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Essential facets of competence that enable trust in medical graduates: a ranking study among physician educators in two countries
One way to operationalize the assessment of trainees in a competency-based context is to determine whether they can be entrusted with critical activities. To determine which facets of competence (FOCs) are most informative for such decisions, we performed a Delphi study among Dutch educators. In the...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Bohn Stafleu van Loghum
2013
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3824751/ https://www.ncbi.nlm.nih.gov/pubmed/24142879 http://dx.doi.org/10.1007/s40037-013-0090-z |
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author | Wijnen-Meijer, Marjo van der Schaaf, Marieke Nillesen, Kirstin Harendza, Sigrid ten Cate, Olle |
author_facet | Wijnen-Meijer, Marjo van der Schaaf, Marieke Nillesen, Kirstin Harendza, Sigrid ten Cate, Olle |
author_sort | Wijnen-Meijer, Marjo |
collection | PubMed |
description | One way to operationalize the assessment of trainees in a competency-based context is to determine whether they can be entrusted with critical activities. To determine which facets of competence (FOCs) are most informative for such decisions, we performed a Delphi study among Dutch educators. In the current study, the resulting list of facets of competence was evaluated among experienced Dutch and German clinical educators to determine which facets appear most relevant and to evaluate the agreement among experts in different countries as a support for their external validity. Eight Dutch and eight German experts scored each FOC on a five-point scale for relevance. A rank-order comparison showed that there was almost full agreement about the top 10 FOCs, among which ‘Scientific and empirical grounded method of working’, ‘Knowing and maintaining own personal bounds and possibilities’, ‘Active professional development’, ‘Teamwork and collegiality’, ‘Active listening to patients’, and ‘Verbal communication with colleagues and supervisors’. We conclude that these facets of competence may be used in a training for educators who need to make entrustment decisions about trainees. |
format | Online Article Text |
id | pubmed-3824751 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2013 |
publisher | Bohn Stafleu van Loghum |
record_format | MEDLINE/PubMed |
spelling | pubmed-38247512013-11-19 Essential facets of competence that enable trust in medical graduates: a ranking study among physician educators in two countries Wijnen-Meijer, Marjo van der Schaaf, Marieke Nillesen, Kirstin Harendza, Sigrid ten Cate, Olle Perspect Med Educ Original Article One way to operationalize the assessment of trainees in a competency-based context is to determine whether they can be entrusted with critical activities. To determine which facets of competence (FOCs) are most informative for such decisions, we performed a Delphi study among Dutch educators. In the current study, the resulting list of facets of competence was evaluated among experienced Dutch and German clinical educators to determine which facets appear most relevant and to evaluate the agreement among experts in different countries as a support for their external validity. Eight Dutch and eight German experts scored each FOC on a five-point scale for relevance. A rank-order comparison showed that there was almost full agreement about the top 10 FOCs, among which ‘Scientific and empirical grounded method of working’, ‘Knowing and maintaining own personal bounds and possibilities’, ‘Active professional development’, ‘Teamwork and collegiality’, ‘Active listening to patients’, and ‘Verbal communication with colleagues and supervisors’. We conclude that these facets of competence may be used in a training for educators who need to make entrustment decisions about trainees. Bohn Stafleu van Loghum 2013-10-19 2013-11 /pmc/articles/PMC3824751/ /pubmed/24142879 http://dx.doi.org/10.1007/s40037-013-0090-z Text en © The Author(s) 2013 https://creativecommons.org/licenses/by/2.0/ Open AccessThis article is distributed under the terms of the Creative Commons Attribution License which permits any use, distribution, and reproduction in any medium, provided the original author(s) and the source are credited. |
spellingShingle | Original Article Wijnen-Meijer, Marjo van der Schaaf, Marieke Nillesen, Kirstin Harendza, Sigrid ten Cate, Olle Essential facets of competence that enable trust in medical graduates: a ranking study among physician educators in two countries |
title | Essential facets of competence that enable trust in medical graduates: a ranking study among physician educators in two countries |
title_full | Essential facets of competence that enable trust in medical graduates: a ranking study among physician educators in two countries |
title_fullStr | Essential facets of competence that enable trust in medical graduates: a ranking study among physician educators in two countries |
title_full_unstemmed | Essential facets of competence that enable trust in medical graduates: a ranking study among physician educators in two countries |
title_short | Essential facets of competence that enable trust in medical graduates: a ranking study among physician educators in two countries |
title_sort | essential facets of competence that enable trust in medical graduates: a ranking study among physician educators in two countries |
topic | Original Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3824751/ https://www.ncbi.nlm.nih.gov/pubmed/24142879 http://dx.doi.org/10.1007/s40037-013-0090-z |
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