DEFINING A COMPETENCY FRAMEWORK: THE FIRST STEP TOWARD COMPETENCY-BASED MEDICAL EDUCATION

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MIRZAZADEH AZIM; MORTAZHEJRI SARA; JALILI MOHAMMAD; ASGHARI FARIBA; LABAF ALI; SEDAGHAT SIYAHKAL MOJTABA; AFSHARI ALI; SALEH NARGES

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Journal: ACTA MEDICA IRANICA Year:2014 | Volume:52 | Issue:9 Page(s): 710-716

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Title

DEFINING A COMPETENCY FRAMEWORK: THE FIRST STEP TOWARD COMPETENCY-BASED MEDICAL EDUCATION

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Keywords

COMPETENCY BASED MEDICAL EDUCATION

CURRICULUM DEVELOPMENT

OUTCOME BASED CURRICULUM

Abstract

Despite the existence of a large variety of competency frameworks for medical graduates, there is no agreement on a single set of outcomes. Different countries have attempted to define their own set of competencies to respond to their local situations. This article reports the process of developing medical graduates’ competency framework as the first step in the curriculum reform in Tehran University of Medical Sciences (TUMS). A participatory approach was applied to develop a competency framework in Tehran University of Medical Sciences (TUMS). Following literature review, nominal group meetings with students and faculty members were held to generate the initial list of expectations, and 9 domains was proposed. Then, domains were reviewed, and one of the domains was removed. The competency framework was sent to Curriculum Reform Committee for consideration and approval, where it was decided to distribute electronic and paper forms among all faculty members and ask them for their comments. Following incorporating some of the modifications, the document was approved by the committee. The TUMS competency framework consists of 8 domains: Clinical skills, Communication skills, Patient management, Health promotion and disease prevention, Personal development, Professionalism, medical ethics and law, Decision making, reasoning and problemsolving, and Health system and the corresponding role of physicians. Development of a competency framework through a participatory approach was the first step towards curriculum reform in TUMS, aligned with local needs and conditions. The lessons learned through the process may be useful for similar projects in the future.

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APA: Copy

MIRZAZADEH, AZIM, MORTAZHEJRI, SARA, JALILI, MOHAMMAD, ASGHARI, FARIBA, LABAF, ALI, SEDAGHAT SIYAHKAL, MOJTABA, AFSHARI, ALI, & SALEH, NARGES. (2014). DEFINING A COMPETENCY FRAMEWORK: THE FIRST STEP TOWARD COMPETENCY-BASED MEDICAL EDUCATION. ACTA MEDICA IRANICA, 52(9), 710-716. SID. https://sid.ir/paper/278644/en

Vancouver: Copy

MIRZAZADEH AZIM, MORTAZHEJRI SARA, JALILI MOHAMMAD, ASGHARI FARIBA, LABAF ALI, SEDAGHAT SIYAHKAL MOJTABA, AFSHARI ALI, SALEH NARGES. DEFINING A COMPETENCY FRAMEWORK: THE FIRST STEP TOWARD COMPETENCY-BASED MEDICAL EDUCATION. ACTA MEDICA IRANICA[Internet]. 2014;52(9):710-716. Available from: https://sid.ir/paper/278644/en

IEEE: Copy

AZIM MIRZAZADEH, SARA MORTAZHEJRI, MOHAMMAD JALILI, FARIBA ASGHARI, ALI LABAF, MOJTABA SEDAGHAT SIYAHKAL, ALI AFSHARI, and NARGES SALEH, “DEFINING A COMPETENCY FRAMEWORK: THE FIRST STEP TOWARD COMPETENCY-BASED MEDICAL EDUCATION,” ACTA MEDICA IRANICA, vol. 52, no. 9, pp. 710–716, 2014, [Online]. Available: https://sid.ir/paper/278644/en

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