Olle ten Cate
Cate, Th. J. ten
Cate, Olle ten (Theodorus Jan), 1953-
Cate, Olle ten
VIAF ID: 43261919 (Personal)
Permalink: http://viaf.org/viaf/43261919
Preferred Forms
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100 1 _
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Cate, Olle ten
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100 1 _ ‡a Cate, Olle ten ‡q (Theodorus Jan), ‡d 1953-
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100 1 _
‡a
Cate, Th. J. ten
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100 1 _
‡a
Cate, Th. J. ten
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100 0 _
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Olle ten Cate
4xx's: Alternate Name Forms (11)
Works
| Title | Sources |
|---|---|
| De algemene medische kennistoets: resultaten |
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| Anonimiteit bij tijdschrijfonderzoek |
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| Bakens voor nieuwe stappen in de ontwikkeling van de artsopleiding |
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| Het concept-ontwerp Wet Hoger Onderwijs en Wetenschappelijk Onderzoek en de opleiding tot arts |
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| Curriculuminnovatie als project |
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| Denkramen : het A.A. Hijmans van den Berghgebouw |
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| Evaluatie propedeuse |
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| Het geneeskunde onderwijs voor het blok : tweede rapport met betrekking tot het geneeskunde onderwijs in het kader van de tweefasenstruktuur |
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| In search of common ground: A task conceptualization to facilitate the design of |
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| The ingredients of a rich entrustment decision |
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| Kijken, kunst en kunde : over onderwijs en A. Albert Hijmans van den Bergh |
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| Leren in groepen zonder docent |
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| Measuring cognitive load during procedural skills training with colonoscopy as an exemplar |
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| Medical competence: The interplay between individual ability and the health care environment |
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| Nested peer tutoring in clinical reasoning. |
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| Onderzoek van het gezondheidszorgonderwijs in Nederland, 1972–2012 |
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| Online formative tests linked to microlectures improving academic achievement. |
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| Opening up our windows to the world |
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| Opleiden van medisch specialisten : achtergronden en praktijk |
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| Optimalisering van het numerieke rendement |
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| The parts, the sum and the whole-Evaluating students in teams |
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| The patient handover as an entrustable professional activity: adding meaning in teaching and practice |
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| Peer teaching in het onderwijs van de sociale geneeskunde, opzet en evaluatie |
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| Point: Global standards in medical education - what are the objectives? |
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| Principles and practice of case-based clinical reasoning education : a method for preclinical students |
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| Problem-based learning versus lecture-based learning in postgraduate medical education |
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| Professional Identity Formation and the Clinician-Scientist: A Paradigm for a Clinical Career Combining Two Distinct Disciplines |
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| Progress testing with short answer questions. |
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| Qualified but not yet fully competent: perceptions of recent veterinary graduates on their day-one skills |
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| The recommended description of an entrustable professional activity: AMEE Guide No. 140 |
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| Reporting conflicts of interest: clarifying the grey areas. |
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| Research fraud and its combat: what can a journal do? |
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| A review of interprofessional training wards: Enhancing student learning and patient outcomes |
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| Sa1225 Freeing Working Memory to Learn Colonoscopy: A Study on Cognitive Load During Colonoscopy Training in a National Sample of Gastroenterology Fellows |
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| Sequencing learning experiences to engage different level learners in the workplace: An interview study with excellent clinical teachers. |
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| Simulation-based trauma education for medical students: A review of literature |
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| Social Identification with the Medical Profession in the Transition from Student to Practitioner |
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| Stages and transitions in medical education around the world: clarifying structures and terminology |
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| Strategic planning in medical education: enhancing the learning environment for students in clinical settings. |
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| Strategies for continuing professional development among younger, middle-aged, and older nurses: a biographical approach |
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| De student als docent, 1984: |
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| Students' conceptions of the medical profession; an interview study. |
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| The Students Follow Patients Program |
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| Students' goal orientations, perceptions of early clinical experiences and learning outcomes. |
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| Studielast vaste keuze onderwijs derde studiejaar geneeskunde 1985 en 1986 |
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| Het succes van de NVMO |
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| Successful e-learning programme on the detection of child abuse in emergency departments: a randomised controlled trial. |
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| Support for external validity of radiological anatomy tests using volumetric images |
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| Systematische observatie van hoorcolleges toegepast bij de Vakgroep Dermatologie |
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| A teaching rotation and a student teaching qualification for senior medical students |
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| Tests, Quizzes, and Self-Assessments: How to Construct a High-Quality Examination. |
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| Time to trust: longitudinal integrated clerkships and entrustable professional activities |
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| Toward a research agenda for competency-based medical education |
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| Trainee perception of cognitive load during observed faculty staff teaching of procedural skills |
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| Training medical students for the twenty-first century: Rationale and development of the Utrecht curriculum "CRU+". |
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| Transforming the learning outcomes of anaesthesiology training into entrustable professional activities: A Delphi study |
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| Traveling by winding roads or highways: Stability of medical students' specialty preferences over time |
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| Trusting graduates to enter residency: what does it take? |
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| Understanding trust as an essential element of trainee supervision and learning in the workplace |
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| Unpacking the Complexity of Patient Handoffs Through the Lens of Cognitive Load Theory |
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| User reception of a simple online multisource feedback tool for residents |
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| Validation of core medical knowledge by postgraduates and specialists |
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| Valide medisch onderwijs |
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| Validity evidence for the measurement of the strength of motivation for medical school |
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| Validity of the visual analogue scale as an instrument to measure self-efficacy in resuscitation skills |
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| Variables that affect the process and outcome of feedback, relevant for medical training: a meta-review. |
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| Veertig jaar ontwikkelingen in de NVMO |
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| Verhoging didactische kwaliteit door beoordeling en scholing : I |
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| Vernieuwing co-assistentschappen AMC |
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| Vertically integrated medical education and the readiness for practice of graduates |
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| Very long-term retention of basic science knowledge in doctors after graduation. |
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| Viewpoint: Competency-Based Postgraduate Training: Can We Bridge the Gap between Theory and Clinical Practice? |
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| Volumetric and two-dimensional image interpretation show different cognitive processes in learners. |
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| Volumetric CT-images improve testing of radiological image interpretation skills |
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| Voorkeuren van studenten geneeskunde en recent afgestudeerden voor het beroep van huisarts |
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| What Do Medical Students Do and Want When Caring for "Difficult Patients"? |
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| What happens to the student? The neglected variable in educational outcome research. |
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| What Is a 21st-Century Doctor? Rethinking the Significance of the Medical Degree |
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| When do supervising physicians decide to entrust residents with unsupervised tasks? |
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| When I say … embodied cognition |
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| When I say … entrustability |
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| Who can do without patients? |
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| Why the ethics of medical education research differs from that of medical research |
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| Working Definitions of the Roles and an Organizational Structure in Health Professions Education Scholarship: Initiating an International Conversation |
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