Does the need for professional competencies change during the physician's career?--A Finnish national survey.

BACKGROUND: Competence consists of a range of skills, knowledge and attitudes that physicians utilize in their work. Different models for defining physician competency areas have been used in medical organizations. The goal of this study was to explore how Finnish physicians perceive the need for different competency areas in their work. METHODS: The data for this study were collected in a national questionnaire administered by the Finnish Medical Association (response rate = 63%; N = 10,624). The competency framework was derived from the CanMEDS framework (seven areas) and detailed into 11 items focusing on different aspects of physicians' work. The participants were asked to evaluate how much they needed different items in their work. RESULTS: Factor analysis identified three broad competency dimensions: (1) medical knowledge, (2) management skills and (3) interpersonal skills. There were differences in the need for these competency dimensions according to work assignment and age, reflecting occupational status and amount of work experience and specialty. CONCLUSIONS: The results were in agreement with the theoretical framework, but the factor analysis compressed the competency areas into three broader dimensions. This study suggests that different positions require different competencies from physicians. Therefore, if physicians are assessed, they should be assessed in accordance with their work.

Students' approaches to learning and their experiences of the teaching-learning environment in different disciplines.

BACKGROUND: There is evidence of disciplinary variation in students' approaches to learning. Furthermore, previous research has shown that students' approaches are related to their perceptions of the learning environment. AIM: The overall objective of the study was to analyse combinations of approaches to learning among undergraduates in different disciplines. More precisely, the aim was to cluster students on the basis of their scores on different items measuring approaches to learning, and to explore the relationship between the clusters and both the disciplines of the students and their perceptions of the teaching-learning environment. SAMPLE: A total of 2,509 students participated in the study. METHODS: The students were asked to complete an on-line questionnaire, which was a revised version of the Experience of Teaching and Learning Questionnaire. It included items covering approaches to learning and perceptions of the teaching-learning environment. RESULTS: The students were classified in four clusters. There were significant differences in how the respondents from the 10 faculties were represented in these clusters. There were also differences in their perceptions of the teaching-learning environment in the different faculties. CONCLUSIONS: It appears that there is disciplinary variation in approaches to learning. Furthermore, the results indicate that both approaches to learning and the discipline have an effect on students' experiences of the teaching-learning environment.

[Competence in the medical profession: a need for a wider perspective?]. / Lääkärin ammatillisen osaamisen laajentaminen.

Working as a physician requires versatile competence, which has been dissected by using various models. Most of these include medical knowledge, patient work, interactive skills, multiprofessional collaboration, management of operational processes within medical and health care, and information technology skills. Without feedback, the ability of physicians to evaluate their developmental needs is poor, whereby the development of competence should be tied on the basis of needs to on-the-job learning and functionality. Different perspectives should be used in its planning and evaluation. After the evaluation, a development plan should be devised and resources created for its implementation.