Toward a common taxonomy of competency domains for the health professions and competencies for physicians.
Robert Englander,Terri Cameron,Adrian J. Ballard,Jessica Dodge,Janet Bull,Carol A. Aschenbrener +5 more
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The authors aim to extract a common set of competencies for physicians from existing health professions’ competency frameworks that would be robust enough to provide a single, relevant infrastructure for curricular resources in the Association of American Medical Colleges’ (AAMC) MedEdPORTAL and Curriculum Inventory and Reports (CIR) sites.Abstract:
Although health professions worldwide are shifting to competency-based education, no common taxonomy for domains of competence and specific competencies currently exists. In this article, the authors describe their work to (1) identify domains of competence that could accommodate any health care profession and (2) extract a common set of competencies for physicians from existing health professions’ competency frameworks that would be robust enough to provide a single, relevant infrastructure for curricular resources in the Association of American Medical Colleges’ (AAMC’s) MedEdPORTAL and Curriculum Inventory and Reports (CIR) sites. The authors used the Accreditation Council for Graduate Medical Education (ACGME)/American Board of Medical Specialties six domains of competence and 36 competencies delineated by the ACGME as their foundational reference list. They added two domains described by other groups after the original six domains were introduced: Interprofessional Collaboration (4 competencies) and Personal and Professional Development (8 competencies). They compared the expanded reference list (48 competencies within eight domains) with 153 competency lists from across the medical education continuum, physician specialties and subspecialties, countries, and health care professions. Comparison analysis led them to add 13 “new” competencies and to conflate 6 competencies into 3 to eliminate redundancy.read more
Citations
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Evaluating Nurse Practitioner Student Competencies: Application of Entrustable Professional Activities
TL;DR: This study piloted the use of an EPA-based method of assessing NP student clinical competence via simulated clinical experiences, an important step toward the creation of a standardized, competency-based process for NP clinical performance assessment.
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Anatomy learning and retention among students in a graduate-entry medical course
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Towards a taxonomy for project management competences
TL;DR: In this article, the authors compare the work of two researchers (Everts, 2008; Krahn, 2005) with the hyperdimensional and open systems taxonomies, revealing that both taxonomy can be used to compare research on project management competences.
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To What Degree Are the 13 Entrustable Professional Activities Already Incorporated Into Physicians' Performance Schemas for Medical Students?
TL;DR: The frequency of non-EPA topics aligned to ACGME competencies may suggest influence of graduate medical education evaluative frameworks on performance schemas for clerkship students; this could be important when considering implementation of EPAs in undergraduate medical education.
References
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Julio Frenk,Lincoln C. Chen,Zulfiqar A Bhutta,Jordan S. Cohen,Nigel Crisp,Timothy G Evans,Harvey V. Fineberg,Patricia J. Garcia,Yang Ke,Patrick Kelley,Barry Kistnasamy,Afaf Ibrahim Meleis,David Naylor,Ariel Pablos-Mendez,Srinath Reddy,Susan Scrimshaw,Jaime Sepúlveda,David Serwadda,Huda Zurayk +18 more
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Health Professions Education: A Bridge to Quality
Ann C. Greiner,Elisa Knebel +1 more
TL;DR: Health Professions Education: A Bridge to Quality is the follow up to that summit, held in June 2002, where 150 participants across disciplines and occupations developed ideas about how to integrate a core set of competencies into health professions education.
Journal ArticleDOI
Competency-based medical education: theory to practice.
Jason R. Frank,Linda Snell,Olle ten Cate,Eric S. Holmboe,Carol Carraccio,Susan R. Swing,Peter Harris,Nicholas Glasgow,Craig Campbell,Deepak Dath,Ronald M. Harden,William Iobst,Donlin M. Long,Rani Mungroo,Denyse Richardson,Jonathan Sherbino,Ivan Silver,Sarah Taber,Martin Talbot,Kenneth A. Harris,Kenneth A. Harris +20 more
TL;DR: The evolution of CBME from the outcomes movement in the 20th century to a renewed approach that, focused on accountability and curricular outcomes and organized around competencies, promotes greater learner-centredness and de-emphasizes time-based curricular design is described.
Book
The Practice of Adaptive Leadership: Tools and Tactics for Changing Your Organization and the World
TL;DR: The Practice of Adaptive Leadership is a hands-on, practical guide containing stories, tools, diagrams, cases, and worksheets to help you develop your skills as an adaptive leader, able to take people outside their comfort zones and assess and address the toughest challenges.
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