Identifying the competencies of doctors in China

Zhao, Li; Sun, Tao; Sun, Baozhi; Zhao, Yang; Norcini, John J.

doi:10.1186/s12909-015-0495-y

Cited by 20 publications

(21 citation statements)

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“…Over the past several years, there has been a growing focus on measuring competencies and performances in health care. Competencies are an integrated set of knowledge, skills, attitudes, and behaviors that one individual possesses, which enable effective performance of tasks and activities in certain occupations or functions in various complex situations [14][15][16][17][18][19][20][21]. Systematic measurement is important for the continuous progress of quality in health care, best management practice use, and management educations design [15].…”

Section: Introductionmentioning

confidence: 99%

“…A new approach in measuring competencies is needed and should be oriented on how much competencies correspond to job requirements or how much influence they can have on performances of the facilities and quality of health care [19]. In the study of Monrad et al [23], importance of competencies is stressed for both undergraduate and graduate medical education with the systematic and rigorous approach in their assessment.…”

Section: Introductionmentioning

confidence: 99%

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Alignment of Perceived Competencies and Perceived Job Tasks among Primary Care Managers

et al. 2019

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In this study we aimed to explore how managers in primary health care (PHC) organizations assess their managerial knowledge and skills, as well as the importance of these competencies for their job, and to identify whether there is an alignment between these two perceptions; therefore, whether there is a need for management competency improvement. With this study, we tried to address a high demand for information about health managers, especially in health systems in low- and middle-income countries. In a sample of 58 primary health care centers (n = 106 managers) in Serbia, we used a basic managerial competency matrix consisting of the following six competencies—communication, team-building, planning and priority-setting, performance assessment, problem-solving, and leading. Managerial perception of the importance of their job tasks differs by educational level and managerial position. The best alignment between the importance of knowledge and skills was for communication and leading. The study pointed out that managers were aware of the necessity to improve their level of managerial competencies, particularly in the domains of planning and priority-setting, performance assessment, and problem solving. The study highlights the need for formal managerial education for managers in PHC settings and commitment to continuously evaluate and improve management competencies in order to better manage PHC.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Alignment of Perceived Competencies and Perceived Job Tasks among Primary Care Managers

et al. 2019

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“…En línea con ello, y no necesariamente dentro de nuestras fronteras, se han desarrollado tanto modelos específicos para vincular las competencias de los universitarios con las actividades desarrolladas en entornos específicos de trabajo como las ingenierías (Khairullina et al, 2015), el ámbito médico (Atkinson et al, 2013;Zhao et al, 2015), o el turismo y la hostelería (Jung, 2015); como modelos de corte general que pretenden facilitar la adaptación del universitario desde un nivel superior (Rieckmann, 2012;Shek y Sun, 2012). Este enfoque también ha impulsado el desarrollo de diferentes estrategias de innovación docente tendentes a la mejora de los procesos de aprendizaje y evaluación de los universitarios (Vivel-Búa et al, 2015).…”

Section: Sistémicasunclassified

Evaluación de Competencias Transversales en Universitarios. Propiedades Psicométricas Iniciales del Cuestionario de Competencias Transversales

