Version 1
: Received: 9 March 2021 / Approved: 11 March 2021 / Online: 11 March 2021 (07:42:38 CET)
Version 2
: Received: 5 October 2021 / Approved: 7 October 2021 / Online: 7 October 2021 (10:26:52 CEST)
Version 3
: Received: 5 November 2021 / Approved: 8 November 2021 / Online: 8 November 2021 (13:17:06 CET)
Batt, A.M., Williams, B., Brydges, M. et al. New ways of seeing: supplementing existing competency framework development guidelines with systems thinking. Adv in Health Sci Educ 26, 1355–1371 (2021). https://doi.org/10.1007/s10459-021-10054-x
Batt, A.M., Williams, B., Brydges, M. et al. New ways of seeing: supplementing existing competency framework development guidelines with systems thinking. Adv in Health Sci Educ 26, 1355–1371 (2021). https://doi.org/10.1007/s10459-021-10054-x
Batt, A.M., Williams, B., Brydges, M. et al. New ways of seeing: supplementing existing competency framework development guidelines with systems thinking. Adv in Health Sci Educ 26, 1355–1371 (2021). https://doi.org/10.1007/s10459-021-10054-x
Batt, A.M., Williams, B., Brydges, M. et al. New ways of seeing: supplementing existing competency framework development guidelines with systems thinking. Adv in Health Sci Educ 26, 1355–1371 (2021). https://doi.org/10.1007/s10459-021-10054-x
Abstract
The development of competency frameworks in healthcare professions is characterised by potentially inadequate descriptions of practice, variable developmental approaches, and inconsistent reporting and evaluating of outcomes. This may be in part due to limited existing guidance, which neglects broader contexts, lacks organising frameworks, and fails to provide guidance on selection of methods. To address such concerns, this paper first outlines a ‘systems thinking’ conceptual framework by which to conceptualise and describe clinical practice when developing competency frameworks. This is achieved through combining Ecological Systems Theory and complexity thinking to identify, and explore the contexts and components of clinical practice. The ‘systems thinking’ conceptual framework is then integrated into a six-step model for developing competency frameworks that synthesises and organises existing advice. The six steps include (1) identify practicalities (e.g. purpose, scope, detail, timeline), (2) identify influencing contexts and factors using ‘systems thinking’, (3) use aligned mixed-methods, (4) translate data into competency frameworks, (5) report processes and outcomes, and (6) plan to evaluate, update and maintain the competency framework. The model provides a logical organising structure of principles to guide assumptions and commitments when developing competency frameworks. Additionally, the model affords the flexibility required when exploring professional practice across varying contexts, and suggests employing mixed methodological approaches that are aligned with purpose and scope. The model acknowledges changing and complex contexts, considers existing guidance, and adds a unique and complementary means to conceptualise and improve the competency framework development process.
Keywords
competency framework, professional competency, competency development, CBME
Subject
Business, Economics and Management, Accounting and Taxation
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
(Click to see Publons profile: )
The commenter has declared there is no conflict of interests.
Comment:
The manuscript has since been split into two individual articles based on peer-review feedback. One is the systems thinking conceptual model (since published - link above).
Commenter:
The commenter has declared there is no conflict of interests.
The other is the six-step model (in submission - preprint available at https://www.preprints.org/manuscript/202103.0296/v2).
Note: Two authors involved with the systems thinking concept paper withdrew from the six-step model paper, and an additional author joined.