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Competency mapping in quality management of foundation training
Jennifer Ruddlesdin1, Lauren Wentworth, Sarita Bhat
1North Western Deanery, Manchester. jenruddlesdin@doctors.org.uk
Clinical Medicine (London, England)
|March 19, 2011
Summary
Analyzing competency-based medical training programs revealed challenges in achieving specific competencies. This highlights the need for targeted teaching and simulation to address widespread difficulties and inform national curriculum development.
Area of Science:
- Medical Education
- Healthcare Training Systems
Background:
- Competency-based curricula emphasize practical application of knowledge and skill acquisition.
- Evaluating training programs for effective learning outcomes is crucial in medical education.
Purpose of the Study:
- To analyze medical training posts and programs for potential training outcomes.
- To map these outcomes against the UK foundation curriculum.
Main Methods:
- A mapping process was designed using red/amber/green judgments from foundation directors.
- Data collection involved feedback from program directors on each training post.
Main Results:
- The mapping process had a significant formative effect, requiring no further correspondence on educational arrangements.
- Certain competencies proved problematic across most host providers, indicating systemic issues.
- Widespread difficulty in achieving specific competencies was observed.
Conclusions:
- The analysis of competency-based training is feasible even in busy clinical settings like the NHS.
- Identifying problematic competencies allows for targeted interventions like planned teaching or simulation.
- The study raises questions about the suitability of certain competencies within national medical curricula.
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