Olle ten Cate

Summary

Affiliation: University Medical Center Utrecht
Country: The Netherlands

Publications

  1. ncbi Entrustability of professional activities and competency-based training
    Olle ten Cate
    School of Medicine, University Medical Centre Utrecht, The Netherlands
    Med Educ 39:1176-7. 2005
  2. ncbi [International medical graduates in Dutch health care: the new assessment procedure]
    T J ten Cate
    Universitair Medisch Centrum Utrecht, Expertisecentrum voor Onderwijs en Opleiding, Postbus 85, 500, 3584 CG Utrecht
    Ned Tijdschr Geneeskd 152:899-902. 2008
  3. pmc Trust, competence, and the supervisor's role in postgraduate training
    Olle ten Cate
    Centre for Research and Development of Education, University Medical Centre Utrecht, PO Box 85500, 3508 GA Utrecht, Netherlands
    BMJ 333:748-51. 2006
  4. ncbi Why receiving feedback collides with self determination
    Olle Th J Ten Cate
    Center for Research and Development of Education, University Medical Center Utrecht, Room HB 4 24, Universiteitsweg 98, 3584 CG, Utrecht, The Netherlands
    Adv Health Sci Educ Theory Pract 18:845-9. 2013
  5. pmc Motivational profiles of medical students: association with study effort, academic performance and exhaustion
    Rashmi A Kusurkar
    VUmc School of Medical Sciences, Postal address VU University Medical Center Amsterdam, Institute of Education and Training, Postbus 7057, A 114, Amsterdam, MB 1007, The Netherlands
    BMC Med Educ 13:87. 2013
  6. doi How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE guide No. 59
    Th J ten Cate
    Center for Research and Development of Education, University Medical Center Utrecht, The Netherlands
    Med Teach 33:961-73. 2011
  7. pmc Correlations of knowledge and preference of medical students for a specialty career: a case-study of youth health care
    Marc B M Soethout
    VU University Medical Center, Department of Public and Occupational Health, EMGO Institute, Amsterdam, The Netherlands
    BMC Public Health 8:14. 2008
  8. doi A national association for medical education serving the production of intellectual thought and development--introduction to the NVMO series
    Olle ten Cate
    UMC Utrecht, The Netherlands
    Med Teach 30:235-6. 2008
  9. doi Medical education in The Netherlands
    Olle ten Cate
    Centre for Research and Development of Education, UMC Utrecht, The Netherlands
    Med Teach 29:752-7. 2007
  10. ncbi Dimensions and psychology of peer teaching in medical education
    Olle ten Cate
    Center for Research and Development of Education, UMC Utrecht, The Netherlands
    Med Teach 29:546-52. 2007

