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Situated competence: Towards a holis...

Docherty, Marcia Ann.

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Situated competence: Towards a holistic definition of physician competence.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Situated competence: Towards a holistic definition of physician competence./
Author:	Docherty, Marcia Ann.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	158 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
Contained By:	Dissertation Abstracts International78-07A(E).
Subject:	Health education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10256006
ISBN:	9781369559514

Situated competence: Towards a holistic definition of physician competence.
Docherty, Marcia Ann.

Situated competence: Towards a holistic definition of physician competence. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 158 p.

Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.

Thesis (Ph.D.)--Fielding Graduate University, 2017.

A significant limitation of competency-based education is that competencies are typically context-free, while competent practice is situated within learning, practice, and political systems. This dissertation examines how practitioners make sense of competence as situated. The performance of two, high-functioning, fourth-year emergency medicine residents was examined in situ. Through thematic analysis, nine themes are identified which reveal a consistent understanding of competence across an interprofessional practice team. These themes, in order of frequency are basic medical skills, advanced medical skills, personal presentation, clinical teaching, managing the emergency department, independent and responsible, procedural competence, patient care, and manages limitations. The salience of these themes varied across the practice groups, which illuminates the impact of the practitioner's viewpoint and the location of the resident in prioritizing the importance of these themes. When these themes are cross-referenced to the Canadian competency framework for emergency medicine (CanMEDS) they reveal a contrasting organizational structure that reflects how practitioners organize and assess competence as situated. When these themes are applied to a novel sociocultural framework, it delineates the competencies junior and senior residents are expected to acquire and facilitates an examination of the relational nature of competence. The data illustrate how a sociocultural approach is critical for making the ambitious goal of competency-based education in post-graduate medical education work.

ISBN: 9781369559514Subjects--Topical Terms:

559086
Health education.

Situated competence: Towards a holistic definition of physician competence.
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245 1 0 $a Situated competence: Towards a holistic definition of physician competence.
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300 $a 158 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
500 $a Adviser: Annabelle L. Nelson.
502 $a Thesis (Ph.D.)--Fielding Graduate University, 2017.
520 $a A significant limitation of competency-based education is that competencies are typically context-free, while competent practice is situated within learning, practice, and political systems. This dissertation examines how practitioners make sense of competence as situated. The performance of two, high-functioning, fourth-year emergency medicine residents was examined in situ. Through thematic analysis, nine themes are identified which reveal a consistent understanding of competence across an interprofessional practice team. These themes, in order of frequency are basic medical skills, advanced medical skills, personal presentation, clinical teaching, managing the emergency department, independent and responsible, procedural competence, patient care, and manages limitations. The salience of these themes varied across the practice groups, which illuminates the impact of the practitioner's viewpoint and the location of the resident in prioritizing the importance of these themes. When these themes are cross-referenced to the Canadian competency framework for emergency medicine (CanMEDS) they reveal a contrasting organizational structure that reflects how practitioners organize and assess competence as situated. When these themes are applied to a novel sociocultural framework, it delineates the competencies junior and senior residents are expected to acquire and facilitates an examination of the relational nature of competence. The data illustrate how a sociocultural approach is critical for making the ambitious goal of competency-based education in post-graduate medical education work.
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