scholarly journals Stakeholder Engagement in Competency Framework Development in Health Professions: A Systematic Review

2021 ◽  
Vol 8 ◽  
Author(s):  
Breanna Lepre ◽  
Claire Palermo ◽  
Kylie J. Mansfield ◽  
Eleanor J. Beck
Keyword(s):  
Systematic Review ◽  
Professional Education ◽  
Total Yield ◽  
Health Professions ◽  
Review Literature ◽  
Competency Framework ◽  
Competency Development ◽  
Key Stakeholders ◽  
Competency Frameworks ◽  
Framework Development

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

scholarly journals The development of competency frameworks in healthcare professions: a scoping review

2019 ◽  
Author(s):  
Alan M. Batt ◽  
Walter Tavares ◽  
Brett Williams
Keyword(s):  
Scoping Review ◽  
Development Process ◽  
Grey Literature ◽  
Significant Degree ◽  
Competency Framework ◽  
Competency Frameworks ◽  
Healthcare Profession ◽  
Study Characteristics ◽  
Healthcare Professions ◽  
Framework Development

BackgroundCompetency frameworks serve various roles including outlining characteristics of a competent workforce, facilitating mobility, and analysing or assessing expertise. Given these roles and their relevance in the health professions, we sought to understand the methods and strategies used in the development of existing competency frameworks.MethodsWe applied the Arksey and O’Malley framework to undertake this scoping review. We searched six electronic databases (MEDLINE, CINAHL, PsycINFO, EMBASE, Scopus, and ERIC) and three grey literature sources (greylit.org, Trove and Google Scholar) using keywords related to competency frameworks. We screened studies for inclusion by title and abstract, and we included studies of any type that described the development of a competency framework in a healthcare profession. Two reviewers independently extracted data including study characteristics. Data synthesis was both quantitative and qualitative.ResultsAmong 5,710 citations, we selected 190 for analysis. The majority of studies were conducted in medicine and nursing professions. Literature reviews and group techniques were conducted in 116 studies each (61%), and 85 (45%) outlined some form of stakeholder deliberation. We observed a significant degree of diversity in methodological strategies, inconsistent adherence to existing guidance on the selection of methods, who was involved, and based on the variation we observed in timeframes, combination, function, application and reporting of methods and strategies, there is no apparent gold standard or standardised approach to competency framework development.ConclusionsWe observed significant variation within the conduct and reporting of the competency framework development process. While some variation can be expected given the differences across and within professions, our results suggest there is some difficulty in determining whether methods were fit-for-purpose, and therefore in making determinations regarding the appropriateness of the development process. This uncertainty may unwillingly create and legitimise uncertain or artificial outcomes. There is a need for improved guidance in the process for developing and reporting competency frameworks.

scholarly journals Development and Validation of a New Competency Framework for Athletic Therapy in Canada

2021 ◽  
Vol 16 (1) ◽  
pp. 71-86
Author(s):  
Mark R. Lafave ◽  
Jeffrey M. Owen ◽  
Breda Eubank ◽  
Richard DeMont
Keyword(s):  
Scoping Review ◽  
Phase 1 ◽  
Competency Framework ◽  
Professional Organizations ◽  
Common Language ◽  
Phase 2 ◽  
Phase 3 ◽  
Competency Frameworks ◽  
Athletic Therapy ◽  
Framework Development

Context Competency-based education (CBE) is entrenched in educating health professionals in Canada. CBE is a framework that identifies desired performance characteristics in training competent, entry-level health professionals. Objective To update, develop, and validate a new Canadian Athletic Therapists Association (CATA) framework for athletic therapy education. Design Framework development occurred in 4 phases and was developed through a multistage process that involved a scoping review (phase 1) and consensus methodology (ie, a blending of modified Ebel and modified Delphi consensus methods; phases 2–4). Patients or Other Participants Phase 2: a total of 7 experts (program directors) from each Canadian accredited institution. Phase 3: a total of 14 experts (1 program director and educational expert from each accredited institution). Phase 4: a total of 7 experts (program directors) and 246 certified members of the CATA. Main Outcome Measure(s) Each phase consisted of a systematic process with 80% consensus agreement set a priori. In phase 1, a scoping review was conducted to identify common terminology that could be used to guide the framework development process and to identify competency frameworks used by other health professional organizations. Phase 2 consisted of adopting a common language that would serve to keep the expert group on the task at hand and avoid confusion. In phase 3, frameworks used by other health professional organizations were evaluated and used to determine the validity of the old CATA framework. In phase 4, the old CATA framework was updated and a new framework was developed and validated. Results In phase 1, the result of the scoping review yielded 368 papers, of which 5 were used to propose a common language for phase 2 and 9 highlighted competency frameworks used by other health professions for comparison in phase 3. In phase 3, the expert group voted unanimously to adopt and adapt the CanMEDS framework (ie, roles). In phase 4, the new CATA competency framework was validated, and most competencies achieved consensus. Competencies that did not achieve consensus in the first round of voting underwent face-to-face discussions via videoconferencing. After discussions, the remaining competencies were revised, and all newly worded competencies achieved consensus. Conclusions The resultant framework was validated, and most competencies achieved consensus. The new athletic therapy competency framework outlines the 165 competencies resulting from this methodical process and will hopefully facilitate interdisciplinary communication and practice.

