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Development of competency framework for postgraduate anesthesia training in China: a Delphi study

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Publicado en:BMC Medical Education vol. 25 (2025), p. 1
Autor principal: Zhang, Xiaoning
Otros Autores: Meng, Kun, Cao, Junli, Chen, Youhua
Publicado:
Springer Nature B.V.
Materias:
Ireland
China
Education reform
Medical education
Clinical medicine
Curricula
Accreditation
Medical personnel
Anesthesia
Ethics
Colleges & universities
Anesthesiology
Literature reviews
Delphi method
Professional Training
Semi Structured Interviews
Competence
Predominantly White Institutions
Graduate Medical Education
Researchers
Expertise
Training Objectives
Interviews
Structured Interviews
Educational Change
Reference Materials
Medical Services
Competency Based Education
Delphi Technique
Acceso en línea:Citation/Abstract
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Resumen:BackgroundStandardized postgraduate medical education (PGME) in anesthesiology is not well-defined in China. Establishing a competency framework for postgraduate anesthesia training (PGAT) is essential for standardizing and enhancing the quality of training and patient care.ObjectivesThis study aimed to develop a competency framework for PGAT in China.MethodsThis study employed a multi-step approach, including a literature review, semi-structured interviews, to formulate a list of preliminary competencies. This initial list included seven roles, 26 enabling competencies, and 162 competency items. A modified Delphi method was utilized to achieve consensus involving three rounds. Experts were recruited from the Chinese Society of Anesthesiology (CSA) across various regions of the country. Consensus was determined using a 5-point Likert scale, with a mean score of ≥ 4 and a consensus rate of ≥ 80% serving as criteria for agreement.ResultsForty-seven experts accepted the invitation to participate, with 46 returning scores for round 1 (90.2% response rate) and 45 returning scores for rounds 2 and 3 (88.2% response rate). The final competency framework includes 140 competency items within 23 enabling competencies, categorized into seven roles: medical expert, communicator, collaborator, professional leader, health advocate, academic scholar, and specialized professional.ConclusionsThis study represents an initial step towards establishing a contemporary competency-based medical education and training (CBMET) program for PGAT in China.
ISSN:1472-6920
DOI:10.1186/s12909-024-06324-y
Fuente:Healthcare Administration Database