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Embracing Multiple Stakeholder Perspectives in Defining Trainee Competence.

Kristine Sarauw Lundsgaard1, Martin G Tolsgaard, Ole Steen Mortensen

  • 1K.S. Lundsgaard is a PhD student, University of Copenhagen, Department of Occupational and Social Medicine, Copenhagen University Hospital Holbæk, Holbæk, Denmark; ORCID: https://orcid.org/0000-0002-6517-8497. M.G. Tolsgaard is associate professor, University of Copenhagen and Copenhagen Academy of Medical Education and Simulation, Capital Region, Denmark; ORCID: https://orcid.org/0000-0001-9197-5564. O.S. Mortensen is professor, Department of Public Health, Section of Social Medicine, University of Copenhagen, and Department of Occupational and Social Medicine, Copenhagen University Hospital Holbæk, Holbæk, Denmark; ORCID: https://orcid.org/0000-0002-4655-8048. M. Mylopoulos is associate professor, Department of Paediatrics, scientist, MD Program, and associate director, Wilson Centre, University of Toronto, Toronto, Ontario, Canada; ORCID: https://orcid.org/0000-0003-0012-5375. D. Østergaard is director, Copenhagen Academy of Medical Education and Simulation, and professor, University of Copenhagen, Capital Region, Denmark; ORCID: https://orcid.org/0000-0001-8542-6999.

Academic Medicine : Journal of the Association of American Medical Colleges
|February 8, 2019
PubMed
Summary
This summary is machine-generated.

Understanding trainee competence requires diverse stakeholder input. Patients, nurses, physicians, and administrators offer unique insights, enriching educational and assessment strategies for medical training.

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Area of Science:

  • Medical Education Research
  • Qualitative Health Research
  • Healthcare Professional Development

Background:

  • Defining and assessing trainee competence is crucial in medical education.
  • Multiple perspectives are essential for a comprehensive understanding of competence.

Purpose of the Study:

  • To explore how various stakeholder groups contribute to understanding trainee competence.
  • To identify differing and converging views on trainee competence from diverse groups.

Main Methods:

  • A constructivist qualitative study using focus groups with patients, nurses, physicians, administrators, and trainees.
  • Analysis included conventional content analysis, comparative analysis, and directed analysis informed by stakeholder theory.

Main Results:

  • Four competence categories emerged: Core Clinical Activities, Patient Centeredness, Aligning Resources, and Code of Conduct.
  • Stakeholders generally agreed on expectations but highlighted category-specific details and conflicts relevant to their roles.
  • Trainees showed less awareness of the patient perspective compared to other groups.

Conclusions:

  • Incorporating multiple stakeholder perspectives enhances the conceptualization of trainee competence.
  • Findings can inform curriculum development, assessment tools, and understanding of interdisciplinary conflicts.
  • Further research should investigate how organizational context influences trainee learning goals and value perceptions.