A Six-Step Model for Developing Competency Frameworks in the Healthcare Professions

Abstract

Competency frameworks are developed for a variety of purposes, including describing professional practice and informing education and assessment frameworks. Despite the volume of competency frameworks developed in the healthcare professions, guidance remains unclear and is inconsistently adhered to (perhaps in part due to a lack of organizing frameworks), there is variability in methodological choices, inconsistently reported outputs, and a lack of evaluation of frameworks. As such, we proposed the need for improved guidance. In this paper, we outline a six-step model for developing competency frameworks that is designed to address some of these shortcomings. The six-steps comprise [1] identifying purpose, intended uses, scope, and stakeholders; [2] theoretically informed ways of identifying the contexts of complex, “real-world” professional practice, which includes [3] aligned methods and means by which practice can be explored; [4] the identification and specification of competencies required for professional practice, [5] how to report the process and outputs of identifying such competencies, and [6] built-in strategies to continuously evaluate, update and maintain competency framework development processes and outputs. The model synthesizes and organizes existing guidance and literature, and furthers this existing guidance by highlighting the need for a theoretically-informed approach to describing and exploring practice that is appropriate, as well as offering guidance for developers on reporting the development process and outputs, and planning for the ongoing maintenance of frameworks.

Does patient and public involvement influence the development of competency frameworks for the health professions? A systematic review

“…Competency frameworks typically describe professional expectations of healthcare professionals by defining the perceived knowledge, skills, attitudes and other characteristics required to practice safely and effectively (1). They translate professional practice to activities such as assessment, curriculum design and educational frameworks, professional regulation, and clinical specialization (1)(2)(3)(4). Despite this central role they play in developing and regulating professional practice (4), standardized approaches to developing competency frameworks are lacking (5).…”

“…A recent scoping review found significant variation in methodological approaches to competency framework development; a single, internationally recognized standard was not identified ( 5 ). A six-step model was recently proposed to improve the process, standard, reporting and evaluation of frameworks ( 1 ). While the model identified patients and members of the public as important stakeholders, it did not specify guidance on who, how, or for what purpose(s) to engage them.…”

Using document analysis to revise competency frameworks: Perspectives from the revision of competency standards for dietitians

“…In addition, the use of secondary data to gather consumer perspectives may not fully represent their views on the roles and tasks of a dietitian. Competency frameworks should consider involving consumers in their development in the future ( 23 ). However, many of the steps used in this document analysis have been recommended as best practice in competency standards development ( 23 ).…”

“…Competency frameworks should consider involving consumers in their development in the future ( 23 ). However, many of the steps used in this document analysis have been recommended as best practice in competency standards development ( 23 ). The positive response received from the profession to early drafts of the standards together with the final product provides reassurance that the process has met user needs.…”

CONFERD-HP: recommendations for reporting COmpeteNcy FramEwoRk Development in health professions

“…Competency frameworks provide an outline of the perceived knowledge, skills, attitudes, and other characteristics required to competently enact professional practice within a given context (1). In health professions, these are developed for a number of reasons which can include defining the profession, ensuring a competent workforce, and facilitating curriculum development, systems of assessment, or professional mobility.…”