O
Olle ten Cate
Researcher at Utrecht University
Publications - 326
Citations - 19314
Olle ten Cate is an academic researcher from Utrecht University. The author has contributed to research in topics: Competence (human resources) & Curriculum. The author has an hindex of 59, co-authored 301 publications receiving 15135 citations. Previous affiliations of Olle ten Cate include University Medical Center & University Medical Center Utrecht.
Papers
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Journal ArticleDOI
Competency-based medical education: theory to practice.
Jason R. Frank,Linda Snell,Olle ten Cate,Eric S. Holmboe,Carol Carraccio,Susan R. Swing,Peter Harris,Nicholas Glasgow,Craig Campbell,Deepak Dath,Ronald M. Harden,William Iobst,Donlin M. Long,Rani Mungroo,Denyse Richardson,Jonathan Sherbino,Ivan Silver,Sarah Taber,Martin Talbot,Kenneth A. Harris,Kenneth A. Harris +20 more
TL;DR: The evolution of CBME from the outcomes movement in the 20th century to a renewed approach that, focused on accountability and curricular outcomes and organized around competencies, promotes greater learner-centredness and de-emphasizes time-based curricular design is described.
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Viewpoint: Competency-Based Postgraduate Training: Can We Bridge the Gap between Theory and Clinical Practice?
Olle ten Cate,Fedde Scheele +1 more
TL;DR: The authors propose to analyze the critical activities of professional practice and relate these to predetermined competencies and to focus on the observation of concrete critical clinical activities and to infer the presence of multiple competencies from several observed activities.
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Entrustability of professional activities and competency‐based training
TL;DR: The idea of competency-based training (CBT) seems to have entered medical education with a speed and impact that has outperformed problem-based learning in the 1980s and 1990s, but it will now be necessary to specify its definition and translate it into daily practice.
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Nuts and Bolts of Entrustable Professional Activities
TL;DR: The entrustable professional activity (EPA) concept allows faculty to make competency-based decisions on the level of supervision required by trainees, addressing the concern that competency frameworks would otherwise be too theoretical to be useful for training and assessment in daily practice.
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Peer teaching in medical education: twelve reasons to move from theory to practice
Olle ten Cate,Steven J. Durning +1 more
TL;DR: An estimation of how often peer teaching is applied in medical education is provided, based on reports in the literature and to summarize reasons that support the use of this form of teaching, to conclude that specifically ‘near-peer teaching’ appears beneficial for student teachers and learners as well as for the organisation.