The DOI matches its Crossref record; 29 of the 29 references it cites were found in a registry or an index.
The Case for Use of Entrustable Professional Activities in Undergraduate Medical Education
Open accessAbstract
Many graduate medical education (GME) programs have started to consider and adopt entrustable professional activities (EPAs) in their competency frameworks. Do EPAs also have a place in undergraduate medical education (UME)? In this Perspective article, the authors discuss arguments in favor of the use of EPAs in UME. A competency framework that aligns UME and GME outcome expectations would allow for better integration across the educational continuum. The EPA approach would be consistent with what is known about progressive skill development. The key principles underlying EPAs, workplace learning and trust, are generalizable and would also be applicable to UME learners. Lastly, EPAs could increase transparency in the workplace regarding student abilities and help ensure safe and quality patient care. The authors also outline what UME EPAs might look like, suggesting core, specialty-specific, and elective EPAs related to core clinical residency entry expectations and learner interest. UME EPAs would be defined as essential health care activities with which one would expect to entrust a resident at the beginning of residency to perform without direct supervision. Finally, the authors recommend a refinement and expansion of the entrustment and supervision scale previously developed for GME to better incorporate the supervision expectations for UME learners. They suggest that EPAs could be operationalized for UME if UME-specific EPAs were developed and the entrustment scale were expanded.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Situated Learning: Legitimate Peripheral Participation.
Bloch, M., Lave, J., & Wenger, E. (1994) · Man · doi:10.2307/2804509 · Cited by 39,454
Competency-based medical education: Theory to practice.
Frank, J. R., Snell, L. S., Cate, O. T., Holmboe, E. S., Carraccio, C., Swing, S. R., Harris, P., Glasgow, N. J., Campbell, C., Dath, D., et al. (2010) · Medical Teacher · doi:10.3109/0142159x.2010.501190 · Cited by 2,883
Self-citationten Cate, O., & Scheele, F. (2007) · Academic Medicine · doi:10.1097/acm.0b013e31805559c7 · Cited by 1,162
Self-citationDornan, T., Boshuizen, H., King, N., & Scherpbier, A. (2007) · Medical Education · doi:10.1111/j.1365-2929.2006.02652.x · Cited by 619
Competency-based medical education in postgraduate medical education
Iobst, W. F., Sherbino, J., Cate, O. T., Richardson, D. L., Dath, D., Swing, S. R., Harris, P., Mungroo, R., Holmboe, E. S., Frank, J. R., et al. (2010) · Medical Teacher · doi:10.3109/0142159x.2010.500709 · Cited by 478
Medical competence: The interplay between individual ability and the health care environment
ten Cate, T. J. O., Snell, L., & Carraccio, C. (2010) · Medical Teacher · doi:10.3109/0142159x.2010.500897 · Cited by 356
Just Imagine: New Paradigms for Medical Education
Mehta, N. B., Hull, A. L., Young, J. B., & Stoller, J. K. (2013) · Academic Medicine · doi:10.1097/acm.0b013e3182a36a07 · Cited by 323
Understanding trust as an essential element of trainee supervision and learning in the workplace
Hauer, K. E., ten Cate, O., Boscardin, C., Irby, D. M., Iobst, W., & O’Sullivan, P. S. (2013) · Advances in Health Sciences Education · doi:10.1007/s10459-013-9474-4 · Cited by 294
Self-citationWhat Training Is Needed in the Fourth Year of Medical School? Views of Residency Program Directors
Lyss-Lerman, P., Teherani, A., Aagaard, E., Loeser, H., Cooke, M., & Harper, G. M. (2009) · Academic Medicine · doi:10.1097/acm.0b013e3181a82426 · Cited by 265
Frameworks for learner assessment in medicine: AMEE Guide No. 78
Pangaro, L., & ten Cate, O. (2013) · Medical Teacher · doi:10.3109/0142159x.2013.788789 · Cited by 260
Self-citation
Cited by
Entrustment Decision Making in Clinical Training
ten Cate, O., Hart, D., Ankel, F., Busari, J., Englander, R., Glasgow, N., Holmboe, E., Iobst, W., Lovell, E., Snell, L. S., et al. (2016) · Academic Medicine · doi:10.1097/acm.0000000000001044 · Cited by 478
Self-citationWijnen-Meijer, M., Brandhuber, T., Schneider, A., & Berberat, P. O. (2022) · Journal of Medical Education and Curricular Development · doi:10.1177/23821205221091511 · Cited by 207
Revisiting the Core Entrustable Professional Activities for Entering Residency
Amiel, J. M., Andriole, D. A., Biskobing, D. M., Brown, D. R., Cutrer, W. B., Emery, M. T., Mejicano, G. C., Ryan, M. S., Swails, J. L., & Wagner, D. P. (2021) · Academic Medicine · doi:10.1097/acm.0000000000004088 · Cited by 107
Metadata
- Authors
- Chen, H. C., van den Broek, W. E. S., & ten Cate, O.
- Venue
- Academic Medicine
- Publisher
- Oxford University Press (OUP)
- Published
- 2015-04
- Volume
- 90
- Issue
- 4
- Pages
- 431-436
- ISSN
- 1040-2446 (ISSN-L)
- OpenAlex
- W2004870019
- Cited by
- 431
- References
- 29
- FWCI
- 22.06
- Type
- journal article
- Language
- en
- Open access
- green
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: The Case for Use of Entrustable Professional Activities in Undergraduate Medical Education. https://app.cochat.ai/papers/10.1097/acm.0000000000000586
- The paper
- Chen, H. C., van den Broek, W. E. S., & ten Cate, O. (2015). The Case for Use of Entrustable Professional Activities in Undergraduate Medical Education. Academic Medicine. https://doi.org/10.1097/acm.0000000000000586
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
