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Defining new roles and competencies for administrative staff and faculty in the age of competency-based medical education.

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Title: Defining new roles and competencies for administrative staff and faculty in the age of competency-based medical education.
Authors: Yilmaz, Yusuf1,2, Chan, Ming-Ka3, Richardson, Denyse4, Atkinson, Adelle5, Bassilious, Ereny6, Snell, Linda7, Chan, Teresa M.1,8
Source: Medical Teacher. Apr2023, Vol. 45 Issue 4, p395-403. 9p.
Subject Terms: *Occupational roles, *National competency-based educational tests, *Student assistance programs, *School administrators, *Outcome-based education, *Educators, *Interprofessional relations, *Needs assessment, *Medical education, *Delphi method, *Teacher development, Stakeholder analysis, Conceptual structures, Surveys, Professional competence, Professionalism
Abstract: These authors sought to define the new roles and competencies required of administrative staff and faculty in the age of CBME. A modified Delphi process was used to define the new CBME roles and competencies needed by faculty and administrative staff. We invited international experts in CBME (volunteers from the ICBME Collaborative email list), as well as faculty members and trainees identified via social media to help us determine the new competencies required of faculty and administrative staff in the CBME era. Thirteen new roles were identified. The faculty-specific roles were: National Leader/Facilitator in CBME; Institutional/University lead for CBME; Assessment Process & Systems Designer; Local CBME Leads; CBME-specific Faculty Developers or Trainers; Competence Committee Chair; Competence Committee Faculty Member; Faculty Academic Coach/Advisor or Support Person; Frontline Assessor; Frontline Coach. The staff-specific roles were: Information Technology Lead; CBME Analytics/Data Support; Competence Committee Administrative Assistant. The authors present a new set of faculty and staff roles that are relevant to the CBME context. While some of these new roles may be incorporated into existing roles, it may be prudent to examine how best to ensure that all of them are supported within all CBME contexts in some manner. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Defining new roles and competencies for administrative staff and faculty in the age of competency-based medical education.
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  Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Apr2023, Vol. 45 Issue 4, p395-403. 9p.
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  Data: *<searchLink fieldCode="DE" term="%22Occupational+roles%22">Occupational roles</searchLink><br />*<searchLink fieldCode="DE" term="%22National+competency-based+educational+tests%22">National competency-based educational tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+assistance+programs%22">Student assistance programs</searchLink><br />*<searchLink fieldCode="DE" term="%22School+administrators%22">School administrators</searchLink><br />*<searchLink fieldCode="DE" term="%22Outcome-based+education%22">Outcome-based education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Interprofessional+relations%22">Interprofessional relations</searchLink><br />*<searchLink fieldCode="DE" term="%22Needs+assessment%22">Needs assessment</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+education%22">Medical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Delphi+method%22">Delphi method</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br /><searchLink fieldCode="DE" term="%22Stakeholder+analysis%22">Stakeholder analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Conceptual+structures%22">Conceptual structures</searchLink><br /><searchLink fieldCode="DE" term="%22Surveys%22">Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+competence%22">Professional competence</searchLink><br /><searchLink fieldCode="DE" term="%22Professionalism%22">Professionalism</searchLink>
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  Data: These authors sought to define the new roles and competencies required of administrative staff and faculty in the age of CBME. A modified Delphi process was used to define the new CBME roles and competencies needed by faculty and administrative staff. We invited international experts in CBME (volunteers from the ICBME Collaborative email list), as well as faculty members and trainees identified via social media to help us determine the new competencies required of faculty and administrative staff in the CBME era. Thirteen new roles were identified. The faculty-specific roles were: National Leader/Facilitator in CBME; Institutional/University lead for CBME; Assessment Process & Systems Designer; Local CBME Leads; CBME-specific Faculty Developers or Trainers; Competence Committee Chair; Competence Committee Faculty Member; Faculty Academic Coach/Advisor or Support Person; Frontline Assessor; Frontline Coach. The staff-specific roles were: Information Technology Lead; CBME Analytics/Data Support; Competence Committee Administrative Assistant. The authors present a new set of faculty and staff roles that are relevant to the CBME context. While some of these new roles may be incorporated into existing roles, it may be prudent to examine how best to ensure that all of them are supported within all CBME contexts in some manner. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/0142159X.2022.2136517
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        Text: English
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        PageCount: 9
        StartPage: 395
    Subjects:
      – SubjectFull: Occupational roles
        Type: general
      – SubjectFull: National competency-based educational tests
        Type: general
      – SubjectFull: Student assistance programs
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      – SubjectFull: School administrators
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      – SubjectFull: Interprofessional relations
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      – SubjectFull: Needs assessment
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      – SubjectFull: Medical education
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              Text: Apr2023
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