Collaborators

Detail Information

Publications32

  1. ncbi Entrustability of professional activities and competency-based training
    Olle ten Cate
    School of Medicine, University Medical Centre Utrecht, The Netherlands
    Med Educ 39:1176-7. 2005
  2. ncbi [International medical graduates in Dutch health care: the new assessment procedure]
    T J ten Cate
    Universitair Medisch Centrum Utrecht, Expertisecentrum voor Onderwijs en Opleiding, Postbus 85, 500, 3584 CG Utrecht
    Ned Tijdschr Geneeskd 152:899-902. 2008
    ....
  3. pmc Trust, competence, and the supervisor's role in postgraduate training
    Olle ten Cate
    Centre for Research and Development of Education, University Medical Centre Utrecht, PO Box 85500, 3508 GA Utrecht, Netherlands
    BMJ 333:748-51. 2006
  4. ncbi Why receiving feedback collides with self determination
    Olle Th J Ten Cate
    Center for Research and Development of Education, University Medical Center Utrecht, Room HB 4 24, Universiteitsweg 98, 3584 CG, Utrecht, The Netherlands
    Adv Health Sci Educ Theory Pract 18:845-9. 2013
    ..It explains why feedback is often less effective than one would expect. Suggestions to convey feedback in ways that may preserve the trainee's autonomy are provided. ..
  5. pmc Motivational profiles of medical students: association with study effort, academic performance and exhaustion
    Rashmi A Kusurkar
    VUmc School of Medical Sciences, Postal address VU University Medical Center Amsterdam, Institute of Education and Training, Postbus 7057, A 114, Amsterdam, MB 1007, The Netherlands
    BMC Med Educ 13:87. 2013
    ....
  6. doi How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE guide No. 59
    Th J ten Cate
    Center for Research and Development of Education, University Medical Center Utrecht, The Netherlands
    Med Teach 33:961-73. 2011
    ....
  7. pmc Correlations of knowledge and preference of medical students for a specialty career: a case-study of youth health care
    Marc B M Soethout
    VU University Medical Center, Department of Public and Occupational Health, EMGO Institute, Amsterdam, The Netherlands
    BMC Public Health 8:14. 2008
    ....
  8. doi A national association for medical education serving the production of intellectual thought and development--introduction to the NVMO series
    Olle ten Cate
    UMC Utrecht, The Netherlands
    Med Teach 30:235-6. 2008
  9. doi Medical education in The Netherlands
    Olle ten Cate
    Centre for Research and Development of Education, UMC Utrecht, The Netherlands
    Med Teach 29:752-7. 2007
    ..Medical education in The Netherlands is a dynamic field...
  10. ncbi Dimensions and psychology of peer teaching in medical education
    Olle ten Cate
    Center for Research and Development of Education, UMC Utrecht, The Netherlands
    Med Teach 29:546-52. 2007
    ..A number of authors have linked peer teaching to theories of education and psychology. Yet no comprehensive overview of what theory can offer to understand dynamics of peer teaching has been previously provided...
  11. ncbi Peer teaching in medical education: twelve reasons to move from theory to practice
    Olle ten Cate
    Center for Research and Development of Education at UMC Utrecht, The Netherlands
    Med Teach 29:591-9. 2007
    ..To provide an estimation of how often peer teaching is applied in medical education, based on reports in the literature and to summarize reasons that support the use of this form of teaching...
  12. ncbi Medical competence: the interplay between individual ability and the health care environment
    Olle ten Cate
    Center for Research and Development of Education, University Medical Center, Utrecht, The Netherlands
    Med Teach 32:669-75. 2010
    ..This backward visioning from EPAs to competencies is proposed as a guide to curriculum planning and assessment. The authors discuss experiences with this conceptual model in research, curriculum development and learner assessment...
  13. ncbi Competency-based postgraduate training: can we bridge the gap between theory and clinical practice?
    Olle ten Cate
    Center for Research and Development of Education, University Medical Center, Utrecht, The Netherlands
    Acad Med 82:542-7. 2007
    ..Residents may then be awarded responsibility for EPAs. This can serve to move toward competency-based training, in which a flexible length of training is possible and the outcome of training becomes more important than its length...
  14. ncbi A teaching rotation and a student teaching qualification for senior medical students
    Olle ten Cate
    University Medical Center Utrecht, The Netherlands
    Med Teach 29:566-71. 2007
    ..Students who complete both may receive a student teaching qualification. They must show didactic skill, have experience with teaching and learn about medical education topics...
  15. doi Have motivation theories guided the development and reform of medical education curricula? A review of the literature
    Rashmi A Kusurkar
    Center for Research and Development of Education, University Medical Center Utrecht, Utrecht, The Netherlands
    Acad Med 87:735-43. 2012
    ..The authors explored whether student motivation has guided medical education curriculum developments...
  16. pmc Validity evidence for the measurement of the strength of motivation for medical school
    Rashmi Kusurkar
    Center for Research and Development of Education, UMC Utrecht, The Netherlands
    Adv Health Sci Educ Theory Pract 16:183-95. 2011
    ..70, 0.67, 0.55 and 0.79. The strength of motivation for medical school has a three factor structure and acceptable validity evidence was found in our study...
  17. ncbi Orienting teaching toward the learning process
    Olle ten Cate
    School of Medical Sciences, University Medical Center Utrecht, Utrecht, The Netherlands
    Acad Med 79:219-28. 2004
    ..Examples of curriculum structure and teachers' activities are given to illustrate the model. Implications for curriculum development, course development, individual teaching moments, and educational research are discussed...
  18. doi Time to trust: longitudinal integrated clerkships and entrustable professional activities
    David A Hirsh
