Construction of a Competency Model for Occupational Health Post for Chinese Medical Students

Abstract

Aims and Methods To construct a scientific and reasonable competency model for occupational health post to provide a reference standard for the education and training of occupational health-related personnel. A purposive sampling method was used to select the investigation subjects. Thirty-seven experts from Prevention and Treatment Center for Occupational Diseases, Centre for Disease Control and Prevention, university research organization, occupational health services and Institute of Public Health Supervision in multiple locations were selected to develop a questionnaire for occupational health post competency through literature reading and semi-structured expert interview methods. Two rounds of consultation were conducted and SPSS 21.0 was applied for statistical analysis of the data. Results The occupational health post competency indication system with 5 primary indicators and 25 secondary indicators was determined. And the competency was stratified from inside to outside with reference to the "onion model", then the occupational health post competency model was completed. Conclusion The final constructed competency model for occupational health post was divided into three layers, with the innermost layer being professionalism, the middle layer being professional skills, general competence and work and development, and the outer layer being basic knowledge. The use of the model can be promoted to improve the post competency evaluation mechanism and clarify the positioning of occupational health-related personnel at different stages of their personal career development.

Representing Contemporary Paramedic Practice in Canada: Development of the National Competency Framework for Paramedics

“…[25] Multiple professions have used this model to guide the development of competency frameworks, including occupational health, health research ethics, dietetics, intimate partner violence specialists, and mental health nursing. [26][27][28][29][30] The steps include [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. Next, we describe the people and groups involved in the development process, and then outline each step of the development process in detail.…”