About this Research Topic
The importance of ensuring that health professionals are prepared for practice now and into the future has never been more important. Competency frameworks are generally considered essential for describing the characteristics of a capable workforce and for assessing this expertise.
Competency frameworks aim to describe the multi-dimensional, dynamic, developmental and contextual nature of performance in the workplace, yet they are criticized for focussing on individual rather than collective competence and not being able to keep up with requirements of current and emerging practice that meets the health needs of communities. A recent systematic review has identified the significant degree of diversity in methods employed in the development of competency standards for health care professionals and called for a change in direction for the methods for developing competency frameworks.
This Research Topic aims to highlight current research and debates in competency standards developments. The goals are to:
• Update the evidence of methods used to develop competency standards with a particular focus on methods gaps identified in the systematic review (i.e. Stakeholders involved and patient voice)
• Expand the existing debate on limitations of the use of competency framework in outcomes-based education
• Update the evidence on outcomes-based or competency-based health professions education
• Explore the relationship between competency standards and accreditation standards in determining the quality and safety of the future workforce
The scope of contributions will include all studies related to outcomes-based education across all health care professionals.
Keywords: health care professionals, education, medicine, methods, patients' care
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.