scholarly journals A Six-Step Model for Developing Competency Frameworks in the Healthcare Professions

2021 ◽  
Vol 8 ◽  
Author(s):  
Alan Batt ◽  
Brett Williams ◽  
Jessica Rich ◽  
Walter Tavares
Keyword(s):  
Professional Practice ◽  
Real World ◽  
Development Process ◽  
Competency Framework ◽  
Methodological Choices ◽  
Step Model ◽  
Competency Frameworks ◽  
Development Processes ◽  
Healthcare Professions ◽  
Framework Development

Competency frameworks are developed for a variety of purposes, including describing professional practice and informing education and assessment frameworks. Despite the volume of competency frameworks developed in the healthcare professions, guidance remains unclear and is inconsistently adhered to (perhaps in part due to a lack of organizing frameworks), there is variability in methodological choices, inconsistently reported outputs, and a lack of evaluation of frameworks. As such, we proposed the need for improved guidance. In this paper, we outline a six-step model for developing competency frameworks that is designed to address some of these shortcomings. The six-steps comprise [1] identifying purpose, intended uses, scope, and stakeholders; [2] theoretically informed ways of identifying the contexts of complex, “real-world” professional practice, which includes [3] aligned methods and means by which practice can be explored; [4] the identification and specification of competencies required for professional practice, [5] how to report the process and outputs of identifying such competencies, and [6] built-in strategies to continuously evaluate, update and maintain competency framework development processes and outputs. The model synthesizes and organizes existing guidance and literature, and furthers this existing guidance by highlighting the need for a theoretically-informed approach to describing and exploring practice that is appropriate, as well as offering guidance for developers on reporting the development process and outputs, and planning for the ongoing maintenance of frameworks.

Developing a competency framework for health research ethics education and training

2021 ◽  
pp. medethics-2021-107237
Author(s):  
Sean Tackett ◽  
Jeremy Sugarman ◽  
Chirk Jenn Ng ◽  
Adeeba Kamarulzaman ◽  
Joseph Ali
Keyword(s):  
Research Ethics ◽  
Health Research ◽  
Formal Education ◽  
Ethics Education ◽  
Competency Framework ◽  
Competency Development ◽  
Competency Frameworks ◽  
Health Related Research ◽  
Health Related ◽  
Training Programmes

Health research ethics (HRE) training programmes are being developed and implemented globally, often with a goal of increasing local capacity to assure ethical conduct in health-related research. Yet what it means for there to be sufficient HRE capacity is not well-defined, and there is currently no consensus on outcomes that HRE training programmes should collectively intend to achieve. Without defining the expected outcomes, meaningful evaluation of individual participants and programmes is challenging. In this article, we briefly describe the evolution of formal education in HRE, articulate the need for a framework to define outcomes for HRE training programmes, and provide guidance for developing HRE competency frameworks that define outcomes suited to their contexts. We detail critical questions for developing HRE competency frameworks using a six-step process: (1) define the purposes, intended uses and scope of the framework; (2) describe the context in which practice occurs; (3) gather data using a variety of methods to inform the competency framework; (4) translate the data into competencies that can be used in educational programmes; (5) report on the competency development process and results and (6) evaluate and update the competency framework. We suggest that competency frameworks should be feasible to develop using this process, and such efforts promise to contribute to programmatic advancement.

scholarly journals Six steps in the right direction: guiding the development of competency frameworks in healthcare professions.

