynn, T., Call, S., Carraccio, C. et al., (2016) ‘Toward defining the foundation of the MD degree: core Entrustable Professional Activities for entering residency’, Academic Medicine, 91(10):1352-1358. https://doi.org/10.1097/ACM.0000000000001204.
Farmer, P. E. and Rhatigan, J. J. (2016) ‘Embracing Medical Education's Global Mission’, Academic Medicine, 91(12):1592‐1594. https://doi.org/10.1097/ACM.0000000000001433.
Franco, R., Franco, C. A. G., Carvalho Filho, M. A., Severo, M., et al. (2020) ‘Use of portfolios in teaching communication skills and professionalism for Portuguese-speaking medical students’, International Journal of Medical Education, 11:37-46. https://doi.org/10.5116/ijme.5e2a.fa68.
Frank, J. R., Mungroo, R., Ahmad, Y., Wang, M., et al. (2010) ‘Toward a definition of competency-based education in medicine: a systematic review of published definitions’, Medical Teacher, 32(8):631-637. https://doi.org/10.3109/0142159X.2010.500898.
Frank, J. R. (2005) The CanMEDS 2005 physician competency framework. Better standards. Better physicians. Better care. Available at: http://www.ub.edu/medicina_unitateducaciomedica/documentos/CanMeds.pdf (Accessed: 17/06/2020).
Fritze, O., Griewatz, J., Narciß, E., Shiozawa, T., et al. (2017) ‘How much GK is in the NKLM? A comparison between the catalogues of exam-relevant topics (GK) and the German National Competence-based Learning Objectives Catalogue for Undergraduate Medical Education (NKLM)’, GMS Journal for Medical Education, 34(1): Doc9. https://doi.org/10.3205/zma001086.
Giuliani, M., Martimianakis, M. A. T., Broadhurst, M., Papadakos, J., et al. (2020) ‘Motivations for and Challenges in the Development of Global Medical Curricula: A Scoping Review’, Academic Medicine, Apr 7. https://doi.org/10.1097/ACM.0000000000003383.
Görlitz, A., Ebert, T., Bauer, D., Grasl, M., et al. (2015) ‘Core Competencies for Medical Teachers (KLM) - A Position Paper of the GMA Committee on Personal and Organizational Development in Teaching’, GMS Zeitschrift fur Medizinische Ausbildung, 32(2):Doc23. https://doi.org/10.3205/zma000965.
Guimarães, B., Firmino-Machado, J., Tsisar, S., Viana, B., et al. (2019) ‘The Role of Anatomy Computer-Assisted Learning on Spatial Abilities of Medical Students’, Anatomical Science Education, 12(2):138-153. https://doi.org/10.1002/ase.1795.
Hamdy, H. (2017) ‘The Problem and Goals Are Global, the Solutions Are Local: Revisiting Quality Measurements and the Role of the Private Sector in Global Health Professions Education’, Academic Medicine, 92(8):1082‐1085. https://doi.org/10.1097/ACM.0000000000001787.
Hatem, D. S. and Halpin, T. (2019) ‘Becoming Doctors: Examining Student Narratives to Understand the Process of Professional Identity Formation Within a Learning Community’, Journal of Medical Education and Curricular Development, 6:2382120519834546. https://doi.org/10.1177/2382120519834546.
Havyer, R. D., Norby, S. M., Hunderfund, A. N. L., Starr, S. R., et al. (2017) ‘Science of health care delivery milestones for undergraduate medical education’, BMC Medical Education, 17 (1):145. https://doi.org/10.1186/s12909-017-0986-0.
Henry, D. and West, D. C. (2019) ‘The Clinical Learning Environment and Workplace-Based Assessment: Frameworks, Strategies, and Implementation’, Pediatric Clinics North America, 66(4):839‐854. https://doi.org/10.1016/j.pcl.2019.03.010.
Homer, M., Fuller, R., Hallam, J. and Pell, G. (2020) ‘Shining a spotlight on scoring in the OSCE: Checklists and item weighting’, Medical Teacher, 1-6. https://doi.org/10.1080/0142159X.2020.1781072.
Izard, S. G., Juanes, J. A., García Peñalvo, F. J., Estella, J. M. G., et al. (2018) ‘Virtual Reality as an Educational and Training Tool for Medicine’, Journal Medical Systems, 42(3):50. https://doi.org/10.1007/s10916-018-0900-2.
