Entrustable professional activities for Junior Brazilian Medical Students in community medicine

[1] Ten Cate O(2015)Curriculum development for the workplace using Entrustable Professional Activities (EPAs): AMEE Guide No. 99 Med Teach 37 983-1002

[2] Chen HC(2018)Importance of context in entrustable professional activities on surgical undergraduate medical education MedEdPublish 7 1-12

[3] Hoff RG(2007)Competency-based postgraduate training: can we bridge the gap between theory and clinical practice? Acad Med 82 542-7

[4] Peters H(2015)The case for use of Entrustable Professional Activities in undergraduate medical education Acad Med 90 431-6

[5] Bok H(2016)Toward defining the foundation of the MD degree: core Entrustable Professional Activities for entering residency Acad Med 91 1352-8

[6] van der Schaaf M(2017)Constructing a shared mental model for faculty development for the core entrustable professional activities for entering residency Acad Med 92 759-64

[7] Gutiérrez-Barreto S(2017)Implementing an entrustable professional activities framework in undergraduate medical education: early lessons from the AAMC Core Entrustable Professional Activities for Entering Residency Pilot Acad Med 92 765-70

[8] Durán-Pérez VD(2016)The “Profiles” document: a modern revision of the objectives of undergraduate medical studies in Switzerland Swiss Med Wkly 146 w14270-10

[9] Flores-Morones F(2016)Identifying competencies in community medicine: an explorative study in a medical college in Delhi Int J Health Care Educ Med Inform 3 4-9

[10] Esqueda-Nuñez RI(2016)Determining competencies for the development of curriculum of Community Medicine and Family Medicine for undergraduate medical students J Contemp Med Educ 4 54-45

[1] Ten Cate O(2015)Curriculum development for the workplace using Entrustable Professional Activities (EPAs): AMEE Guide No. 99 Med Teach 37 983-1002

[2] Chen HC(2018)Importance of context in entrustable professional activities on surgical undergraduate medical education MedEdPublish 7 1-12

[3] Hoff RG(2007)Competency-based postgraduate training: can we bridge the gap between theory and clinical practice? Acad Med 82 542-7

[4] Peters H(2015)The case for use of Entrustable Professional Activities in undergraduate medical education Acad Med 90 431-6

[5] Bok H(2016)Toward defining the foundation of the MD degree: core Entrustable Professional Activities for entering residency Acad Med 91 1352-8

[6] van der Schaaf M(2017)Constructing a shared mental model for faculty development for the core entrustable professional activities for entering residency Acad Med 92 759-64

[7] Gutiérrez-Barreto S(2017)Implementing an entrustable professional activities framework in undergraduate medical education: early lessons from the AAMC Core Entrustable Professional Activities for Entering Residency Pilot Acad Med 92 765-70

[8] Durán-Pérez VD(2016)The “Profiles” document: a modern revision of the objectives of undergraduate medical studies in Switzerland Swiss Med Wkly 146 w14270-10

[9] Flores-Morones F(2016)Identifying competencies in community medicine: an explorative study in a medical college in Delhi Int J Health Care Educ Med Inform 3 4-9

[10] Esqueda-Nuñez RI(2016)Determining competencies for the development of curriculum of Community Medicine and Family Medicine for undergraduate medical students J Contemp Med Educ 4 54-45