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Hauer KE, et al. Remediation of the deficiencies of physicians across the continuum from medical school to practice: a thematic review of the literature. Acad Med. 2009;84(12):1822–32.

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Gingerich A, Sebok-Syer SS, Larstone R, Watling CJ, Lingard L. Seeing but not believing: Insights into the intractability of failure to fail. Medical Education. 2020 Jun. DOI: 10.1111/medu.14271.

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Hays R. Standard setting. Clin Teach. 2015;12(4):226-30.

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Bandiera G, Sherbino J, Frank JF. The CanMEDS assessment tools handbook: an introductory guide to assessment methods for the CanMEDS competencies. Ottawa (ON): The Royal College of Physicians and Surgeons of Canada; 2006.

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Tochel C, Haig A, Hesketh A, Cadzow A, Beggs K, Colthart I, et al. The effectiveness of portfolios for post-graduate assessment and education: BEME Guide No. 12. Med Teach. 2009; 31(4):299–318.

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Dweck, C. S. (2008). Mindset: The new psychology of success. House Digital, Inc. Chicago

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Paniagua, M. A., & Swygert, K. A. (2016). Constructing Written Test Questions for the Basic and Clinical Sciences. Philadelphia: National Board of Medical Examiners.

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Kane MT. An argument-based approach to validity. Psychol Bull. 1992;112(3):527–35.

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Ten Cate O. AM last page: what entrustable professional activities add to a competency-based curriculum. Acad Med. 2014;89(4):691

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Davis DA, Mazmanian PE, Fordis M, Van Harrison R, Thorpe KE, Perrier L. Accuracy of physician self-assessment compared with observed measures of competence: a systematic review. JAMA. 2006;296(9):1094–1102.

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