Olle ten Cate

Biographic Data

ID7719661
NAMEOlle ten Cate
GIVEN NAMESOlle ten
FAMILY NAMECate
SIGNATURETEN CATE O
AFFILIATIONSUniversity Medical Center Utrecht
ORCID0000-0002-6379-8780
VERIFIEDYes
TOTAL WORKS52
TOTAL CITATIONS0
AUTHOR COUNT52
EDITOR COUNT0
FIRST PUBLICATION YEAR2004
LATEST PUBLICATION YEAR2026
H-INDEX0

  • Ready for interdependent or independent or unsupervised or autonomous practice? What's in a name

    Open AccessOlle ten CateARTICLEMedical Education2026

  • Geopolitics, international collaborations and publication ethics

    Open AccessOlle ten Cate, Vanessa Burch et al.ARTICLEMedical Education2026

    No abstract available

  • Entrustment and EPAs for Artificial Intelligence (AI)

    Open AccessBrian Gin, Patricia O’sullivan et al.ARTICLEAcademic Medicine2025

    In this article, the authors propose a repurposing of the concept of entrustment to help guide the use of artificial intelligence (AI) in health professions education (HPE). Entrustment can help identify and mitigate the risks of incorporating generative AI tools with limited transparency about their accuracy, source material, and disclosure of bias into HPE practice. With AI’s growing role in education-related activities, like automated medical …

  • Anatomy education in low-resourced countries

    Ana Yoe Cheng Chang Chan, Maarten van Leeuwen et al.ARTICLEMedical Teacher2025

    PURPOSE: With limited means, resource-deprived countries must find ways to organize education to meet standards. Few reports exist about anatomical education in LLMICs. This study explores how anatomy teaching is sustained in countries with few resources and which affordable educational strategies are applied to uphold quality. METHODS: email combined with semi-structured online interview with teachers, exploring survey results at a deeper level.…

  • The importance of selecting contextually relevant EPAs

    Daniel Nel, Gustavo Salata Romão et al.ARTICLEMedical Teacher2025

    Dear EditorCompetency-Based Education (CBE) has become increasingly popular in Health Professions Education. With CBE, the healthcare needs of the local context serve as the foundation for design o

  • For which entrustable professional activities must medical students be prepared if unsupervised patient care without further training is an expectation? An international Global South study

    Open AccessOlle ten Cate, Daniel Nel et al.ARTICLEBMJ Global Health2024

    INTRODUCTION: Training medical students requires objectives that are often translated into frameworks of competencies. Since the introduction of entrustable professional activities (EPAs), these tasks or 'units of professional practice', originally conceived for postgraduate training, define what residents must be prepared to do unsupervised. Nowadays, EPAs are also applied to undergraduate training, with the prospect of entering residency. Howev…

  • Reimagining Initial Certification as a Process That Begins During Residency to Support Continuous Development Across Training and Practice

    Open AccessCarol Carraccio, Daniel J Schumacher et al.ARTICLEAcademic Medicine2024

    In the United States, initial board certification remains focused on a high-stakes knowledge examination after completion of training. A more contemporary view supports a program of assessment that includes multiple types and sources of data with an emphasis on direct workplace observation to get the best picture of an individual’s performance. In this article, the authors reimagine initial certification as a continuous assessment for learning th…

  • “When You’re in It, It Feels Like It’s Everything”

    Open AccessLynnea M Mills, Terese Stenfors et al.ARTICLEAcademic Medicine2024

  • Medical competence as a multilayered construct

    Open AccessOlle ten Cate, Natasha Khursigara‐Slattery et al.ARTICLEMedical Education2024

  • Mentorship in health professions education – an Amee guide for mentors and mentees

    Subha Ramani, Rashmi A Kusurkar et al.ARTICLEMedical Teacher2024

    This AMEE guide discusses theoretical principles and practical strategies for health professions educators to promote impactful mentoring relationships. Traditional definitions are challenged, distinctions are made between roles such as mentor, advisor, coach and sponsor. As educational environments change and options for professional development expand, we argue that the traditional dyadic format of mentoring alone will not help mentees to maxim…

  • Mobile technologies to support workplace-based assessment for entrustment decisions

    Open AccessAdrian Philipp Marty, Machelle Linsenmeyer et al.ARTICLEMedical Teacher2023

    With the rise of competency-based medical education and workplace-based assessment (WBA) since the turn of the century, much has been written about methods of assessment. Direct observation and other sources of information have become standard in many clinical programs. Entrustable professional activities (EPAs) have also become a central focus of assessment in the clinical workplace. Paper and pencil (one of the earliest mobile technologies!) to…

  • Twelve tips to develop entrustable professional activities

    Marije P Hennus, Jennie B Jarrett et al.ARTICLEMedical Teacher2023

    Entrustable professional activities (EPAs), units of professional practice that require proficient integration of multiple competencies and can be entrusted to a sufficiently competent learner, are increasingly being used to define and inform curricula of health care professionals. The process of developing EPAs can be challenging and requires a deep yet pragmatic understanding of the concepts underlying EPA construction. Based on recent literatu…

