Establishment and Preliminary Application of Competence Framework for Clinical Teaching Management Positions Based on Nominal Group Technique

Purpose To develop and connotation and framework of Clinical Teaching Management (CTM)positions competency, and to conduct preliminary application of competency framework. Methods Key groups of clinical teaching coordinators, clinical trainees, teaching administrators and educational reform practice and research group at Peking Union Medical College Hospital(PUMCH) were selected as the research samples. The Nominal Group Technique (NGT) was used to generate, integrate, form framework and provide descriptions of CTM competencies, and rankings of competency importance were collected. Further, the competency framework was used to conduct a self-assessment of CTM using questionnaire survey. The self-assessment was scored with the Likert method (with a maximum of 5 points and a minimum of 1 point), and the self-assessment results were analyzed. Results Through the first round of NGT discussions of key groups, consensus was achieved on the primary framework of CTM competency, including professionalism, coordinating ability, teaching ability, and teaching innovation. However, different opinions were held regarding the connotations and importance rankings of each dimension. Based on the second round of NGT discussion conducted by educational reform practice and research group, a self-assessment was conducted using the CTM framework of competency. Through the second round of NGT discussions, educational reform practice and research group has developed a competency framework for clinical teaching management positions covering seven dimensions (medical knowledge and skills, learner centeredness, communication and cooperation, professionalism and role modelling, reflection and improvement, teaching theory and methods, teaching coordination and management) based on the results of the first round of discussions. The self-assessment results show that except for the two dimensions of "teaching coordination and management" and "teaching theory and methods", the scores of the other five dimensions are above 4 points. Conclusion A preliminary competency framework of CTM has been developed and applied, specific items require further validation and improvement in practice.