Evidence map›Paper›PMID 42292746›Full record

ArticlePerspectives on medical education2026

Understanding Curriculum Implementation with Entrustable Professional Activities Through the Lens of Normalization Process Theory.

Marije P Hennus, Roberta I Ladenheim, H Carrie Chen, Fremen Chihchen Chou, Stanley J Hamstra, Eva K Hennel, Adrian P Marty, Gustavo S Romao, Mabel Yap, Olle Ten Cate

Abstract read
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Article in Perspectives on medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

10 authors.

Marije P HennusDepartment of Pediatric Intensive Care, University Medical Center Utrecht, Utrecht, The Netherlands.ORCID 0000-0003-1508-0456
Roberta I LadenheimUniversidad del Hospital Italiano de Buenos Aires, Argentina.ORCID 0000-0002-0088-6951
H Carrie ChenDepartment of Health Systems Science, Kaiser Permanente Bernard J. Tyson School of Medicine, Pasadena, California, United States.ORCID 0000-0003-1663-1598
Fremen Chihchen ChouChina Medical University, Taiwan.ORCID 0000-0002-7932-5056
Stanley J HamstraDepartment of Surgery, University of Toronto, Toronto, Canada.ORCID 0000-0002-0680-366X
Eva K HennelSwiss Institute for Medical Education, Bern, Switzerland.ORCID 0000-0002-7625-5785
Adrian P MartyDepartment of Anesthesiology, Intensive Care Medicine and Pain Therapy, University Hospital Balgrist, Zurich, Switzerland.ORCID 0000-0003-3452-9730
Gustavo S RomaoUniversity of Ribeirão Preto/Febrasgo, Ribeirão Preto, São Paulo, Brazil.ORCID 0000-0001-7571-1067
Mabel YapProfessional Training and Assessment Standards, Ministry of Health, Singapore.ORCID 0000-0002-7589-7962
Olle Ten CateMedical Education at University Medical Center Utrecht, The Netherlands.ORCID 0000-0002-6379-8780

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Competency-based medical education (CBME) is widely adopted in numerous countries, but many programs struggle to translate its conceptual promises into routine educational and clinical practice. Entrustable Professional Activities (EPAs), a key mechanism to operationalize CBME, have been implemented in different ways with substantial variation across contexts. While implementation challenges are well described, the field lacks explanatory approaches to understand why such variation occurs and how it shapes practice. In this

Indexed as

Competency-Based EducationCurriculumHumans

Identifiers

PMID42292746
PMCPMC13262643

What OpenQuestion holds

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LicenceCC BY
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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.