Ten Cate O, Hart D, Ankel F, et al. Entrustment decision making in clinical training. Acad Med. 2016;91:191–198

Goldman J, Kitto S, Reeves S. (2018). Examining the implementation of collaborative competencies in a critical care setting: Key challenges for enacting competency-based education. J Interprof Care, 32(4), 407-415.

Bourgeois-law G, Teunissen PW, Regehr G. Remediation in Practicing Physicians: Current and Alternative Conceptualizations. Acad Med. 2018;93(11):1638-1644.

Monteiro S, Sullivan GM, Chan TM. Generalizability Theory Made Simple(r): An Introductory Primer to G-Studies. J Grad Med Educ. 2019;11(4):365-370

Rogers, G. D., et al. (2017). International consensus statement on the assessment of interprofessional learning outcomes. Medical Teacher 39(4): 347-359.

Chan T, Sebok-syer S, Thoma B, Wise A, Sherbino J, Pusic M. Learning Analytics in Medical Education Assessment: The Past, the Present, and the Future. AEM Educ Train. 2018;2(2):178-187.

Prentice, S, Benson, J, Kirkpatrick, E, Schuwirth, L. Workplace‐based assessments in postgraduate medical education: A hermeneutic review. Med Educ. 2020; 00: 1‐ 12.

Govaerts M. Workplace-Based Assessment and Assessment for Learning: Threats to Validity. J Grad Med Educ. 2015;7(2):265-7.

van de Ridder JM, Stokking KM, McGaghie WC, ten Cate OT. What is feedback in clinical education? Med Educ. 2008;42(2):189–97.

Franzone JM, Kennedy BC, Merritt H, Casey JT, Austin MC, Daskivich TJ. Progressive independence in clinical training: perspectives of a national, multispecialty panel of residents and fellows. J Grad Med Educ. 2015;7:700–704.