1 SIWF. Weiterbildungsordnung (WBO).
https://www.fmh.ch/files/pdf19/wbo_d.pdf: SIWF; 2016.
2 Kim S, Willett LR, Noveck H, Patel MS, Walker JA, Terregino CA. Implementation of a Mini-CEX Requirement Across All Third-Year Clerkships. Teaching and learning in medicine. 2016;28(4):424–31.
3 Suhoyo Y, Schönrock-Adema J, Rahayu GR, Kuks JBM, Cohen-Schotanus J. Meeting international standards: A cultural approach in implementing the mini-CEX effectively in Indonesian clerkships. Medical Teacher. 2014;36(10):894–902.
4 Roghieh N, Fateme H, Hamid S, Hamid H. The effect of formative evaluation using “direct observation of procedural skills” (DOPS) method on the extent of learning practical skills among nursing students in the ICU. Iranian Journal of Nursing and Midwifery Research. 2013;18(4):290-3.
5 Hengameh H, Afsaneh R, Morteza K, Hosein M, Marjan SM, Abbas E. The Effect of Applying Direct Observation of Procedural Skills (DOPS) on Nursing Students’ Clinical Skills: A Randomized Clinical Trial. Global Journal of Health Science. 2015;7(7):17–21.
6 Lörwald AC, Lahner F-M, Nouns ZM, Berendonk C, Norcini J, Greif R, et al. The educational impact of Mini-Clinical Evaluation Exercise (Mini-CEX) and Direct Observation of Procedural Skills (DOPS) and its association with implementation: A systematic review and meta-analysis. PloS one. 2018;13(6):e0198009.
7 Lörwald A, Lahner F-M, Mooser B, Perrig M, Widmer MK, Greif R, et al. Influences on postgraduate medical Trainees’ Learning with Mini-CEX and DOPS: a Grounded Theory Study. Medical Teacher 2019; 41(4):448–56.
8 Lörwald AC, Lahner F-M, Greif R, Berendonk C, Norcini J, Huwendiek S. Factors influencing the educational impact of Mini-CEX and DOPS: A qualitative synthesis. Medical Teacher. 2018;40(4):414–20.
9 Ten Cate O, Hoff RG. From case-based to entrustment-based discussions. The Clinical Teacher. 2017;14(6):385–9.