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Social Sciences and Humanities

D-Index
83
Citations
31186
World Ranking
306
National Ranking
13

Overview

Olle ten Cate is affiliated with Utrecht University in the Netherlands, focusing primarily on the field of medicine. Their research spans several subfields including public health, environmental and occupational health, family practice, general health professions, education, and radiology, nuclear medicine, and imaging.

The scientific contributions of Olle ten Cate prominently engage with topics such as innovations in medical education, clinical reasoning and diagnostic skills, interprofessional education and collaboration, simulation-based education in healthcare, health and medical research impacts, medical education and admissions, as well as patient safety and medication errors.

Frequent publication venues for their work include Medical Teacher, Academic Medicine, Teaching and Learning in Medicine, Perspectives on Medical Education, and Advances in Health Sciences Education. Among these, Medical Teacher and Academic Medicine are the most recurrent platforms.

Recent notable papers by Olle ten Cate include:

  • The recommended description of an entrustable professional activity: AMEE Guide No. 140, 2020, Medical Teacher
  • Assessing Trainees and Making Entrustment Decisions: On the Nature and Use of Entrustment-Supervision Scales, 2020, Academic Medicine
  • Entrustment Decision Making: Extending Miller's Pyramid, 2020, Academic Medicine
  • Vertical integration in medical education: the broader perspective, 2020, BMC Medical Education
  • The ingredients of a rich entrustment decision, 2020, Medical Teacher

Olle ten Cate frequently collaborates with several researchers, including Marije P. Hennus, Daniel J. Schumacher, Patricia O'Sullivan, Christy Boscardin, and H. Carrie Chen. These coauthors have appeared repeatedly alongside ten Cate in various publications.

Best Publications

  • Competency-based medical education: theory to practice.

    Jason R. Frank;Linda S. Snell;Olle Ten Cate;Eric S. Holmboe

  • Viewpoint: Competency-Based Postgraduate Training: Can We Bridge the Gap between Theory and Clinical Practice?

    Olle ten Cate;Fedde Scheele

  • Entrustability of professional activities and competency‐based training

    Olle ten Cate

  • Nuts and Bolts of Entrustable Professional Activities

    Olle ten Cate

  • Cognitive Load Theory: Implications for medical education: AMEE Guide No. 86

    John Q. Young;Jeroen Van Merrienboer;Steve Durning;Olle Ten Cate

  • Curriculum development for the workplace using Entrustable Professional Activities (EPAs): AMEE Guide No. 99.

    Olle ten Cate;Huiju Carrie Chen;Reinier G. Hoff;Harm Peters

  • What is feedback in clinical education

    J M Monica Van De Ridder;Karel M Stokking;William C McGaghie;Olle Th J Ten Cate

  • How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE Guide No. 59

    Olle Th.J. ten Cate;Rashmi A. Kusurkar;Geoffrey C. Williams

  • Peer teaching in medical education: twelve reasons to move from theory to practice

    Olle Ten Cate;Steven Durning

  • Competency-based medical education in postgraduate medical education

    William F. Iobst;Jonathan Sherbino;Olle Ten Cate;Denyse L. Richardson

  • Dimensions and psychology of peer teaching in medical education.

    Olle Ten Cate;Steven Durning

  • Entrustment Decision Making in Clinical Training.

    Olle ten Cate;Danielle Hart;Felix Ankel;Jamiu Busari

  • The case for use of entrustable professional activities in undergraduate medical education.

    H. Carrie Chen;W.E. Sjoukje van den Broek;Olle ten Cate

  • Medical competence: The interplay between individual ability and the health care environment

    Olle Ten Cate;Linda Snell;Carol Carraccio

  • Assessment of professionalism: Recommendations from the Ottawa 2010 Conference

    Brian David Hodges;Shiphra R. Ginsburg;Richard Cruess;Sylvia Cruess

  • Advancing Competency-Based Medical Education: A Charter for Clinician-Educators.

    Carol Carraccio;Robert Englander;Elaine Van Melle;Elaine Van Melle;Olle Ten Cate

  • When do supervising physicians decide to entrust residents with unsupervised tasks

    Anneke Sterkenburg;Paul Barach;Cor Kalkman;Mathieu Gielen

  • Understanding trust as an essential element of trainee supervision and learning in the workplace

    Karen E. Hauer;Olle ten Cate;Christy Boscardin;David M. Irby

  • Frameworks for learner assessment in medicine: AMEE Guide No. 78

    Louis Pangaro;Olle ten Cate

  • Orienting Teaching Toward the Learning Process

    Olle ten Cate;Linda Snell;Karen Mann;Jan Vermunt

  • Motivational profiles of medical students: Association with study effort, academic performance and exhaustion

    Rashmi A Kusurkar;Gerda Croiset;Francisca Galindo-Garré;Olle Ten Cate

Frequent Co-Authors

Patricia S. O'Sullivan
Patricia S. O'Sullivan University of California, San Francisco
David M. Irby
David M. Irby University of California, San Francisco
Larry D. Gruppen
Larry D. Gruppen University of Michigan–Ann Arbor
Steven J. Durning
Steven J. Durning Uniformed Services University of the Health Sciences
Linda Snell
Linda Snell McGill University
Eric S. Holmboe
Eric S. Holmboe California University of Pennsylvania
Stanley J. Hamstra
Stanley J. Hamstra Accreditation Council for Graduate Medical Education
Arianne Teherani
Arianne Teherani University of California, San Francisco
Karen E. Hauer
Karen E. Hauer University of California, San Francisco
Jason R. Frank
Jason R. Frank Royal College of Physicians and Surgeons of Canada

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