A framework of teaching competencies across the medical education continuum

Abstract

The framework provides a common language that may be used not only by teachers and teacher trainers, but also by quality assurance committees, human resource managers and institutional boards.

Competency-based education: The essential basis of pre-service education for the professional midwifery workforce

“…Teachers must themselves acquire new competencies in using the emerging assessment modalities to evaluate the traditional outcomes of knowledge, skills and professionalism (attitudes and behaviours) (Molenaar et al, 2009;Dath and Iobs, 2010;Holmboe et al, 2011). Clinical preceptors must receive the support that they require in order to apply tools and approaches in a way that is consistent across all community-based settings in which students are placed for learning (Wilkes, 2011).…”

Mapping the teacher's role: The value of defining core competencies for teaching

“…As Molenaar et al (2009) have said, there are many ways in which such a framework can be used. For example, teachers (and clinical supervisors) can use the framework to help to define their roles and responsibilities, to self-assess and to guide their professional development activities.…”

“…In many ways, the process outlined by Molenaar et al (2009) builds on previous efforts to define educational competencies. For example, Hesketh et al (2001) outlined a framework for excellence as a clinical educator by defining competence in terms of 12 learning outcomes that included performance of tasks (e.g.…”

“…Do you often feel that you are unsure if you are doing the right thing as you try to figure out what you need to know to succeed in your role as a teacher? Molenaar et al (2009) present a valuable framework of teaching competencies for physicians, dentists and veterinarians. Their framework encompasses three dimensions: six domains of teaching (e.g.…”

Curriculum, Course, and Faculty Development for Case-Based Clinical Reasoning

“…An elaborate framework of teaching competencies for medical educators is provided by Molenaar et al (2009) and establishes an excellent grounding for faculty development. It distinguishes teaching domains (development, organization, execution, coaching, assessment, and program evaluation) and levels of responsibility (leadership, coordination, and actual teaching -macro-meso-micro), resulting in many detailed teaching competencies that deserve attention in trainings.…”