2021 ◽  
Author(s):  
Alan Batt ◽  
Brett Williams ◽  
Madison Brydges ◽  
Matthew Leyenaar ◽  
Walter Tavares
Keyword(s):  
Clinical Practice ◽  
Conceptual Framework ◽  
Systems Thinking ◽  
Competency Framework ◽  
Step Model ◽  
Competency Frameworks ◽  
Healthcare Professions ◽  
The Right ◽  
Framework Development ◽  
Selection Of

The development of competency frameworks in healthcare professions is characterised by potentially inadequate descriptions of practice, variable developmental approaches, and inconsistent reporting and evaluating of outcomes. This may be in part due to limited existing guidance, which neglects broader contexts, lacks organising frameworks, and fails to provide guidance on selection of methods. To address such concerns, this paper first outlines a ‘systems thinking’ conceptual framework by which to conceptualise and describe clinical practice when developing competency frameworks. This is achieved through combining Ecological Systems Theory and complexity thinking to identify, and explore the contexts and components of clinical practice. The ‘systems thinking’ conceptual framework is then integrated into a six-step model for developing competency frameworks that synthesises and organises existing advice. The six steps include (1) identify practicalities (e.g. purpose, scope, detail, timeline), (2) identify influencing contexts and factors using ‘systems thinking’, (3) use aligned mixed-methods, (4) translate data into competency frameworks, (5) report processes and outcomes, and (6) plan to evaluate, update and maintain the competency framework. The model provides a logical organising structure of principles to guide assumptions and commitments when developing competency frameworks. Additionally, the model affords the flexibility required when exploring professional practice across varying contexts, and suggests employing mixed methodological approaches that are aligned with purpose and scope. The model acknowledges changing and complex contexts, considers existing guidance, and adds a unique and complementary means to conceptualise and improve the competency framework development process.

scholarly journals A Six-Step Model for Developing Competency Frameworks in the Healthcare Professions

2021 ◽  
Author(s):  
Alan Batt ◽  
Brett Williams ◽  
Jessica Rich ◽  
Walter Tavares
Keyword(s):  
Professional Practice ◽  
Real World ◽  
Development Process ◽  
Competency Framework ◽  
Methodological Choices ◽  
Step Model ◽  
Competency Frameworks ◽  
Development Processes ◽  
Healthcare Professions ◽  
Framework Development

Competency frameworks are developed for a variety of purposes, including describing professional practice and informing education and assessment frameworks. Despite the volume of competency frameworks developed in the healthcare professions, guidance remains unclear and is inconsistently adhered to (perhaps in part due to a lack of organising frameworks), there is variability in methodological choices, inconsistently reported outputs, and a lack of evaluation of frameworks. As such, we proposed the need for improved guidance. In this paper we outline a six-step model for developing competency framework that is designed to address some of these shortcomings. The six-steps comprise [1] identifying purpose, intended uses, scope, and stakeholders; [2] theoretically informed ways of identifying the contexts of complex, ‘real-world’ professional practice, which includes [3] aligned methods and means by which practice can be explored; [4] the identification and specification of competencies required for professional practice, [5] how to report the process and outputs of identifying such competencies, and [6] built-in strategies to continuously evaluate, update and maintain competency framework development processes and outputs. The model synthesizes and organizes existing guidance and literature, and furthers this existing guidance by highlighting the need for a theoretically-informed approach to describing and exploring practice that is appropriate, as well as offering guidance for developers on reporting the development process and outputs, and planning for the ongoing maintenance of frameworks.

scholarly journals Development of a core competency framework for clinical informatics

2021 ◽  
Vol 28 (1) ◽  
pp. e100356
Author(s):  
Alan Davies ◽  
Julia Mueller ◽  
Alan Hassey ◽  
Georgina Moulton
Keyword(s):  
Mixed Methods ◽  
Core Competency ◽  
Careful Consideration ◽  
Clinical Informatics ◽  
Competency Framework ◽  
Competency Development ◽  
Structured Interviews ◽  
Technical Competencies ◽  
The Uk ◽  
Framework Development

ObjectivesUntil this point there was no national core competency framework for clinical informatics in the UK. We report on the final two iterations of work carried out in the formation of a national core competency framework. This follows an initial systematic literature review of existing skills and competencies and a job listing analysis.MethodsAn iterative approach was applied to framework development. Using a mixed-methods design we carried out semi-structured interviews with participants involved in informatics (n=15). The framework was updated based on the interview findings and was subsequently distributed as part of a bespoke online digital survey for wider participation (n=87). The final version of the framework is based on the findings of the survey.ResultsOver 102 people reviewed the framework as part of the interview or survey process. This led to a final core competency framework containing 6 primary domains with 36 subdomains containing 111 individual competencies.ConclusionsAn iterative mixed-methods approach for competency development involving the target community was appropriate for development of the competency framework. There is some contention around the depth of technical competencies required. Care is also needed to avoid professional burnout, as clinicians and healthcare practitioners already have clinical competencies to maintain. Therefore, how the framework is applied in practice and how practitioners meet the competencies requires careful consideration.

