Development of an integrated competency framework for postgraduate paediatric training: a Delphi study

European Journal of Pediatrics ◽

10.1007/s00431-021-04237-2 ◽

2021 ◽

Author(s):

Marieke Robbrecht ◽

Koen Norga ◽

Myriam Van Winckel ◽

Martin Valcke ◽

Mieke Embo

Keyword(s):

Delphi Study ◽

Medical Training ◽

Graduate Training ◽

Postgraduate Education ◽

Curriculum Planning ◽

Working Environment ◽

Competency Framework ◽

Competency Based Education ◽

Competency Frameworks ◽

Competency Based

AbstractCompetency-based education (CBE) has transformed medical training during the last decades. In Flanders (Belgium), multiple competency frameworks are being used concurrently guiding paediatric postgraduate CBE. This study aimed to merge these frameworks into an integrated competency framework for postgraduate paediatric training. In a first phase, these frameworks were scrutinized and merged into one using the Canadian Medical Education Directives for Specialists (CanMEDS) framework as a comprehensive basis. Thereafter, the resulting unified competency framework was validated using a Delphi study with three consecutive rounds. All competencies (n = 95) were scored as relevant in the first round, and twelve competencies were adjusted in the second round. After the third round, all competencies were validated for inclusion. Nevertheless, differences in the setting in which a paediatrician may work make it difficult to apply a general framework, as not all competencies are equally relevant, applicable, or suitable for evaluation in every clinical setting. These challenges call for a clear description of the competencies to guide curriculum planning, and to provide a fitting workplace context and learning opportunities.Conclusion: A competency framework for paediatric post-graduate training was developed by combining three existing frameworks, and was validated through a Delphi study. This competency framework can be used in setting the goals for workplace learning during paediatric training. What is Known:•Benefits of competency-based education and its underlying competency frameworks have been described in the literature.•A single and comprehensive competency framework can facilitate training, assessment, and certification. What is New:•Three existing frameworks were merged into one integrated framework for paediatric postgraduate education, which was then adjusted and approved by an expert panel.•Differences in the working environment might explain how relevant a competency is perceived.

Download Full-text

Developing a competency framework for Health Professions Education at doctoral level: The first step toward a competency based education

Medical Teacher ◽

10.1080/0142159x.2019.1636952 ◽

2019 ◽

Vol 41 (11) ◽

pp. 1298-1306

Author(s):

Fatemeh Keshmiri ◽

Roghayeh Gandomkar ◽

Sara Mortaz Hejri ◽

Elahe Mohammadi ◽

Azim Mirzazadeh

Keyword(s):

Health Professions ◽

Health Professions Education ◽

Competency Framework ◽

Doctoral Level ◽

Competency Based Education ◽

Competency Based

Download Full-text

Global health competencies in UK postgraduate medical training: a scoping review and curricular content analysis

BMJ Open ◽

10.1136/bmjopen-2018-027577 ◽

2019 ◽

Vol 9 (8) ◽

pp. e027577

Author(s):

Nader Al-Shakarchi ◽

Lucy Obolensky ◽

Sarah Walpole ◽

Harry Hemingway ◽

Amitava Banerjee

Keyword(s):

Content Analysis ◽

Global Health ◽

Scoping Review ◽

Medical Training ◽

Postgraduate Medical Education ◽

Core Competencies ◽

Competency Framework ◽

Postgraduate Medical Training ◽

Curricular Content ◽

Competency Frameworks

ObjectiveTo assess global health (GH) training in all postgraduate medical education in the UK.DesignMixed methodology: scoping review and curricular content analysis using two GH competency frameworks.Setting and participantsA scoping review (until December 2017) was used to develop a framework of GH competencies for doctors. National postgraduate medical training curricula were analysed against this and a prior framework for GH competencies. The number of core competencies addressed and/or appearing in each programme was recorded.OutcomesThe scoping review identified eight relevant publications. A 16-competency framework was developed and, with a prior 5-competency framework, used to analyse each of 71 postgraduate medical curricula. Curricula were examined by a team of researchers and relevant learning outcomes were coded as one of the 5 or 16 core competencies. The number of core competencies in each programme was recorded.ResultsUsing the 5-competency and 16-competency frameworks, 23 and 20, respectively, out of 71 programmes contained no global health competencies, most notably the Foundation Programme (equivalent to internship), a compulsory programme for UK medical graduates. Of a possible 16 competencies, the mean number across all 71 programmes was 1.73 (95% CI 1.42 to 2.04) and the highest number were in paediatrics and infectious diseases, each with five competencies. Of the 16 core competencies, global burden of disease and socioeconomic determinants of health were the two most cited with 47 and 35 citations, respectively. 8/16 competencies were not cited in any curriculum.ConclusionsEquity of care and the challenges of practising in an increasingly globalised world necessitate GH competencies for all doctors. Across the whole of postgraduate training, the majority of UK doctors are receiving minimal or no training in GH. Our GH competency framework can be used to map and plan integration across postgraduate programmes.

Download Full-text

Day-1 Competencies for Veterinarians Specific to Health Informatics

Frontiers in Veterinary Science ◽

10.3389/fvets.2021.651238 ◽

2021 ◽

Vol 8 ◽

Author(s):

Zenhwa Ben Ouyang ◽

Jennifer Louise Hodgson ◽

Elliot Robson ◽

Kevin Havas ◽

Elizabeth Stone ◽

...

