A Method of Deriving Definitions of Specific Medical Competencies: a framework for curriculum planning and evaluation

Stone, David H.

doi:10.3109/01421598709089929

Cited by 7 publications

(2 citation statements)

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“…The project committee membership intentionally was composed of sleep experts, including individuals with nonpulmonary backgrounds and recognized roles in national sleep associations, and of two individuals with extensive involvement in pulmonary fellow training (past presidents of the Association of Pulmonary and Critical Care Medicine Program Directors [APCCMPD]). The committee derived educational competency criteria for sleep-related domains using existing methodology (13,15). The committee initially collected data on existing sleep curricula and commentary (9,10,12), drawing on information from the ATS training committee, the APCCMPD, and the ATS Respiratory Neurobiology and Sleep (RNS) and Clinical Problems assemblies.…”

Section: Methodsmentioning

confidence: 99%

Curriculum and Competency Assessment Tools for Sleep Disorders in Pulmonary Fellowship Training Programs

2005

Am J Respir Crit Care Med

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Section: Methodsmentioning

confidence: 99%

Curriculum and Competency Assessment Tools for Sleep Disorders in Pulmonary Fellowship Training Programs

2005

Am J Respir Crit Care Med

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“…Five manuscripts were included and resulted in the identification of 5 seminal terms. 16,[21][22][23][24] These terms were regarded as important concepts towards a common language and shared understanding of CBE: (1) competency-based education; (2) competency; (3) competence; (4) entrustable professional activities (EPAs); and (5) milestones. In addition, the expert group proposed the addition of 1 more term that was adopted from the CATA program accreditation manual: national standards of practice.…”

Section: Phase 2: Proposing a Common Languagementioning

confidence: 99%

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

Lafave

Owen

Eubank

et al. 2021

Athletic Training Education Journal

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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.

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Simon¹,

Sales²,

Sechrest³

1992

Handbook of Psychology and Law

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A Method of Deriving Definitions of Specific Medical Competencies: a framework for curriculum planning and evaluation

Cited by 7 publications

References 1 publication

Curriculum and Competency Assessment Tools for Sleep Disorders in Pulmonary Fellowship Training Programs

Curriculum and Competency Assessment Tools for Sleep Disorders in Pulmonary Fellowship Training Programs

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

Licensure of Functions

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