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

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dc.authoridChan, Teresa/0000-0001-6104-462X
dc.authoridAtkinson, Adelle/0000-0002-7604-5964
dc.authoridChan, Ming-Ka/0000-0003-2989-7766
dc.authorscopusid57202001975
dc.authorscopusid55565257900
dc.authorscopusid7403444988
dc.authorscopusid12143746700
dc.authorscopusid54911901500
dc.authorscopusid58017964700
dc.authorscopusid36542149100
dc.authorwosidChan, Teresa/T-6676-2017
dc.contributor.authorYilmaz, Yusuf
dc.contributor.authorChan, Ming-Ka
dc.contributor.authorRichardson, Denyse
dc.contributor.authorAtkinson, Adelle
dc.contributor.authorBassilious, Ereny
dc.contributor.authorSnell, Linda
dc.contributor.authorChan, Teresa M.
dc.date.accessioned2023-01-12T19:59:02Z
dc.date.available2023-01-12T19:59:02Z
dc.date.issued2022
dc.departmentN/A/Departmenten_US
dc.description.abstractPurposeThese authors sought to define the new roles and competencies required of administrative staff and faculty in the age of CBME.MethodA 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.ResultsThirteen 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.ConclusionsThe 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.en_US
dc.identifier.doi10.1080/0142159X.2022.2136517
dc.identifier.issn0142-159X
dc.identifier.issn1466-187X
dc.identifier.pmid36471921en_US
dc.identifier.scopus2-s2.0-85144082839en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.urihttps://doi.org/10.1080/0142159X.2022.2136517
dc.identifier.urihttps://hdl.handle.net/11454/77084
dc.identifier.wosWOS:000893336400001en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakPubMeden_US
dc.language.isoenen_US
dc.publisherTaylor & Francis Ltden_US
dc.relation.ispartofMedical Teacheren_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectCompetency-based medical educationen_US
dc.subjectcompetence by designen_US
dc.subjectfaculty developmenten_US
dc.subjectmodified Delphien_US
dc.subjectConsensus Group-Methodsen_US
dc.subjectTeaching Effectivenessen_US
dc.subjectModified Delphien_US
dc.subjectKey Papersen_US
dc.subjectImplementationen_US
dc.subjectCultureen_US
dc.subjectAnalyticsen_US
dc.subjectTeachersen_US
dc.subjectBlogsen_US
dc.titleDefining new roles and competencies for administrative staff and faculty in the age of competency-based medical educationen_US
dc.typeArticleen_US

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