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Competency and Its Many Meanings.

Zubin Austin1

  • 1Leslie Dan Faculty of Pharmacy and Institute for Health Policy, Management, and Evaluation-Faculty of Medicine, University of Toronto, Toronto, ON M5S 3M2, Canada. zubin.austin@utoronto.ca.

Pharmacy (Basel, Switzerland)
|April 25, 2019
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Summary
This summary is machine-generated.

Professional education relies heavily on competency assessment, consuming significant resources. This review examines pharmacy competency discourses, urging a balanced view beyond just competency for effective professional practice.

Keywords:
competencycompetency assessmentoutcomes assessmentpharmacy education

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Area of Science:

  • Pharmacy education and professional practice.
  • Professional regulation and competency standards.

Background:

  • Competency and its assessment are foundational to professional education, regulation, and practice.
  • Extensive systems for competency education and assessment have been developed to ensure safe and effective practice, demanding substantial resources.
  • These systems represent a significant investment of time, energy, and finances within professional fields.

Purpose of the Study:

  • To review the historical development of different competency concepts within pharmacy.
  • To analyze the impact of these various competency approaches on actual professional practice.
  • To emphasize the need to consider consequences of an excessive focus on competency, potentially overshadowing other important aspects of professional practice.

Main Methods:

  • Literature review of competency discourses in pharmacy.
  • Analysis of the evolution of competency assessment systems.
  • Discussion of the implications of competency-focused approaches on professional practice.

Main Results:

  • Identified competing discourses surrounding competency in pharmacy.
  • Highlighted the resource-intensive nature of current competency assessment systems.
  • Raised concerns about an overemphasis on competency potentially limiting a holistic understanding of professional practice.

Conclusions:

  • The current focus on competency in pharmacy may be disproportionate.
  • A broader perspective is needed to fully understand and support professional practice.
  • Balancing competency assessment with other professional practice considerations is crucial for effective outcomes.