    Dr Hirsh is associate professor in medicine and cofounder and director, Cambridge Integrated Clerkship, Harvard Medical School, Boston, Massachusetts Dr Holmboe is chief medical officer and senior vice president, American Board of Internal Medicine, Philadelphia, Pennsylvania Dr ten Cate is professor of medical education and director, Center for Research and Development of Education, University Medical Center Utrecht, Utrecht, Netherlands
    Acad Med 89:201-4. 2014
    ..As education leaders are reassessing old medical school and training models, rotational blocks, and other barriers to progress, the authors explore the dynamic interplay between longitudinal integrated learning models and entrustment...
  19. doi Graduates from vertically integrated curricula
    Marjo Wijnen-Meijer
    Center for Research and Development of Education, University Medical Center Utrecht, The Netherlands
    Clin Teach 10:155-9. 2013
    ..The aim of the current study is to support the hypothesis that medical graduates from VI programmes meet the expectations of postgraduate supervisors better than those from non-VI curricula...
  20. ncbi Construct validation of progress testing to measure knowledge and visual skills in radiology
    Cecile Ravesloot
    Department of Radiology, University Medical Center Utrecht, Heidelberglaan 100, 3508 GA Utrecht, The Netherlands
    Med Teach 34:1047-55. 2012
    ..The Dutch Radiology Progress Test (DRPT) monitors the acquisition of knowledge and visual skills of radiology residents in the Netherlands...
  21. ncbi The impact of various transitions in the medical education continuum on perceived readiness of trainees to be entrusted with professional tasks
    Marjo Wijnen-Meijer
    University Medical Center Utrecht, The Netherlands
    Med Teach 34:929-35. 2012
    ..Medical trainees go through various transitions during the medical education continuum...
  22. ncbi Generalizability of a study sample assessment procedure for entrance selection for medical school
    Paul Oosterveld
    University Medical Center, Utrecht School of Medical Sciences, Utrecht, The Netherlands
    Med Teach 26:635-9. 2004
    ..74 to 0.83 and 0.53 to 0.61 respectively). In conclusion, the SSAP appears to be a feasible and reliable procedure. The number of raters could, if necessary, be reduced from three to two...
  23. ncbi When do supervising physicians decide to entrust residents with unsupervised tasks?
    Anneke Sterkenburg
    Center for Research and Development of Education, University Medical Center Utrecht, Utrecht, The Netherlands
    Acad Med 85:1408-17. 2010
    ..Patient-care responsibilities stimulate trainee learning but training may compromise patient safety. The authors investigated factors guiding clinical supervisors' decisions to trust residents with critical patient-care tasks...
  24. pmc Effects of age, gender and educational background on strength of motivation for medical school
    Rashmi Kusurkar
    Rudolf Magnus Institute of Neuroscience, UMC Utrecht, The Netherlands
    Adv Health Sci Educ Theory Pract 15:303-13. 2010
    ..Strength of motivation appears to be a dynamic entity, changing primarily with age and maturity and to a small extent with gender and experience...
  25. ncbi Faculty development through international exchange: the IMEX initiative
    Olle ten Cate
    University Medical Center Utrecht, The Netherlands
    Med Teach 36:591-5. 2014
    ..In 2006, five schools across the globe decided to enhance international faculty experiences through an exciting new collaboration: the International Medical Educators Exchange (IMEX) initiative...
  26. ncbi Stages and transitions in medical education around the world: clarifying structures and terminology
    Marjo Wijnen-Meijer
    Center for Research and Development of Education, University Medical Center Utrecht, The Netherlands
    Med Teach 35:301-7. 2013
    ..In a world that increasingly serves the international exchange of information on medical training, many students, physicians and educators encounter numerous variations in curricula, degrees, point of licensing and terminology...
  27. doi Nurses' and managers' perceptions of continuing professional development for older and younger nurses: a focus group study
    Inge Pool
    Vocational Education and Training Centre, University Medical Centre Utrecht, Utrecht, The Netherlands
    Int J Nurs Stud 50:34-43. 2013
    ....
  28. doi Building a competency-based workplace curriculum around entrustable professional activities: The case of physician assistant training
    Hanneke Mulder
    University Medical Center Utrecht, The Netherlands
    Med Teach 32:e453-9. 2010
    ..This article aims to provide a practical model, based on the concept of entrustable professional activities (EPAs) to make this translation, derived from curriculum building for physician assistants (PAs)...
  29. ncbi Educational assessment center techniques for entrance selection in medical school
    Olle ten Cate
    University Medical Center Utrecht, School of Medical Science, The Netherlands
    Acad Med 77:737. 2002
    ..Dutch assessment centers use observation procedures in which candidates act in simulated activities that are characteristic of the vacant position...
  30. ncbi Implementation of the Bologna two-cycle system in medical education: where do we stand in 2007? - results of an AMEE-MEDINE survey
    Madalena Patricio
    Institute of Introduction to Medicine, Faculty of Medicine University of Lisbon, Portugal
    Med Teach 30:597-605. 2008
    ..Specifically the objective to structure higher education in two cycles evokes strong opinions, but an overview on the implementation progress is lacking...
  31. ncbi The impact of assessing simulated bad news consultations on medical students' stress response and communication performance
    Sandra van Dulmen
    NIVEL Netherlands Institute for Health Services Research, PO Box 1568, 3500 BN Utrecht, The Netherlands
    Psychoneuroendocrinology 32:943-50. 2007
    ..However, the heart rate appeared to diminish the more often the students had reassured the patient. These findings suggest that in evaluating students' communication performance there is a need to take their stress levels into account...