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Fatemi Aqda M, Hatami J, Talaee E, Ahmady S. Identifying the Dimensions of Competence in
Medical Education. Iranian Journal of Medical Education 2024; 24 :144-153
URL: http://ijme.mui.ac.ir/article-1-5781-en.html
URL: http://ijme.mui.ac.ir/article-1-5781-en.html
Department of Educational Sciences, Payam Noor University, Tehran, Iran. , fatemi.am@gmail.com
Abstract: (492 Views)
Introduction: Defining educational objectives is a major constituent of education systems. Competence is one of the objectives in medical education. As such, this study endeavors to identify the dimensions of competence in the field of medical education.
Methods: This study was conducted in two parts: qualitative content analysis of documents and focus group discussion (expert group). Documents were purposefully selected based on scope review and extensive search in Web of Science, Scopus, Pubmed, Science Direct, and SID databases with keywords qualification, competence, education, medical sciences. The participants in the group discussion were selected using a targeted method and were 14 professors and PhD candidates of the medical education department. Coding and data analysis were done based on two Meiring models for documents and Grandim-Volandman for focus-group discussion and validation of findings with the participation of the research team and peer review.
Results: In an extensive search, 573 documents (books and articles) identified. By screening through the review of title 282 documents, reviewing the title and abstract, 28 documents were selected and finally by gradually studying the abstract and the full texts, 9 documents were selected. The results were combined with the findings of the focus group discussion analysis and formed a model of competency dimensions. As a result, competence dimensions were defined in three general categories: emotional, cognitive-skill-thinking, and meta-cognitive as well as 22 sub-categories.
Conclusion: Competency in medical education goes beyond the acquisition of knowledge and skills expected for licensure, which are often described in national standards. Competency includes transferable knowledge and skills, self-reflection, and higher-level thinking or metacognition that is achieved through active learning methods.
Type of Study: Original research article |
Subject:
Community Based Medicine
Received: 2024/06/26 | Accepted: 2024/09/22 | Published: 2024/05/30 | ePublished: 2024/05/30
Received: 2024/06/26 | Accepted: 2024/09/22 | Published: 2024/05/30 | ePublished: 2024/05/30
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