Analysis of Taiwan Emergency Physicians’ Core Competencies Based on ACGME Criteria
The development of physicians’ core competency is related to the quality of medical practice. Accordingly, knowing how to cultivate and evaluate core competency is an important issue for medical education and management. This study used the comprehensive core competency framework proposed by the Acc...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2023-02-01
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| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/21582440231155435 |
| _version_ | 1828002448874143744 |
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| author | Kuo-Fang Hsu Ping-Lung Huang Tian-Shyug Lee Bruce C. Y. Lee |
| author_facet | Kuo-Fang Hsu Ping-Lung Huang Tian-Shyug Lee Bruce C. Y. Lee |
| author_sort | Kuo-Fang Hsu |
| collection | DOAJ |
| description | The development of physicians’ core competency is related to the quality of medical practice. Accordingly, knowing how to cultivate and evaluate core competency is an important issue for medical education and management. This study used the comprehensive core competency framework proposed by the Accreditation Council for Graduate Medical Education (ACGME) and employed fuzzy AHP (FAHP) and DEMANTEL methods to analyze the weight and priority, as well as the cause-and-effect cluster. The FAHP analysis yielded the following rankings of factors’ importance: (1) patient care (C1; 27.83%), (2) medical knowledge (C2; 20.77%), (3) professionalism (C5; 17.93%), (4) interpersonal and communication skills (C4; 17.41%), (5) practice-based learning and improvement (C3; 15.52%), and (6) systems-based practice (C6; 8.233%). In terms of the DEMANTEL, the effect cluster included patient care (C1), professionalism (C5) and systems-based practice (C6), and the cause cluster included medical knowledge (C2), practice-based learning and improvement (C3), and interpersonal and communication skills (C4). The findings showed that patient care (C1) results from attitudes, patience, and the other five ACGME Core Competencies. Furthermore, emergency physicians’ development also requires humanities and ethics training and practice to ensure practice-based learning (C3). This study demonstrates the importance of various factors in developing emergency physicians’ core competencies, and the findings may provide a reference for future attempts at such competency development. |
| first_indexed | 2024-04-10T06:44:37Z |
| format | Article |
| id | doaj.art-06558aa31c534425b8496f672fc39f02 |
| institution | Directory Open Access Journal |
| issn | 2158-2440 |
| language | English |
| last_indexed | 2024-04-10T06:44:37Z |
| publishDate | 2023-02-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | SAGE Open |
| spelling | doaj.art-06558aa31c534425b8496f672fc39f022023-02-28T13:33:18ZengSAGE PublishingSAGE Open2158-24402023-02-011310.1177/21582440231155435Analysis of Taiwan Emergency Physicians’ Core Competencies Based on ACGME CriteriaKuo-Fang Hsu0Ping-Lung Huang1Tian-Shyug Lee2Bruce C. Y. Lee3Fu Jen Catholic University, New TaipeiFu Jen Catholic University, New TaipeiFu Jen Catholic University, New TaipeiFu Jen Catholic University, New TaipeiThe development of physicians’ core competency is related to the quality of medical practice. Accordingly, knowing how to cultivate and evaluate core competency is an important issue for medical education and management. This study used the comprehensive core competency framework proposed by the Accreditation Council for Graduate Medical Education (ACGME) and employed fuzzy AHP (FAHP) and DEMANTEL methods to analyze the weight and priority, as well as the cause-and-effect cluster. The FAHP analysis yielded the following rankings of factors’ importance: (1) patient care (C1; 27.83%), (2) medical knowledge (C2; 20.77%), (3) professionalism (C5; 17.93%), (4) interpersonal and communication skills (C4; 17.41%), (5) practice-based learning and improvement (C3; 15.52%), and (6) systems-based practice (C6; 8.233%). In terms of the DEMANTEL, the effect cluster included patient care (C1), professionalism (C5) and systems-based practice (C6), and the cause cluster included medical knowledge (C2), practice-based learning and improvement (C3), and interpersonal and communication skills (C4). The findings showed that patient care (C1) results from attitudes, patience, and the other five ACGME Core Competencies. Furthermore, emergency physicians’ development also requires humanities and ethics training and practice to ensure practice-based learning (C3). This study demonstrates the importance of various factors in developing emergency physicians’ core competencies, and the findings may provide a reference for future attempts at such competency development.https://doi.org/10.1177/21582440231155435 |
| spellingShingle | Kuo-Fang Hsu Ping-Lung Huang Tian-Shyug Lee Bruce C. Y. Lee Analysis of Taiwan Emergency Physicians’ Core Competencies Based on ACGME Criteria SAGE Open |
| title | Analysis of Taiwan Emergency Physicians’ Core Competencies Based on ACGME Criteria |
| title_full | Analysis of Taiwan Emergency Physicians’ Core Competencies Based on ACGME Criteria |
| title_fullStr | Analysis of Taiwan Emergency Physicians’ Core Competencies Based on ACGME Criteria |
| title_full_unstemmed | Analysis of Taiwan Emergency Physicians’ Core Competencies Based on ACGME Criteria |
| title_short | Analysis of Taiwan Emergency Physicians’ Core Competencies Based on ACGME Criteria |
| title_sort | analysis of taiwan emergency physicians core competencies based on acgme criteria |
| url | https://doi.org/10.1177/21582440231155435 |
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