Aguado¹,

González²,

Antúnez³

et al. 2017

reice

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En este trabajo se presenta el desarrollo del Cuestionario de Competencias Transversales para estudiantes Universitarios, así como sus propiedades métricas iniciales. El cuestionario se basa en las competencias identificadas por el proyecto Tuning dentro del marco del Espacio Europeo de Educación Superior. Para su desarrollo se utilizan Escalas de Observación de Conducta. En un primer estudio (N=741) se pone a prueba la fiabilidad de las medidas, su validez de contenido y estructura dimensional. Los resultados muestran que las escalas que componen el cuestionario tienen una fiabilidad adecuada y unos altos índices de congruencia. La estructura dimensional parece reproducir el modelo sustantivo de partida. En un segundo estudio (N=46) se explora la validez criterio del cuestionario frente a los resultados académicos. Los resultados muestran que diferentes competencias apreciadas por el cuestionario correlacionan significativamente con los resultados obtenidos por los alumnos en una prueba objetiva de conocimientos y los indicadores de evaluación continua. Estas competencias incrementan significativamente la varianza explicada en las calificaciones académicas por la personalidad y la inteligencia. Tomados en conjunto los datos permiten avalar la fiabilidad y validez de las medidas obtenidas con el cuestionario. Descriptores: Evaluación del estudiante, Desarrollo de competencias, Test, Educación universitaria.In this paper is presented the development of the Students' Generic Competences Questionnaire, as well as its initial metric properties. The questionnaire is based on the competencies identified by the Tuning project within the EEES frame. Standard Behavioral Observation Scales are used to develop it. In a first study (N = 741) is set to test the reliability of the measurements obtained, its content validity and dimensional structure. The results show that the scales making up the questionnaire have adequate reliability and high rates of consistency, and dimensional structure model seems to reproduce the starting model. In a second study (N = 46) the criterion validity of the questionnaire versus academic results is explored. The results show that different competencies assessed by the questionnaire correlated significantly with the results obtained by students in an objective knowledge test and continuous assessment indicators. These skills significantly increase the explained variance in academic qualifications by the personality and intelligence. Together this data allows us to guarantee the reliability and validity of measurements obtained with the questionnaire.

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“…There have also been efforts in low and middle-income countries, particularly in Asia, to specify technical and non-technical competencies for medical students and graduates [12]. However, there is a relatively sparse literature that investigates behavioral competencies among medical professionals in African countries.…”

Section: Introductionmentioning

confidence: 99%

“To guide my life and art”: A triangulated study on the behavioral competencies for effective medical practice in Nigeria

Chukwuma

Obi

Agu

et al. 2019

Preprint

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Background: Variation in clinical performance is attributable to factors outside academic and clinical skills. Selection processes and training programs for medical professionals should be adapted to consider these behavioral factors, which may vary across contexts. This study was conducted to identify behavioral competencies considered relevant for effective medical practice among medical students and practitioners in Nigeria.Methods: We drew on a scoping review to develop a starting list of behavioral attributes that correlate with effective service provision. Drawing on nominal group technique exercises with 17 medical students and 11 physicians, this starting list was modified with scoring and ranking of selected competencies. We compared the list of competencies and rankings between medical students, doctors, and the scoping review.Results: The scoping review identified nine articles for full-text review, resulting in a starting list of 21 behavioral competencies defined in studies conducted in non-African countries. The nominal group technique exercises conducted with medical students and doctors yielded a condensed list of 32 and 27 behavioral competencies respectively. For doctor-client interactions, the behavioral competencies considered most important included effective communication and patient-centeredness. Whereas, for doctor-colleague interactions, team work, respectfulness, and management ability were ranked highly. However, there were clear divergences between groups and with the scoping review.Conclusions: This study is one of the first to identify the perspectives of medical students and physicians on behavioral competencies considered essential for effective medical practice in an African country. We found differences in the perspectives of medical physicians and students, and in the prioritized competencies across contexts. This illustrates the need for careful consideration in identifying subject matter experts and in generalizing competencies across contexts. Future research in this field in Nigeria should examine effective ways of testing for key behavioral competencies among medical students and for residency programs. Also, investigating the perspectives of medical faculty and administrators on important competencies, and exploring the generalizability of these competencies across cultures in Nigeria should be considered.

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Identifying the competencies of doctors in China

Cited by 20 publications

References 32 publications

Alignment of Perceived Competencies and Perceived Job Tasks among Primary Care Managers

Alignment of Perceived Competencies and Perceived Job Tasks among Primary Care Managers

Evaluación de Competencias Transversales en Universitarios. Propiedades Psicométricas Iniciales del Cuestionario de Competencias Transversales

“To guide my life and art”: A triangulated study on the behavioral competencies for effective medical practice in Nigeria

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