Olle ten Cate

Professor of Medical Education

University Medical Center Groningen

Netherlands

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Olle ten Cate is a Professor of Medical Education at the University Medical Center Utrecht, Netherlands. His research focuses on entrustable professional activities (EPAs), medical education in low-resourced countries, and the integration of artificial intelligence in healthcare education. He has contributed to various studies aimed at improving educational strategies and mentorship in health professions, addressing both challenges and innovative solutions within medical training.

Articles (20)

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2025

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2023

Collaborators (13)

Gary D. Rogers

Deakin University

AUSTRALIA

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David Irby

Professor

University of California San Francisco School of Medicine

UNITED STATES

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Robert Sternszus

CANADA

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Patricia S. O’Sullivan

University of California

UNITED STATES

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Raja-Elie E. Abdulnour

Editor-in-Chief, NEJM Journal Watch

UMass Medical School

UNITED STATES

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Marije Hennus

University Medical Center Groningen

NETHERLANDS

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Lisette Schoonhoven

Professor of Nursing Science

University Medical Center Groningen

NETHERLANDS

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Amy Pittenger

Department Head and Professor

University of Minnesota

UNITED STATES

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Eeva Pyörälä

University of Helsinki

FINLAND

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David Taylor

CANADA

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Brian Gin

Associate Professor

The University of Illinois at Chicago

UNITED STATES

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Terence Ma

Associate Dean for Assessment, Quality Improvement, and Accreditation

University of Texas Medical School at Houston

UNITED STATES

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Stanley Hamstra

Professor

University of Toronto

CANADA

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Olle ten Cate

Research Interests

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Articles (20)

Entrustment and EPAs for Artificial Intelligence (AI): A Framework to Safeguard the Use of AI in Health Professions Education

The importance of selecting contextually relevant EPAs

Comparing High and Low Faculty EPA Assessment Completers: Insights to Improve EPA Implementation

Anatomy education in low-resourced countries: What are challenges and effective and affordable educational strategies? A qualitative study

Assessing supervisor versus trainee viewpoints of entrustment through cognitive and affective lenses: an artificial intelligence investigation of bias in feedback

Breaking Bad News to Learners: How Well Does the SPIKES Clinical Model Translate?

For which entrustable professional activities must medical students be prepared if unsupervised patient care without further training is an expectation? An international Global South study

Reimagining Initial Certification as a Process That Begins During Residency to Support Continuous Development Across Training and Practice

Facilitating flexibility in postgraduate nursing education through entrustable professional activities to address nursing shortages and career prospects

Clinical supervision under pressure: a qualitative study amongst health care professionals working on the ICU during COVID-19

Twelve tips to develop entrustable professional activities

Exploring Interprofessional Development of Entrustable Professional Activities For Pediatric Intensive Care Fellows: A Proof-of-Concept Study

Medical Residents’ Informal Learning from Pharmacists in the Clinical Workplace

Preliminary evidence for a Tool to Observe the Construction of Knowledge in Interprofessional teams (TOCK–IP)

Medical competence as a multilayered construct

Transdisciplinary entrustable professional activities

Entrustable professional activities: a model for job activity competency framework with microcredentials

Would I Trust or Will I Trust? The Gap between Entrustment Determinations and Entrustment Decisions for Trainees in Pharmacy and Other Health Professions

Investigating feedback orientation in medical learners

Mentorship in health professions education – an AMEE guide for mentors and mentees

Collaborators (13)

Gary D. Rogers

David Irby

Robert Sternszus

Patricia S. O’Sullivan

Raja-Elie E. Abdulnour

Marije Hennus

Lisette Schoonhoven

Amy Pittenger

Eeva Pyörälä

David Taylor

Brian Gin

Terence Ma

Stanley Hamstra

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