Abstract
Background
Medical education leaders across the world have been calling for a competency-driven approach to education. Defining the competencies required of a physician ready for practice is a crucial step to optimize medical training programs, but there is no clear overarching framework of competencies to guide the training and assessment of resident physicians in China. We studied a multidisciplinary group of healthcare and education professionals in order to understand their conceptualization of the competencies essential to a competent physician in China.
Methods
A 6-item questionnaire was distributed electronically to 265 physicians, nurses, medical school administrators, and public health school faculty affiliated with Wuhan University in Hubei, China. Respondents were asked for basic demographic data and to “describe the core abilities of an excellent physician.” Open-ended responses were qualitatively analyzed.
Findings
Response rate was 29 %; the majority of responses (62 %) were from physicians. Five major themes arose from the data: (1) communication and collaboration (30.0 %); (2) morality, ethics, and professionalism (25.7 %); (3) patient care (24.6 %); (4) scholarship (16.8 %); and (5) quality assurance systems (3.0 %).
Interpretation
This paper represents a step toward creating a culturally acceptable physician competency framework for the training and assessment of China’s future physicians. Future direction includes surveying a larger and representative population for thematic saturation and evaluating the implementation of such a competency framework.
Similar content being viewed by others
References
Frenk J, Chen L, Bhutta ZA, Cohen J, Crisp N, Evans T, et al. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. Lancet. 2010;376(9756):1923–58.
Iobst WF, Sherbino J, Cate OT, Richardson DL, Dath D, Swing SR, et al. Competency-based medical education in postgraduate medical education. Med Teach. 2010;32(8):651–6.
Frank JR, Snell LS, Cate OT, Holmboe ES, Carraccio C, Swing SR, et al. Competency-based medical education: theory to practice. Med Teach. 2010;32(8):638–45.
Frank JR, Danoff D. The CanMEDS initiative: implementing an outcomes-based framework of physician competencies. Med Teach. 2007;29(7):642–7.
Carraccio C, Wolfsthal SD, Englander R, Ferentz K, Martin C. Shifting paradigms: from Flexner to competencies. Acad Med. 2002;77(5):361–7.
Whitehead CR. On gunboats and grandpianos: medical education exports and the long shadow of colonialism. Adv Health Sci Educ. 2016;21:1–4.
Pan H, Norris JL, Liang YS, Li JN, Ho MJ. Building a professionalism framework for healthcare providers in China: a nominal group technique study. Med Teach. 2013. doi:10.3109/0142159X.2013.802299.
Wu L, Wang Y, Peng X, Song M, Guo X, Nelson H, et al. Development of a medical academic degree system in China. Med Educ Online. 2014. doi:10.3402/meo.v19.23141.
National Health and Family Planning Commission. Guidance of the National Health and Family Planning Commission and seven other departments on the establishment of a standardized residency training system. National Health and Family Planning Commission of China. 2013. Available from: http://www.nhfpc.gov.cn/qjjys/s3593/201401/032c8cdf2eb64a369cca4f9b76e8b059.shtml. Accessed January 1, 2016.
Science, Technology, and Education Division. Notice of the office of the National Health and Family Planning Commission of issuing standardized residency training base standards and standardized residency training content and standards. National Health and Family Planning Commission of China. 2014. Available from: http://www.nhfpc.gov.cn/qjjys/s3593/201408/946b17f463fa4e5dbcfb4f7c68834c41.shtml. Accessed January 1, 2016.
Sun J, Xia Y, Huang XF, Xue D. The construction of the competency evaluation system of physicians. Chin Health Resour. 2014;17(6):433–5 .476
Tian L, Sun BZ. The current situation and evaluation of doctor competency: a sample survey from seven provinces. Med Educ Manag. 2015;1(1):29–33.
Zhao L, Sun T, Sun BZ, Zhao YH, Norcini J, Chen L. Identifying the competencies of doctors in China. BMC Med Educ. 2015. doi:10.1186/s12909-015-0495-y.
The World Bank. World Development Indicators. 2016. Available from: http://wdi.worldbank.org/table/2.15. Accessed June 13, 2016.
Frank JR, Snell LS, Sherbino J, editors. CanMEDS 2015 physician competency framework—series III. Ottawa: The Royal College of Physicians and Surgeons of Canada; 2014.
Hesketh T, Wu D, Mao L, Ma N. Violence against doctors in China. BMJ. 2012;345:5730–3.
Wang HH. China’s new health department: progress and priorities. Lancet. 2014. doi:10.1016/S0140-6736(14)61423-9.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
This study was approved as study 09-126-B by the Institutional Review Board of the University of Chicago and by the Ethics Committee of Wuhan University.
Conflict of Interest
The authors declare that they have no competing interests.
Funding Sources
None.
Rights and permissions
About this article
Cite this article
Lio, J., Ye, Y., Reddy, S. et al. Developing a Competency Framework for Medical Education in China: a Qualitative Study. Med.Sci.Educ. 26, 743–748 (2016). https://doi.org/10.1007/s40670-016-0287-y
Published:
Issue Date:
DOI: https://doi.org/10.1007/s40670-016-0287-y