scholarly journals A Six-Step Model for Developing Competency Frameworks in the Healthcare Professions

2021 ◽  
Author(s):  
Alan Batt ◽  
Brett Williams ◽  
Jessica Rich ◽  
Walter Tavares
Keyword(s):  
Professional Practice ◽  
Real World ◽  
Development Process ◽  
Competency Framework ◽  
Methodological Choices ◽  
Step Model ◽  
Competency Frameworks ◽  
Development Processes ◽  
Healthcare Professions ◽  
Framework Development

Competency frameworks are developed for a variety of purposes, including describing professional practice and informing education and assessment frameworks. Despite the volume of competency frameworks developed in the healthcare professions, guidance remains unclear and is inconsistently adhered to (perhaps in part due to a lack of organising frameworks), there is variability in methodological choices, inconsistently reported outputs, and a lack of evaluation of frameworks. As such, we proposed the need for improved guidance. In this paper we outline a six-step model for developing competency framework that is designed to address some of these shortcomings. The six-steps comprise [1] identifying purpose, intended uses, scope, and stakeholders; [2] theoretically informed ways of identifying the contexts of complex, ‘real-world’ professional practice, which includes [3] aligned methods and means by which practice can be explored; [4] the identification and specification of competencies required for professional practice, [5] how to report the process and outputs of identifying such competencies, and [6] built-in strategies to continuously evaluate, update and maintain competency framework development processes and outputs. The model synthesizes and organizes existing guidance and literature, and furthers this existing guidance by highlighting the need for a theoretically-informed approach to describing and exploring practice that is appropriate, as well as offering guidance for developers on reporting the development process and outputs, and planning for the ongoing maintenance of frameworks.

Taqwā-based Competency Framework: A Maqāsid Option

2016 ◽  
Vol 2 ◽  
Author(s):  
Mona Kassim
Keyword(s):  
Work Productivity ◽  
Talent Management ◽  
International Perspective ◽  
Competency Framework ◽  
Competency Development ◽  
Brunei Darussalam ◽  
Competency Frameworks ◽  
Development Processes ◽  
The Government ◽  
Critical Competencies

This paper is written from a practitioner’s perspective, and presents an Islamic competency framework that can be used to develop a pool of talented and pious workforce to support the Maqāṣid of the Sharī’ah, applicable in multiple sectors and industries. Much has been covered on the importance of using competency frameworks as a human resource management guide, especially in strategic talent management and competency development processes in organisations. They represent the critical competencies and behavioural attributes that are required for the particular job and are useful in the selection and recruitment, development and retention of a talented workforce that will drive through organisational success. The Civil Service of the Government of Negara Brunei Darussalam have also adopted this approach using their own specific frameworks that contain Islamic-based competencies and values. However, it is debatable if these models, which are heavily influenced by Western conceptualisations, are appropriate for its holistic application in Brunei Darussalam, as it does not specify ‘piety’ as a critical competency that all employees must have within the Islamic organisation. This paper reviews various competency frameworks from an Islamic and international perspective, and synthesise it into a working framework, called the taqwa-based competency framework, to highlight the importance of ‘piety’ for work productivity. This framework would be more suitable to develop a pious Muslim workforce and population to support Brunei’s transformation to become a Zikir Nation.

Gestural Facilitation in Treatment of Apraxia of Speech

2010 ◽  
Vol 20 (3) ◽  
pp. 94-98
Author(s):  
Anastasia M. Raymer ◽  
Beth McHose ◽  
Kimberly Graham
Keyword(s):  
Systematic Review ◽  
Review Literature ◽  
Cognitive System ◽  
Apraxia Of Speech ◽  
Recent Systematic Review ◽  
Training Paradigm ◽  
Limb Apraxia ◽  
Speech Treatment ◽  
Verbal Production

Purpose: Luria (1970) proposed the use of intersystemic reorganization to use an intact system to facilitate improvements in a damaged cognitive system. In this article, we review literature examining the effects of gesture as a modality to promote reorganization to improve verbal production in apraxia of speech and anomia. Methods: A gestural facilitation training paradigm is described and results of a recent systematic review of apraxia of speech treatment are reviewed. The interplay between apraxia of speech and anomia are considered in response to gestural facilitation training. Results & Conclusions: Gestural facilitation effects are strongest in individuals with moderate apraxia of speech. Several factors appear to mitigate the effects of gestural facilitation for verbal production, including severe apraxia of speech and semantic anomia. Severe limb apraxia, which often accompanies severe apraxia of speech, appears to be amenable to gestural treatment, providing improvements in gesture use for communication when verbal production gains are not evident.

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