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Connecting worlds in medical and health professions training: on education, language and global community building

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DOI:

https://doi.org/10.17533/udea.iatreia.149

Keywords:

Aprendizaje, Educación Médica, Publicaciones Periódicas como Asunto
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Author Biography

Olle ten Cate, University Medical Center Utrecht, Utrecht, the Netherlands

Ph.D. Center for Research and Development of Education

References

(1) ten Cate O. Health professions education scholarship: The emergence, current status, and future of a discipline in its own right. FASEB BioAdvances. 2021;3:510-22. DOI 10.1096/fba.2021-00011.

(2) Cleland JA, Jamieson S, Kusurkar RA, Ramani S, Wilkinson TJ, van Schalkwyk S. Redefining scholarship for health professions education: AMEE Guide No. 142. Med Teach. 2021;0(0):1-28. DOI 10.1080/0142159X.2021.1900555.

(3) Bloom B, Engelhart M, EJ F, Hill W, Krathwohl D. Taxonomy of Educational Objectives: The Classification of Educational Goals; Handbook I: Cognitive Domain. New York: Longmans, Green; 1956.

(4) Harden RM, Sowden S, Dunn WR. Educational strategies in curriculum development: The SPICES model. Med Educ. 1984;18:284-297. DOI 10.1111/j.1365-2923.1984.tb01024.x.

(5) Schuwirth LWT, Vleuten CPM Van Der. A history of assessment in medical education. Advances in Health Sciences Education. 2020;25(5),1045-56. DOI 10.1007/s10459-020-10003-0.

(6) Motola I, Devine LA, Chung HS, Sullivan JE, Issenberg SB. Simulation in healthcare education: A best evidence practical guide. AMEE Guide No. 82. Med Teach. 2013;35(10):1511-1530. DOI 10.3109/0142159X.2013.818632.

(7) Cruess RL, Cruess SR, Boudreau JD, Snell L, Steinert Y. Reframing medical education to support professional identity formation. Acad Med. 2014;89(11):1446-1451. DOI 10.1097/ACM.0000000000000427.

(8) ten Cate O, Hart D, Ankel F, et al. Entrustment Decision Making in Clinical Training. Acad Med. 2016;91(2):191-8. DOI 10.1097/ACM.0000000000001044.

(9) Hauer KE, ten Cate O, Boscardin C, Irby DM, Iobst W, O’Sullivan PS. Understanding trust as an essential element of trainee supervision and learning in the workplace. Adv Heal Sci Educ. July 2013. DOI 10.1007/s10459-013-9474-4.

(10) ten Cate TJ, Heymans HSA. Students giving Lectures? [in Dutch]. Bull Med Onderwijs Netherlands J Med Educ. 1982;1(1):3-4.

(11) Norcini J, Burdick W, Morahan P. The FAIMER Institute: Creating international networks of medical educators. Med Teach. 2005;27(3):214-8. DOI 10.1080/01421590500126379.

(12) Irby DM, Cooke M, Lowenstein D, Richards B. The Academy Movement: A Structural Approach to Reinvigorating the Educational Mission. Acad Med. 2004;79(8):729-736. DOI 10.1097/00001888-200408000-00003.

(13) Stamelou M, Struhal W, ten Cate O, et al. Evaluation of the 2020 European Academy of Neurology virtual congress: transition from a face-to-face to a virtual meeting. Eur J Neurol. 2021;28(8):2523-2532. DOI 10.1111/ene.14702.

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Published

2021-12-28

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How to Cite

1.
ten Cate O. Connecting worlds in medical and health professions training: on education, language and global community building. Iatreia [Internet]. 2021 Dec. 28 [cited 2025 Feb. 8];35(1):5-7. Available from: https://revistas.udea.edu.co/index.php/iatreia/article/view/347457

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Editorials