The Need to Implement and Evaluate Telehealth Competency Frameworks to Ensure Quality Care across Behavioral Health Professions

Competency framework development in health professions has downstream implications for all relevant stakeholders, from the professionals themselves, to organisations, and most importantly end users of services. However, there is little guidance related to what stakeholders might be involved in the competency development process, and when. This review aimed to systematically review literature related to competency framework development methodology in health, to identify the breadth and purpose of key stakeholders commonly involved in the process. Studies were identified using five electronic databases (MEDLINE, PubMed, CINAHL, EMBASE, and ERIC) and a search of websites of organisations involved in curriculum or regulation using keywords related to competency frameworks. The total yield from all databases was 10,625 results, with 73 articles included in the final review. Most articles were from Australia (30%) and were conducted in the nursing (34%) profession. Unsurprisingly, practitioners (86%) and academics (75%) were typically engaged as stakeholders in competency framework development. While many competency frameworks were described as patient-focused, only 14 (19%) studies elected to include service users as stakeholders. Similarly, despite the multi-disciplinary focus described in some frameworks, only nine (12%) studies involved practitioners from other professions. Limiting the conceptualisation of competence to that determined by members of the profession itself may not provide the depth of insight required to capture the complexity of healthcare and address the needs of important stakeholder groups. Future methodology should attempt to engage a variety of relevant stakeholders such as external health professions and the community to match professional education to health service demands.Systematic Review Registration:https://www.crd.york.ac.uk/PROSPERO/display_record.php?RecordID=128350

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A Review of Board Standards Across Behavioral Health Professions: Where Does the BCBA Credential Stand?

Behavior Analysis in Practice ◽

10.1007/bf03391799 ◽

2013 ◽

Vol 6 (2) ◽

pp. 18-29 ◽

Cited By ~ 2

Author(s):

Ellie Kazemi ◽

Marnie Shapiro

Keyword(s):

Behavioral Health ◽

Health Professions

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Privacy of Technology and the Behavioral Health Professions

Health Informatics - Information Technology Essentials for Behavioral Health Clinicians ◽

10.1007/978-1-84996-344-2_3 ◽

2010 ◽

pp. 27-44

Author(s):

Robert M. Plovnick

Keyword(s):

Behavioral Health ◽

Health Professions

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Notes from the Field: Evaluating a Budget-Based Approach to Peer Assessment for Measuring Collaboration Among Learners on Interprofessional Teams

Evaluation & the Health Professions ◽

10.1177/0163278719826227 ◽

2019 ◽

Vol 43 (3) ◽

pp. 197-200

Author(s):

Kelly S. Lockeman ◽

Alan W. Dow ◽

Autumn L. Randell

Keyword(s):

Interprofessional Collaboration ◽

Learning Experience ◽

Peer Assessment ◽

Health Professions ◽

Validity Evidence ◽

Interprofessional Teams ◽

Competency Frameworks ◽

Activity Measures ◽

Graduating Students ◽

Measuring Collaboration

Assessing interprofessional skills poses challenges for health professions educators. While competency frameworks define the skills graduating students should possess, they do not provide guidance for assessment. This brief report explores validity evidence for use of peer assessment to assess learners and provide feedback for improvement. The context was an online learning experience for 477 fourth-year students from medicine, nursing, and pharmacy who worked together on small interprofessional teams to care for a virtual geriatric patient. At the end of each case unit, students were given a budget of points to allocate among teammates to assess their communication and interprofessional collaboration. Ratings were averaged to provide learners with feedback about their performance. Scores were normally distributed, did not demonstrate a leniency effect, were moderately correlated with ratings that preceptors assigned to students, and had smaller correlations with knowledge scores and other case activity measures. Findings support budget-based peer assessment as a valid and feasible approach for differentiating between students with high interprofessional competency and those who may be deficient. Further exploration should focus on the longitudinal effect of peer assessment, how it may influence individual learning and team dynamics, and whether it could be used for other assessment purposes.

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Interprofessional and Team-Based Continuing Education For Health Professionals

European Medical Health and Pharmaceutical Journal ◽

10.12955/emhpj.v4i0.356 ◽

2012 ◽

Vol 4 ◽

Author(s):

Biljana Gjorgjeska

Keyword(s):

Continuing Education ◽

Health Care Providers ◽

Interprofessional Education ◽

Administrative Support ◽

Quality Care ◽

Healthcare Delivery ◽

Health Professions ◽

Performance Criteria ◽

Care Providers ◽

Healthcare Delivery System

The benefits of implementing interprofessional and teambased programs are well recognized. However, for interprofes sional education to be effective and broadly implemented, the health professions, policymakers, insurers, academic institutions, health care providers, and regulatory bodies should embrace and adopt a new, interprofessional education framework. These stakeholders should create a shared value and vision for interprofessional health professions’ educa tion, research, and practice. This vision should be patientoriented and contain a measurable component across the entire educational continuum, from admission into a health professional program through retirement. Such a framework would maximize and value the strengths of individual professions in the integrated delivery of high quality care. Finally, in creating a successful model, a series of questions should be considered: how best can team competence be measured, how should individual behavioral changes be documented when we think of individual rather than teamlevel changes, how do we create and measure performance criteria based on shared understanding and experience in the practice setting? Within academic settings, there are more specific barriers including a lack of administrative support, financial and human resources for interprofessional education, conflicts in schedules and health professions’ curricula, and limitations to the time required to plan and implement faculty development for interprofessional learning. Finally, despite progress, there remain regulatory and professional barriers to achieving full and meaningful implementation of effective models. Recom mendations which are given emphasize that investing in research to evaluate the efficacy of continuing education and its impact on patient outcomes and the healthcare delivery system is inherent in this process.

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