Korean Med Educ Rev.  2023 Jun;25(2):139-158. 10.17496/kmer.23.001.

A Delphi Study to Validate the Patient-Centered Doctor’s Competency Framework in Korea

Affiliations
  • 1Department of Medical Education, Pusan National University School of Medicine, Busan, Korea
  • 2Department of Medical Education, Wonkwang University School of Medicine, Iksan, Korea
  • 3Department of Emergency Medicine, Chung-Ang University College of Medicine, Seoul, Korea
  • 4Department of Medical Education, Chung-Ang University College of Medicine, Seoul, Korea
  • 5Department of Family Medicine, Daegu Catholic University School of Medicine, Daegu, Korea
  • 6Department of Psychiatry, Chungnam National University College of Medicine, Daejeon, Korea
  • 7Department of Medical Education, Yonsei University College of Medicine, Seoul, Korea

Abstract

Defining a competent doctor is important for educating and training doctors. However, competency frameworks have rarely been validated during the process of their development in Korea. The purpose of this study was to validate the patient-centered doctor’s competency framework, which had been developed by our expert working group (EWG). Two rounds of Delphi questionnaire surveys were conducted among a panel of experts on medicine and medical education. The panel members were provided with six core competencies, 17 sub-competencies, and 53 enabling competencies, and were asked to rate the importance of these competencies on a 5-point Likert scale. Between April and July 2021, a total of 28 experts completed both rounds. The data of the Delphi study were analyzed for the mean, standard deviation, median, inter-rater agreement (IRA), and content validity ratio (CVR). A CVR >0.36 and IRA ≥0.75 were deemed to indicate validity and agreement. This study found that five enabling competencies were not valid, and agreement was not reached for three sub-competencies and two enabling competencies. In consideration of CVR and the individual opinions of panel members at each session, the final competencies were extracted through consensus meetings of the EWG. The competencies were modified into six core competencies, 16 sub-competencies, and 47 enabling competencies. This study is meaningful in that it proposes patient-centered doctor’s competencies enabling the development of residents’ milestone competencies, an assessment system, and educational programs.

Keyword

Competency-based education; Delphi technique; Validation study
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