Iranian Journal of Medical Education

Introduction: Literature review suggests that there is no consensus among experts on the definition, implementation, training and assessment methods of practice-based learning and improvement (PBLI). Therefore, the purpose of this study was to elaborate on this concept and provide an analytical definition.
Methods: This study was conducted based on Walker and Avant’s concept analysis approach in eight stages: selecting a concept, determining the aims of analysis, identifying all uses of the concept, determining the defining attributes, providing a model case, providing borderline, related, contrary, invented, and illegitimate cases, identifying antecedents and consequences, and defining empirical referents. An extensive search in scientific databases was carried out based on predetermined strategies, and 120 documents were reviewed. Accordingly, the defining attributes of the concept were extracted and its analytical definition was presented.
Results: PBLI is a complicated, context and vocation-dependent competency which comprises a set of individual competencies that learners should acquire it during their academic education and actualize it through playing professional roles. However, its realization requires antecedents and if happened it could lead to clinical excellence.
Conclusion: As a meta-competency, PBLI plays an important role in improving the quality of clinical services and by elaborating on the concept, this study facilitates planning and operationalization of this concept while distinguishing it from closely related concepts.