  • Transdisciplinary entrustable professional activities

    Inge Pool, Saskia Hofstra et al.ARTICLEMedical Teacher2023

    Healthcare has become highly specialized. Specialists, in medicine as well as in nursing, determine much of the high quality of current health care. But healthcare has also become increasingly fragmented, with professionals trained in separate postgraduate silos, with boundaries often difficult to cross. While a century ago, generalists dominated patient care provision, now specialists prevail and risk becoming alienated from each other, losing t…

  • Investigating feedback orientation in medical learners

    Lynnea M Mills, Patricia O’sullivan et al.ARTICLEMedical Teacher2023

    Background/purpose Feedback processes in health professions education (HPE) are not always successful. While recommendations to improve feedback provision dominate the literature, studying specific learner attributes that impact feedback uptake may also improve feedback processes. Feedback orientation is a concept from management science involving four dimensions of learner attributes and attitudes that impact their feedback uptake: utility, acco…

  • Clinical supervision under pressure

    Open AccessMarjel van Dam, Hanneke van Hamersvelt et al.ARTICLEMedical Education Online2023

    Clinical supervision, interprofessional, COVID-19, Intensive Care

  • Supervision and Care Quality as Perceived by Redeployed Attendings, Fellows, and Residents During a Covid-19 Surge

    John Q Young, Karen A Friedman et al.ARTICLEAcademic Medicine2022

    PURPOSE: To better prepare for potential future large-scale redeployments, this study examines quality of supervision and care as perceived by redeployed residents, fellows, and attendings during a COVID-19 surge. METHOD: During April and May 2020, attendings, fellows, and residents redeployed at 2 teaching hospitals were invited to participate in a survey, which included questions on respondents' prior experience; redeployed role; amount of supe…

  • The logic behind entrustable professional activity frameworks

    Open AccessMarije P Hennus, Marjel van Dam et al.ARTICLEMedical Education2022

  • Exploring how feedback reflects entrustment decisions using artificial intelligence

    Open AccessBrian Gin, Olle ten Cate et al.ARTICLEMedical Education2022

  • Developing entrustable professional activities for university teachers in the health professions

    Open AccessLisette van Bruggen, Esther E van Dijk et al.ARTICLEMedical Teacher2022

    Purpose There is a widely recognized need to improve teacher professional development as well as recognition of teaching expertise in health professions education (HPE). This study aimed to develop Entrustable Professional Activities (EPAs) for university teachers in HPE as foundations for systems of training, certification, and career opportunities.Method A local expert consultation using a two-round Delphi study at a Dutch academic medical cent…

  • Six Routes to Unsupervised Clinical Practice

    Marjo Wijnen‐Meijer, Mirte van den Broek et al.ARTICLEAcademic Medicine2021

  • The Implementation of Entrustable Professional Activities in Postgraduate Medical Education in the Netherlands

    Jacqueline de Graaf, Marieke Bolk et al.ARTICLEAcademic Medicine2021

    Postgraduate medical education in the Netherlands has adopted competency-based education since the turn of the century. In 2006, the CanMEDS competency framework was introduced. A 2013 government plan to reduce the length and budgets of training programs led the Dutch Association of Medical Specialists (DAMS) to respond with a proposal to create more flexibility and individualization rather than a blunt cut in the length across all training progr…

  • Entrustable Professional Activities and Entrustment Decision Making

    Olle ten Cate, Dorene F Balmer et al.ARTICLEAcademic Medicine2021

    To establish a research and development agenda for Entrustable Professional Activities (EPAs) for the coming decade, the authors, all active in this area of investigation, reviewed recent research papers, seeking recommendations for future research. They pooled their knowledge and experience to identify 3 levels of potential research and development: the micro level of learning and teaching; the meso level of institutions, programs, and specialty…

  • Medical Students’ Perspectives on Entrustment Decision Making in an Entrustable Professional Activity Assessment Framework

    Angeliz M Caro Monroig, H Carrie Chen et al.ARTICLEAcademic Medicine2021

    PURPOSE: Research on how entrustment decisions are made identifies 5 influential factors (supervisor, trainee, supervisor-trainee relationship, context, task). However, this literature primarily represents the perspective of supervisors in graduate medical education and is conducted outside of an assessment framework where entrustment decisions have consequences for trainees and for patients. To complement the literature, the authors explored how…

  • Developing Entrustable Professional Activities for the Training of Translational Scientists

    Margot M Weggemans, Margot Weggemans et al.ARTICLEAcademic Medicine2021

    PURPOSE: Improved training for translational scientists is important to help address the waste of resources and irreproducibility of research outcomes in current translational medicine. However, there are a lack of training programs that cover the full range of knowledge and skills translational scientists need to develop, and many translational research training programs struggle to develop competency frameworks and assessment tools. Entrustable…

  • Entrustment Decision Making

    Olle ten Cate, Carol Carraccio et al.ARTICLEAcademic Medicine2021

    The iconic Miller’s pyramid, proposed in 1989, characterizes 4 levels of assessment in medical education (“knows,” “knows how,” “shows how,” “does”). The frame work has created a worldwide awareness of the need to have different assessment approaches for different expected outcomes of education and training. At the time, Miller stressed the innovative use of simulation techniques, geared at the third level (“shows how”); however, the “does” level…