Conceptual Analysis Of Competency In Medical Education

Shahram Yazdani ¹ , Somayeh Akbari Farmad ^2*

¹Dean of School of Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran. ² PhD Candidate at school of Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran.

DOI : http://dx.doi.org/10.13005/bbra/2039

ABSTRACT: Education system as a social institution like other similar institutions has changed and undergone substantial reforms. One of the most important reforms is focusing the systems and medical-education communities on competency issue and competency-based training.Despite the importance of this issue and the abundance of scientific literature on thecompetency, there is no consensus on its practical and theoretical definition so that the concept is complex and not transparent enough.In addition,no clear distinction is observedbetween thisand similar and adjacent concept.Therefore, this study proposes an updated definition of competency usingHugh McKenna conceptual analysis to solve this ambiguity. According to the study, definition of competency is the ability to perform activities composed of knowledge (applied codifiedknowledge and tacit knowledge based on experience), technical and cognitive skills, and perceptual ability.Thisability is habitual, endurable, task-relevant, observable, and measurable, independent, knowledge-based and context-dependent, and is considered as themain part of the job.Appropriate definition of the competencies can determine the criteria of excellent performance, forming a framework for future performance-based education, a basis for offering the certificate of competency, and strengthening social accountability. Competencies are developed through teaching and training under supervision, as well as reflective authentic experience.

KEYWORDS: competency; competency-based education

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