Department of Educational Studies, Faculty of Psychology and Educational Sciences, Ghent University, H. Dunantlaan 2, Ghent, 9000, Belgium.
Department of Movement and Sports Sciences, Faculty of Medicine and Health Sciences, Ghent University, Ghent, 9000, Belgium.
BMC Med Educ. 2024 Apr 22;24(1):427. doi: 10.1186/s12909-024-05428-9.
Work-integrated learning (WIL) is widely accepted and necessary to attain the essential competencies healthcare students need at their future workplaces. Yet, competency-based education (CBE) remains complex. There often is a focus on daily practice during WIL. Hereby, continuous competency development is at stake. Moreover, the fact that competencies need to continuously develop is often neglected.
To ultimately contribute to the optimization of CBE in healthcare education, this study aimed at examining how competency development during WIL in healthcare education could be optimized, before and after graduation.
Fourteen semi-structured interviews with 16 experts in competency development and WIL were carried out. Eight healthcare disciplines were included namely associate degree nursing, audiology, family medicine, nursing (bachelor), occupational therapy, podiatry, pediatrics, and speech therapy. Moreover, two independent experts outside the healthcare domain were included to broaden the perspectives on competency development. A qualitative research approach was used based on an inductive thematic analysis using Nvivo12© where 'in vivo' codes were clustered as sub-themes and themes.
The analysis revealed eight types of requirements for effective and continuous competency development, namely requirements in the context of (1) competency frameworks, (2) reflection and feedback, (3) assessment, (4) the continuity of competency development, (5) mentor involvement, (6) ePortfolios, (7) competency development visualizations, and (8) competency development after graduation. It was noteworthy that certain requirements were fulfilled in one educational program whereas they were absent in another. This emphasizes the large differences in how competence-based education is taking shape in different educational programs and internship contexts. Nevertheless, all educational programs seemed to recognize the importance of ongoing competency development.
The results of this study indicate that identifying and meeting the requirements for effective and continuous competency development is essential to optimize competency development during practice in healthcare education.
工作整合学习（WIL）被广泛接受，是医学生在未来工作场所获得必要能力的必要手段。然而，基于能力的教育（CBE）仍然很复杂。WIL 期间通常侧重于日常实践。因此，连续的能力发展受到影响。此外，能力需要不断发展的事实往往被忽视。
为了最终优化医疗保健教育中的 CBE，本研究旨在检查在毕业前和毕业后如何优化医疗保健教育中的 WIL 期间的能力发展。
对 16 名能力发展和 WIL 专家进行了 14 次半结构化访谈。纳入了 8 个医疗保健学科，分别是副学士学位护理、听力学、家庭医学、护理（学士）、职业治疗、足病学、儿科和言语治疗。此外，还纳入了两位医疗领域以外的独立专家，以拓宽对能力发展的看法。使用基于 Nvivo12© 的归纳主题分析的定性研究方法，其中“活体”代码被聚类为子主题和主题。
分析显示，有效和连续的能力发展有八种类型的要求，即能力框架、反思和反馈、评估、能力发展的连续性、导师参与、电子档案袋、能力发展可视化和毕业后的能力发展方面的要求。值得注意的是，某些要求在一个教育计划中得到满足，而在另一个教育计划中则没有得到满足。这强调了不同教育计划和实习环境中基于能力的教育的形式存在很大差异。然而，所有教育计划似乎都认识到持续能力发展的重要性。
本研究结果表明，确定和满足有效和连续的能力发展要求对于优化医疗保健教育中的实践期间的能力发展至关重要。
