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Using Learning Outcome Measures to assess Doctoral Nursing Education
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Published on: June 21, 2010

Perspective: Toward a competency framework for faculty.

Robert J Milner1, Maryellen E Gusic, Luanne E Thorndyke

  • 1Department of Neurology, University of Massachusetts Medical School, Worcester, Massachusetts, USA. robert.milner@umassmed.edu

Academic Medicine : Journal of the Association of American Medical Colleges
|August 27, 2011
PubMed
Summary
This summary is machine-generated.

Academic medicine faculty need new competencies for research, education, and patient care. A proposed framework organizes these occupational and personal skills, supporting faculty development and evaluation.

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Last Updated: May 29, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education
10:07

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Area of Science:

  • Medical Education
  • Faculty Development
  • Academic Medicine

Background:

  • Faculty in academic medicine face increasing demands across research, education, and patient care.
  • Existing competency models may not fully capture the diverse skills required for contemporary faculty roles.

Purpose of the Study:

  • To explore and define essential competencies for faculty in academic medicine.
  • To propose a coherent framework for organizing these competencies.

Main Methods:

  • Reviewed three distinct approaches for identifying faculty competencies.
  • Developed a competency model based on a typology, distinguishing occupational and personal competencies.
  • Emphasized a developmental approach to reflect career progression.

Main Results:

  • Identified diverse but overlapping competency domains reflecting faculty responsibilities.
  • Proposed a framework categorizing competencies into occupational (role-specific) and personal (universal) types.
  • Highlighted the need for a developmental perspective in competency assessment.

Conclusions:

  • A comprehensive competency framework is crucial for supporting faculty development and evaluation in academic medicine.
  • The proposed model provides a structure for understanding and assessing faculty skills.
  • Further discussion and development of assessment tools are needed to measure these competencies effectively.