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Competency-Based Education Frameworks Across Canadian Health Professions and Implications for Multisource Feedback
Megan St John, Brandon Tong, Emily Li
1Faculty of Pharmaceutical Sciences, University of British Columbia, 2405 Wesbrook Mall, Vancouver, BC V6T 1Z3, Canada. Tel 604-827-0198. kerry.wilbur@ubc.ca.
Journal of Allied Health
|March 5, 2020
Summary
Multisource feedback in health professional education shows varied descriptions of interprofessional competencies across disciplines. Common understanding of shared skills should not be assumed for optimal training.
Area of Science:
- Health Professions Education
- Interprofessional Collaboration
- Competency-Based Assessment
Background:
- Traditional feedback in clinical training relies on supervisors.
- Competency-based education can benefit from multiple assessor judgments.
- Interprofessional competencies for feedback may lack uniform descriptions across health disciplines.
Purpose of the Study:
- To analyze and compare interprofessional competencies in Canadian health professional training programs.
- To identify commonalities and differences in competency frameworks.
- To inform the development of standardized assessment criteria.
Main Methods:
- Document content analysis of educational outcomes.
- Systematic comparison of competency frameworks from seven Canadian health professions.
- Analysis of core competencies and interprofessional skills.
Main Results:
- All analyzed professions utilize core competencies.
- Communicator, collaborator, and professional competencies are common but vary in emphasis and scope.
- Evidence-based practice is widely represented but not typically classified as an interprofessional competency.
Conclusions:
- Shared understanding of interprofessional competencies across disciplines is not guaranteed.
- Discrepancies in competency descriptions necessitate further investigation.
- Exploring practical interpretation of competencies by clinicians is crucial for interprofessional training.
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