Competency domains of educators in medical, nursing, and health sciences education: An integrative review

Abstract

Purpose

Competencies for educators of healthcare professionals are important for demonstrating accountability, defining roles and responsibilities, structuring activities for training and development, defining standards, quality assurance, performance reviews, career development, and promoting the professionalisation of teaching. The frameworks and domains of educator competencies have not previously been reviewed or systematically described. Through this integrative review, the authors sought to identify an inclusive structure for competency domains that may be applied to educators.

Methods

Keywords were identified in a pilot search, followed by a multi-database search strategy of records published from 2000 to January 2020 with subsequent backward and forward reference searches. We included all record types that listed or described educator competency domains in medical, nursing and health sciences education. We excluded records that described ‘ideal traits’ or ‘characteristics of good teachers/educators,’ presented competencies as part of a larger curricular framework, and teaching assessment tool content.

Results

The multi-database search retrieved 2942 initial citations. From a full-text review of 301 records, 67 were identified as describing educator competency domains eligible for analysis. Documents contained a median of six domains (interquartile range = 5–7) and 14.9% incorporated at least one overarching element across their domains. Following an inductive thematic analysis, six distinct domains of educator competence were identified: Teaching and facilitating learning; Designing and planning learning; Assessment of learning; Educational research and scholarship; Educational leadership and management; Educational environment, quality, and safety. The two latter domains contained sub-themes that were able to be further categorised. Documents and frameworks were described for a wide variety of health and allied health disciplines.

Conclusion

Distinct educator competency domains were identified in this analysis, applicable across a range of healthcare disciplines. Along with the description of design elements, these provide a guide for the development and evaluation of educator competency frameworks.

Keywords:

• Educator
• faculty development
• competency domain
• competency framework
• competency-based medical education

Acknowledgements

The authors acknowledge Dr. Damian Castanelli and Dr. Jennifer Woods for commissioning the work of this project group on behalf of the Australian and New Zealand College of Anaesthetists.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Glossary

Competency: The synthesis of several component parts (knowledge, skills, attitudes, and behaviours) used in combination, that is context-dependent and influenced by a common set of values (Child and Shaw 2020).

Competency domain: Broad area that reflects the required competencies in a contextual framework.

Competency framework: A formal structure that presents and defines competencies required by individuals to function in a role, encompassing competency domains and corresponding progression indicators.

Additional information

Funding

No direct funding was provided. Logistical support provided by the Education Unit of the Australian and New Zealand College of Anaesthetists.

Notes on contributors

Navdeep S. Sidhu

Navdeep S. Sidhu, MBChB, PGCertHealSc(Resus), FANZCA, MClinEd, FAcadMEd, is an anaesthesiologist and senior clinical lecturer, North Shore Hospital, Auckland and Faculty of Medical and Health Sciences, University of Auckland, New Zealand. He is Chair of the Educators Sub-Committee and an executive committee member of the Medical Education Special Interest Group, Australian and New Zealand College of Anaesthetists.

Kara J. Allen

Kara J. Allen, MBBS, PGCCU, GCCS, MClinEd, FANZCA, AFRACMA, is an anaesthesiologist and clinical lecturer, Royal Melbourne Hospital and Department of Critical Care, University of Melbourne, Australia. She is Deputy Chair of the Education Development and Evaluation Committee and the Medical Education Special Interest Group, Australian and New Zealand College of Anaesthetists.

Nina Civil

Nina Civil, MBChB, FANZCA, PGDipMEd, is an anaesthesiologist and training supervisor at Waikato Hospital, Hamilton, New Zealand. She is a member of the Scholar Role Subcommittee and Provisional Fellowship Subcommittee, Australian and New Zealand College of Anaesthetists.

Charlotte S. H. Johnstone

Charlotte S. H. Johnstone, MBChB, FANZCA, FFPMANZCA, is an anaesthesiologist, pain medicine specialist and clinical lecturer, Royal Prince Alfred Hospital and University of Sydney, Sydney, Australia. She is a master of philosophy candidate at the University of Sydney.

Maggie Wong

Maggie Wong, MBBS, MMed, MHlthEth, FANZCA, is an anaesthesiologist and a Director of Professional Affairs (Assessors) for the Australian and New Zealand College of Anaesthetists. She has previously held a number of supervisory and education roles for the same organisation.

Jennifer A. Taylor

Jennifer A. Taylor, MBChB, FANZCA, is an anaesthesiologist and training supervisor at Middlemore Hospital, Auckland, New Zealand. She is the New Zealand Education Officer for the Australian and New Zealand College of Anaesthetists.

Katherine Gough

Katherine Gough, MBBS, FANZCA, is a senior anaesthesiology fellow, Royal Prince Alfred Hospital, Sydney, Australia.

Maurice Hennessy

Maurice Hennessy, BAppSc(Adv Nurs), RSCN, is Learning and Development Facilitator at the Australian and New Zealand College of Anaesthetists.