Faculty of Medicine, Helwan University, Egypt.
Department of Public Health and Community Medicine, Faculty of Medicine, Cairo University, Cairo, Egypt.
Asian Pac J Cancer Prev. 2021 May 1;22(5):1659-1665. doi: 10.31557/APJCP.2021.22.5.1659.
The broader construct of participatory system-wide leadership has not been highlighted in the pediatric oncology domain, although these skills are teachable. The researchers conducted the current study to develop a leadership competency curriculum for pediatric oncologists in Egypt.
The study was carried out in three phases: (1) Conducting a literature review for the years 2013-2018 to identify the initial competencies of pediatric oncology leadership (2) Holding a meeting with a superior reference panel (SRP) to get a consensus on the initial list of competencies, and (3) Conducting a two-round modified Delphi survey.
Seventy-five invitees from 12 countries completed the first round (R1) of the survey. Of the 75 respondents to R1, 69 completed round 2 (R2) (92%). In R1, 73 competency items were surveyed for relevance to include in a pediatric oncology leader role curriculum. Thirty-seven items were judged for inclusion, while 36 items were judged for exclusion. In R2, the 37 competencies relevant for inclusion were presented in which participants were asked to check them as either IN or OUT. Finally, 17 competencies remained.
The process resulted in 17 pediatric oncology leader role competencies.
This final set of 17 competency items is considered as an important step towards reducing the variability in pediatric oncology education and practice that currently exists in Egypt. This is the initial step towards developing a learning and assessment toolkit for this imperative area of research and practice.
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尽管这些技能是可教的，但参与式全系统领导力这一更广泛的结构在儿科肿瘤学领域并未得到强调。研究人员开展了当前这项研究，旨在为埃及的儿科肿瘤学家开发领导力能力课程。
该研究分三个阶段进行：（1）对 2013 年至 2018 年的文献进行回顾，以确定儿科肿瘤学领导力的初始能力；（2）与高级参考小组（SRP）举行会议，就初始能力清单达成共识；（3）进行两轮改良 Delphi 调查。
来自 12 个国家的 75 名受邀者完成了第一轮（R1）调查。在 R1 的 75 名受访者中，有 69 人完成了第二轮（R2）（92%）。在 R1 中，对 73 项与纳入儿科肿瘤学领导者角色课程相关的能力项目进行了调查。37 项被判断为纳入，而 36 项被判断为排除。在 R2 中，呈现了 37 项与纳入相关的能力，参与者被要求检查这些能力是 IN 还是 OUT。最后，有 17 项能力保留下来。
这一过程产生了 17 项儿科肿瘤学领导角色能力。
这最后一组 17 项能力项目被认为是减少埃及目前儿科肿瘤学教育和实践中存在的可变性的重要步骤。这是开发该研究和实践重要领域的学习和评估工具包的初始步骤。