Kayani, Z. A., Gilani, I. and Mahboob, U. (2018) ‘Perceptions of Medical Teachers About Integrated Curriculum: A Qualitative Study’, Journal of Ayub Medical College Abbottabad, 30(3):381-385. PMID: 30465370.
Lourinho, I., Ferreira, M. A. and Severo, M. (2017) ‘Personality and achievement along medical training: Evidence from a cross-lagged analysis’, PLoS One, 12(10):e0185860. https://doi.org/10.1371/journal.pone.0185860.
McGaghie, W. C., Miller, G. E., Sajid, A. W. and Telder, T. V. (1978) ‘Competency-based curriculum development on medical education: an introduction’, Public Health Papers, (68): 11-91. PMID: 664734.
Melnick, D. E. (2006) ‘From defending the walls to improving global medical education: fifty years of collaboration between the ECFMG and the NBME’, Academic Medicine, 81(12 Suppl): S30-5. https://doi.org/10.1097/01.ACM.0000243462.05719.e1.
Möltner, A., Wagener, S. and Burkert, M. (2020) ‘Measuring competency-relevant knowledge in the competency-oriented student progress test’, GMS Journal of Medical Education, 37(1): Doc6. https://doi.org/10.3205/zma001299.
Muralha, N., Oliveira, M., Ferreira, M. A. and Costa-Maia, J. (2017) ‘Virtual Reality Simulation as a Tool to Monitor Surgical Performance Indicators: VIRESI Observational Study’, Acta Medica Portuguesa, 30(5):388-394. https://doi.org/10.20344/amp.7983.
Nasca, T. J., Philibert, I., Brigham, T. and Flynn, T. C. (2012) ‘The next GME accreditation system-rationale and benefits’, The New England Journal of Medicine, 366(11):1051‐1056. https://doi.org/10.1056/NEJMsr1200117.
Ospina-Pinillos, L., Davenport, T. A., Navarro-Mancilla, A. A., Cheng, V. W. S., et al. (2020) ‘Involving End Users in Adapting a Spanish Version of a Web-Based Mental Health Clinic for Young People in Colombia: Exploratory Study Using Participatory Design Methodologies’, JMIR Mental Health, 7(2):e15914. https://doi.org/10.2196/15914.
Peters, H., Holzhausen, Y., Boscardin, C., Ten Cate, O. and Chen, H. C. (2017) ‘Twelve tips for the implementation of EPAs for assessment and entrustment decisions’, Medical Teacher, 39(8):802-807. https://doi.org/10.1080/0142159X.2017.1331031.
Prins, S. H., Brøndt, S. G. and Malling, B. (2019) ‘Implementation of workplace-based assessment in general practice’, Education for Primary Care, 30(3):133‐144. https://doi.org/10.1080/14739879.2019.1588788.
Rath, V. L., Mazotti, L. and Wilkes, M. S. (2020) ‘A framework to understand the needs of the medical students of the future’, Medical Teacher, 1‐7. https://doi.org/10.1080/0142159X.2020.1769048.
Ravioli, A. F., Soárez, P. C. and Scheffer, M. C. (2018) ‘Health services management modalities in the Brazilian Unified National Health System: a narrative review of research production in Public Health (2005-2016)’, Cadernos de Saúde Pública, 34(4):e00114217. http://dx.doi.org/10.1590/0102-311x00114217.
Sapci, A. H. and Sapci, H. A. (2020) ‘Artificial Intelligence Education and Tools for Medical and Health Informatics Students: Systematic Review’, JMIR Medical Education, 6(1):e19285. https://doi.org/10.2196/19285.
Schei, E., Knoop, H. S., Gismervik, M. N., Mylopoulos, M., et al. (2019) ‘Stretching the Comfort Zone: Using Early Clinical Contact to Influence Professional Identity Formation in Medical Students’, Journal of Medical Education Curricular Development, 6:2382120519843875. https://doi.org/10.1177/2382120519843875.
Schmidt, M., Schmidt, S. A. J., Adelborg, K., Jens, S., et al. (2019) ‘The Danish health care system and epidemiological research: from health care contacts to database records’, Clinical Epidemiology, 11:563‐591. https://doi.org/10.2147/CLEP.S179083.
Schumacher, D. J., Schwartz, A., Zenel, J. A. Jr., Black, N. P., et al. (2020) ‘Narrative Performance Level Assignments at Initial Entrustment and Graduation: Integrating EPAs and Milestones to Improve Learner Assessment’, Academic Medicine, 95(11):1736-1744. https://doi.org/10.1097/ACM.0000000000003300.
