Daouk-Öyry Lina, Zaatari Ghazi, Sahakian Tina, Rahal Alameh Boushra, Mansour Nabil
a Suliman S. Olayan School of Business , American University of Beirut , Beirut , Lebanon.
b Evidence-based Healthcare Management Unit, Faculty of Medicine , American University of Beirut , Beirut , Lebanon.
Med Teach. 2017 Mar;39(3):269-277. doi: 10.1080/0142159X.2017.1270429. Epub 2016 Dec 25.
There is a mismatch between the requirements of the multifaceted role of academic physicians and their education. Medical institutions use faculty development initiatives to support their junior academic physicians, however, these rarely revolve around academic physician competencies. The aim of this study was to identify these academic physician competencies and develop a competency framework customized to an organizational context.
The authors conducted semi-structured interviews and Critical Incident Technique with 25 academic physicians at a teaching medical center in the Middle East region inquiring about the behaviors of academic physicians in teaching, clinical, research, and administrative roles.
Using content analysis, the authors identified 16 competencies: five "Supporting Competencies", common to all four roles of academic physicians, and 11 "Function-Specific Competencies", specific to the role being fulfilled. The developed framework shared similarities with frameworks reported in the literature but also had some distinctions.
The framework developed represents a step towards closing the gap between the skills medical students are taught and the skills required of academic physicians. The model was customized to the context of the current organization and included a future orientation and addressed the literature calling for increasing focus on the administrative skills of academic physicians.
学术型医生多方面角色的要求与其所接受的教育之间存在不匹配。医疗机构采用师资发展举措来支持其初级学术型医生，然而，这些举措很少围绕学术型医生的能力展开。本研究的目的是确定这些学术型医生的能力，并制定一个针对组织背景定制的能力框架。
作者对中东地区一家教学医疗中心的25名学术型医生进行了半结构化访谈和关键事件技术访谈，询问学术型医生在教学、临床、研究和行政角色中的行为。
通过内容分析，作者确定了16项能力：5项“支持性能力”，这是学术型医生所有四个角色共有的；11项“特定职能能力”，特定于所履行的角色。所制定的框架与文献中报道的框架有相似之处，但也有一些区别。
所制定的框架代表了朝着缩小医学生所学技能与学术型医生所需技能之间差距迈出的一步。该模型是根据当前组织的背景定制的，具有前瞻性，并回应了文献中呼吁更加关注学术型医生行政技能的要求。
