Core competencies in teaching and training for doctors in Scotland: a review of the literature and stakeholder survey. (June 2014)

• Record Type: Journal Article
• Authors: Ross, Michael T.; Macrae, Claire; Scott, Jayne; Renwick, Lynne; Moffat, Mandy; Needham, Gillian; Scott, Hazel; Shippey, Ben; Jackson, Catherine; Edgar, Simon; Aitken, Debbie; Evans, Phillip; Irvine, Stewart
• Is Part Of: Medical teacher. Volume 36:Number 6(2014)
• Page Start: 527
• Page End: 538
• Publication Date: 2014-06
• Subjects: Medical education -- Periodicals; 610.711
• DOI: 10.3109/0142159X.2014.907879
• Languages: English
• ISSNs: 0142-159X

Abstract

<abstract> <title>Abstract</title> <p> <bold>Background</bold>: The UK General Medical Council requires all registered doctors to be competent in all areas of their work, including teaching and training.</p> <p> <bold>Aims</bold>: The current research sought consensus on core competencies for all consultants and GPs involved in teaching and training in Scotland.</p> <p> <bold>Method</bold>: A draft list of 80 competencies was developed from the literature and made available as a survey to all consultants and GPs with teaching roles and all final year speciality trainees working in Scotland. Respondents rated the importance of each competency and provided free text comments.</p> <p> <bold>Results</bold>: There were 1026 responses. Eighteen competencies were rated as "high priority", and are recommended as a baseline for all doctors involved in teaching and training; 55 were rated as "medium priority", and are recommended in relation to specific teaching and training roles; and 7 were rated as "low priority". Free text responses suggested the topic was controversial and emotive, and emphasised the importance of further work to engage trainers.</p> <p> <bold>Conclusions</bold>: The findings appeared to have face validity, and it was felt these could be used as the basis for developing a "Scottish Trainer Framework" for doctors and others involved in teaching and training in Scotland.</p> </abstract>