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Development of Health Professions Education Competencies for a National Fellowship Program: A Group Consensus

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    This summary is machine-generated.

    This study developed 25 core competencies for health professions education (HPE) training programs. These competencies aim to standardize the knowledge, skills, and attitudes needed for educators in dynamic clinical settings.

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    Area of Science:

    • Health Professions Education
    • Competency Development
    • Postgraduate Training

    Background:

    • Health professions educators require specific competencies for effective teaching in clinical environments.
    • Existing postgraduate training in health professions education (HPE) lacks standardized competencies.
    • The Health Professions Education, Evaluation, and Research (HPEER) Advanced Fellowship sought to address this gap.

    Purpose of the Study:

    • To systematically develop a set of core competencies for postgraduate HPE training.
    • To establish a foundation for the Health Professions Education, Evaluation, and Research (HPEER) Advanced Fellowship curriculum.
    • To define the essential knowledge, skills, and attitudes for health professions educators.

    Main Methods:

    • A modified RAND/UCLA Appropriateness Method was employed.
    • Literature reviews (published and gray) identified initial competencies.
    • Expert consensus was achieved through Delphi surveys and nominal group technique meetings.

    Main Results:

    • An initial pool of 423 competencies was condensed into 25 final competencies.
    • The competencies are organized into 6 domains: teaching methods, assessment, research, DEI, interprofessional practice, and leadership.
    • These competencies inform the HPEER fellowship curriculum, program evaluation, and learner assessment.

    Conclusions:

    • The developed competencies provide a framework for advancing health professions education.
    • Standardized competencies are crucial for ensuring high-quality education and driving program change.
    • Reporting competency development processes can foster further dialogue and progress in the field.