Sherif, Y. A., Hassan, M. A., Thuy, Vu. M., Rosengart. T. K., et al. (2020) ‘12 Tips on enhancing global health education in graduate medical training programs’, Medical Teacher, 1-6. https://doi.org/10.1080/0142159X.2020.1762033.
Shorey, S., Lau, T. C., Lau, S. T. and Ang, E. (2019) ‘Entrustable professional activities in health care education: a scoping review’, Medical Education, 53(8):766-777. https://doi.org/10.1111/medu.13879.
Sohrmann, M., Berendonk, C., Nendaz, M. and Bonvin, R. (2020) ‘Nationwide introduction of a new competency framework for undergraduate medical curricula: a collaborative approach’, Swiss Medical Weekly, 150: w202 01. https://smw.ch/article/doi/smw.2020.20201.
Sternszus, R., Boudreau, J. D., Cruess, R. L., Cruess, S. R., et al. (2020) ‘Clinical Teachers' Perceptions of Their Role in Professional Identity Formation’, Academic Medicine, 95(10): 1594-1599. https://doi.org/10.1097/ACM.0000000000003369.
Stigler, F. L., Duvivier, R. J., Weggemans, M. and Salzer, H. J. (2010) ‘Health professionals for the 21st century: a students' view’, Lancet, 376(9756):1877‐1878. https://doi.org/10.1016/S0140-6736(10)61968-X.
Tayem, Y., AlShammari, A., Albalawi, N. and Shareef, M. (2020) ‘Language barriers to studying medicine in English: perceptions of final-year medical students at the Arabian Gulf University’, East Mediterranean Health Journal, 26(2):233-238. Published 2020 Feb 24. 7. https://doi.org/10.26719/2020.26.2.233.
Ten Cate, O. and Carraccio, C. (2019) ‘Envisioning a True Continuum of Competency-Based Medical Education, Training, and Practice’, Academic Medicine, 94(9):1283-1288. https://doi.org/10.1097/ACM.0000000000002687.
Ten Cate, O., Graafmans, L., Posthumus, I., Welink, L., et al. (2018) ‘The EPA-based Utrecht undergraduate clinical curriculum: development and implementation’, Medical Teacher, 40(5):506-513. https://doi.org/10.1080/0142159X.2018.1435856.
Ten Cate, O. (2017) ‘Competency-Based Postgraduate Medical Education: Past, Present and Future’, GMS Journal For Medical Education, 34(5):Doc69. https://doi.org/10.3205/zma001146.
Ten Cate, O. (2019) ‘An Updated Primer on Entrustable Professional Activities (EPAs)’, Revista Brasileira de Educação Médica, 43(1 Supl. 1):721-730. https://doi.org/10.1590/1981-5271v43suplemento1-20190238.ing.
Thompson, J. N. (2006) ‘The future of medical licensure in the United States’, Academic Medicine, 81(12 Suppl):S36‐S39. https://doi.org/10.1097/01.ACM.0000243351.57047.2e.
Torralba, K. D., Jose, D. and Katz, J. D. (2020) ‘Competency-based medical education for the clinician-educator: the coming of Milestones version 2’, Clinical Rheumatology, 39(6):1719‐1723. https://doi.org/10.1007/s10067-020-04942-7.
Touchie, C. and Ten Cate, O. (2016) ‘The promise, perils, problems and progress of competency-based medical education’, Medical Education, 50(1):93‐100. https://doi.org/10.1111/medu.12839.
van Til, J. A., Groothuis-Oudshoorn, C. G. M., Vlasblom, E., Kocken, P. L., et al. (2019) ‘Primary care in five European countries: A citizens' perspective on the quality of care for children’, PLoS One, 14(11):e0224550. https://doi.org/10.1371/journal.pone.0224550.
Veale, P., Busche, K., Touchie, C., Coderre, S., et al. (2019) ‘Choosing Our Own Pathway to Competency-Based Undergraduate Medical Education’, Academic Medicine, 94(1):25‐30. https://doi.org/10.1097/ACM.0000000000002410.
Walsh, A., Koppula, S., Antao, V., Bethune, C. et al. (2018) ‘Preparing teachers for competency-based medical education: Fundamental teaching activities’, Medical Teacher, 40 (1):80-85. https://doi.org/10.1080/0142159X.2017.1394998.
Wijnen-Meijer, M. (2019) ‘Integration in the light of curriculum design’, GMS Journal Medical Education, 36(6):Doc79. https://doi.org/10.3205/zma001287.