Soft skills: essential in the hardest of times

Hague, Adam; Weinberg, Daniel H.; Akhtar, and Asma

doi:10.1111/tct.12612

Cited by 3 publications

(4 citation statements)

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“…This activity occurred online using the Concept Systems Global Max tm platform [35]. We set a minimum target of 30 sorters with representation from all stakeholder groups, which is in line with the recommended number (20)(21)(22)(23)(24)(25)(26)(27)(28)(29)(30) to provide reliable results while acknowledging that larger number of sorters yields higher inter-rater reliability estimates [45].…”

Section: Sorting Of Statementsmentioning

confidence: 99%

“…Clarifying and providing behavioural anchors to the attributes and competencies required to complement fundamental clinical knowledge and skills and enable doctors to be effective in modern health care systems, is essential for medical education to achieve its aims. Terminologies used to represent these attributes and competencies are varied, including ‘soft-skills,’ [ 28 ] ‘non-technical skills’ [ 29 ], ‘non-academic attributes’ [ 30 ], ‘non-cognitive attributes’ [ 31 ], ‘generic skills’ [ 32 ] and ‘personal attributes’ [ 33 ]. Collectively they can be considered as the scaffolding which enables doctors to work effectively within modern health-care systems to optimise the delivery of health-care.…”

Section: Introductionmentioning

confidence: 99%

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Attributes and generic competencies required of doctors: findings from a participatory concept mapping study

Ogden

Kilpatrick

Elmer

et al. 2021

BMC Health Serv Res

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Background Medical education should ensure graduates are equipped for practice in modern health-care systems. Practicing effectively in complex health-care systems requires contemporary attributes and competencies, complementing core clinical competencies. These need to be made overt and opportunities to develop and practice them provided. This study explicates these attributes and generic competencies using Group Concept Mapping, aiming to inform pre-vocational medical education curriculum development. Methods Group Concept Mapping is a mixed methods consensus building methodology whereby ideas are generated using qualitative techniques, sorted and grouped using hierarchical cluster analysis, and rated to provide further quantitative confirmation of value. Health service providers from varied disciplines (including medicine, nursing, allied health), health profession educators, health managers, and service users contributed to the conceptual model’s development. They responded to the prompt ‘An attribute or non-clinical competency required of doctors for effective practice in modern health-care systems is...’ and grouped the synthesized responses according to similarity. Data were subjected to hierarchical cluster analysis. Junior doctors rated competencies according to importance to their practice and preparedness at graduation. Results Sixty-seven contributors generated 338 responses which were synthesised into 60 statements. Hierarchical cluster analysis resulted in a conceptual map of seven clusters representing: value-led professionalism; attributes for self-awareness and reflective practice; cognitive capability; active engagement; communication to build and manage relationships; patient-centredness and advocacy; and systems awareness, thinking and contribution. Logic model transformation identified three overarching meta-competencies: leadership and systems thinking; learning and cognitive processes; and interpersonal capability. Ratings indicated that junior doctors believe system-related competencies are less important than other competencies, and they feel less prepared to carry them out. Conclusion The domains that have been identified highlight the competencies necessary for effective practice for those who work within and use health-care systems. Three overarching domains relate to leadership in systems, learning, and interpersonal competencies. The model is a useful adjunct to broader competencies frameworks because of the focus on generic competencies that are crucial in modern complex adaptive health-care systems. Explicating these will allow future investigation into those that are currently well achieved, and those which are lacking, in differing contexts.

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Section: Sorting Of Statementsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Attributes and generic competencies required of doctors: findings from a participatory concept mapping study

Ogden

Kilpatrick

Elmer

et al. 2021

BMC Health Serv Res

View full text Add to dashboard Cite

show abstract

“…In this paper, 1 the author list was incorrect as it included Asma Akhtar as an author. The correct author list is ‘Adam Hague, Daniel Weinberg’.…”

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confidence: 99%

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2021

The Clinical Teacher

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“…We aim to contribute to the re-shaping of medical education to suit the needs of current and future healthcare systems, by further conceptualising and making explicit competencies which are required for doctors in 21st century health-care systems, with a speci c focus on the attributes and competencies which are required to complement fundamental clinical knowledge and skills and enable effective doctoring. Terminologies used to represent these attributes and competencies are varied, including 'soft-skills,' [25] 'non-technical skills' [26], 'non-academic attributes' [27], 'non-cognitive attributes' [28], 'generic skills' [29] and 'personal attributes' [30]. Collectively they can be considered as the scaffolding which enables doctors to work effectively within modern health-care systems to optimise the delivery of health-care.…”

mentioning

confidence: 99%

Attributes and Generic Competencies Required of Doctors In 21st Century Health-Care Systems: A Participatory Concept Mapping Study

Ogden

Kilpatrick

Elmer

et al. 2020

Preprint

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Background: Health professionals’ education should ensure graduates are equipped for practice in modern health-care systems. One hundred years after the Flexner Report on medical education, transformation in health-care systems has warranted reflection on priorities for medical education. Practicing effectively in modern health-care systems requires contemporary attributes and competencies, complimenting core clinical competencies. These need to be made overt and opportunities to develop and practice them provided. This study explicates these attributes and generic competencies using Group Concept Mapping methodology, with the aim of informing curriculum development in pre-vocational medical education.Methods: Group Concept Mapping consists of four phases: 1) Idea generation, review and synthesis; 2) Sorting and rating 3) Analysis of data using quantitative and qualitative techniques to produce a visual concept map; and 4) Confirmation and interpretation of results using logic model transformation. Multiple stakeholders contributed to the development of the conceptual model, including junior doctors who rated competencies according to importance to their practice and preparedness at graduation.Results: Sixty-seven participants from stakeholder groups generated 338 responses to the prompt: ‘An attribute or non-clinical competency required of doctors for effective practice in modern health-care systems is...’ These responses were synthesised into 60 statements which were sorted by participants into groupings according to similarity. Multi-dimensional scaling and hierarchical cluster analysis led to a conceptual map of seven clusters representing: Value-led professionalism; Attributes for self-awareness and reflective practice; Cognitive capability; Active engagement; Communication to build and manage relationships; Patient-centredness and advocacy; and Systems awareness, thinking and contribution. Logic model transformation identified three overarching meta-competencies: Leadership and systems thinking; Learning and cognitive processes; and Interpersonal capability. Ratings indicated that junior doctors believe system-related competencies are less important than other competencies, and they feel less prepared to carry them out. Conclusion: Group Concept Mapping was used to conceptualise the attributes and generic competencies required for effective practice modern health-care systems. The operationalization of the model through logic model transformation further identifies the links between attributes, their application through competency, and the outputs that they lead to. Rating of items can identify priorities for ensuring a medical education which addresses contemporary health-care needs.

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Soft skills: essential in the hardest of times

Cited by 3 publications

References 2 publications

Attributes and generic competencies required of doctors: findings from a participatory concept mapping study

Attributes and generic competencies required of doctors: findings from a participatory concept mapping study

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Attributes and Generic Competencies Required of Doctors In 21st Century Health-Care Systems: A Participatory Concept Mapping Study

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