Keyword(s):

Health Informatics ◽

American Association ◽

Opinion Leaders ◽

Competency Framework ◽

Delivery Of Healthcare ◽

Life Balance ◽

Competency Based Education ◽

Competency Based ◽

Framework Development ◽

Insight Into

In 2015, the American Association of Veterinary Medical Colleges (AAVMC) developed the Competency-Based Veterinary Education (CBVE) framework to prepare practice-ready veterinarians through competency-based education, which is an outcomes-based approach to equipping students with the skills, knowledge, attitudes, values, and abilities to do their jobs. With increasing use of health informatics (HI: the use of information technology to deliver healthcare) by veterinarians, competencies in HI need to be developed. To reach consensus on a HI competency framework in this study, the Competency Framework Development (CFD) process was conducted using an online adaptation of Developing-A-Curriculum, an established methodology in veterinary medicine for reaching consensus among experts. The objectives of this study were to (1) create an HI competency framework for new veterinarians; (2) group the competency statements into common themes; (3) map the HI competency statements to the AAVMC competencies as illustrative sub-competencies; (4) provide insight into specific technologies that are currently relevant to new veterinary graduates; and (5) measure panelist satisfaction with the CFD process. The primary emphasis of the final HI competency framework was that veterinarians must be able to assess, select, and implement technology to optimize the client-patient experience, delivery of healthcare, and work-life balance for the veterinary team. Veterinarians must also continue their own education regarding technology by engaging relevant experts and opinion leaders.

Download Full-text

Adopting a modified Delphi technique for revisiting the curriculum: a useful approach during the COVID-19 pandemic

Qualitative Research Journal ◽

10.1108/qrj-05-2020-0043 ◽

2020 ◽

Vol 20 (4) ◽

pp. 373-382

Author(s):

Vidyut Rajhans ◽

Sumita Rege ◽

Usman Memon ◽

Amit Shinde

Keyword(s):

Delphi Study ◽

Delphi Technique ◽

Participatory Approach ◽

Good Evidence ◽

Internet Technology ◽

Competency Framework ◽

Delphi Consensus ◽

Strong Base ◽

Content Type ◽

Competency Based

PurposeThe purpose of this paper is to describe a participatory qualitative research project using the Delphi consensus technique aided by Internet technology for successful transition of academic endeavors during and the post COVID era. The study aimed to derive a holistic competency matrix for an optometry program for transformation of the program to competency-based education.Design/methodology/approachThis study combined a scoping review of literature for developing a baseline competency framework, along with derivation of an E-Delphi consensus within a panel of diverse stakeholders to achieve the objective of plotting a detailed competency matrix.FindingsThe involvement of all stakeholders of educational system in Delphi study resulted in a valid and all-inclusive competency framework with 18 competency units and 97 competency elements. This framework provided a strong base for redesigning pedagogy and assessment methods during COVID-19 crisis.Practical implicationsThe paper highlights the feasibility and utility of adopting a participatory approach during COVID-19 outbreak. The Delphi technique aided by Internet technology was employed to develop a competency-based curriculum.Social implicationsThe paper narrates a suitable, feasible and scientific method for rapid transition in academia, following the restrictions and social distancing norms imposed during the COVID-19 outbreak.Originality/valueAlthough there is good evidence for use of the Delphi technique in curriculum development, this paper adds value by focusing on a participatory approach in using it. The suggested method here shows ways to gain optimum scientific output with minimum resources in constrained situations such as COVID-19 crisis.

Download Full-text

P.179 An International Comparison of Neurosurgical Competence by Design Curriculum

Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques ◽

10.1017/cjn.2021.455 ◽

2021 ◽

Vol 48 (s3) ◽

pp. S71-S71

Author(s):

J Rabski ◽

G Moodie

Keyword(s):

Medical Training ◽

Postgraduate Medical Education ◽

The United States ◽

Professional Activities ◽

The United Kingdom ◽

Competency Frameworks ◽

Future Challenges ◽

Regulatory Bodies ◽

General Program ◽

Competency Based

Background: Prior to its recent introduction into Canadian neurosurgical curriculum, Competence by Design (CBD) principles have been implemented across many international neurosurgical training programs for several years. As such, comparing other international competency-based educational frameworks and curricula can help anticipate, avoid or mitigate potential future challenges for Canadian neurosurgical trainees. Methods: A comparative web-based analysis of neurosurgical postgraduate medical education documents and resources provided by medical accreditation and regulatory bodies of Canada, the United States, the United Kingdom and Australasia, was performed. Results: All four countries varied considerably across four major curriculum-based themes: 1) general program structure; 2) overarching foundational competency frameworks; 3) types and numbers of performance assessments required and; 4) curricular learning outcomes. In particular, the expected progression and degree of competence required of neurosurgical residents when performing entrustable professional activities (EPAs) or defined tasks of neurosurgical practice, varied across all countries. Differences in types of neurosurgical EPAs and number of required assessments demonstrating a trainee’s competence achievement were also appreciated. Conclusions: This study revealed variations across competency-based neurosurgical curricula proposed by four international medical training regulatory bodies. Differences in types of EPAs and their required degree of competence achievement suggests potential disconnects between neurosurgical educational outcomes and actual medical practice.

Download Full-text