Article type
Abstract
"Background: Evidence-Based Health Care (EBHC) is among the five core competencies of healthcare professionals in the 21st century proposed by the US Institute of Medicine. We consider glocalized core competencies should be identified to guide competency-based EBHC education in Taiwan.
Objectives: To construct glocalized core competencies of EBHC for Taiwan.
Methods: We drafted as candidate list of EBHC core competencies by searching relevant literature in the MEDLINE, Embase, Cochrane Library, and Airiti Library. We adopted modified Delphi method and invited 20 Taiwanese experts in EBHC education to rate and comment each candidate core competency by using a 5-point Likert-type scale. Candidate competencies rated < 3 were excluded. When all the remaining candidate competencies were rated ≥ 3 by all experts with an interquartile range (IQR) of ≤ 1, we considered the consensus on the EBHC core competencies was achieved with content validity constructed. Based on the experience in EBHC education, geographic locations, and institutions, we selected 11 experts and held up a consensus meeting to confirm the EBHC core competencies. Also, we invite 5 external experts to provide feedback on the EBHC core competencies outlined from the consensus meeting. The above experts also classified the core competencies according to their attributes as mentioned, explained, or practiced with exercise. Finally, we integrated the experts’ feedback to establish the final set of core competencies in EBHC.
Results: Our literature search identified 874 records, with 89 considered relevant after screening. After reviewing these 89 papers, we complied a candidate list of 79 core competencies in EBHC. After two rounds of modified Delphi method, expert consensus meeting and feedback, we finalized a total of 32 core competencies in EBHC (and 36 sub-competencies) (see Table ), which are divided into six categories: ‘Introductory’ (4 items), ‘Ask’ (3 items), ‘Acquire’ (8 items), ‘Appraise & Interpret’ (8 items), ‘Apply’ (7 items), and ‘Assess’ (2 items). In terms of the attributes, 5 core competencies fall under ‘mentioning’, 13 under ‘interpreting’, and 14 under ‘practicing’.
Conclusions: By pinpointing the essential skills and knowledge, these core competencies can serve as a roadmap for constructing competency-based EBHC education in Taiwan."
Objectives: To construct glocalized core competencies of EBHC for Taiwan.
Methods: We drafted as candidate list of EBHC core competencies by searching relevant literature in the MEDLINE, Embase, Cochrane Library, and Airiti Library. We adopted modified Delphi method and invited 20 Taiwanese experts in EBHC education to rate and comment each candidate core competency by using a 5-point Likert-type scale. Candidate competencies rated < 3 were excluded. When all the remaining candidate competencies were rated ≥ 3 by all experts with an interquartile range (IQR) of ≤ 1, we considered the consensus on the EBHC core competencies was achieved with content validity constructed. Based on the experience in EBHC education, geographic locations, and institutions, we selected 11 experts and held up a consensus meeting to confirm the EBHC core competencies. Also, we invite 5 external experts to provide feedback on the EBHC core competencies outlined from the consensus meeting. The above experts also classified the core competencies according to their attributes as mentioned, explained, or practiced with exercise. Finally, we integrated the experts’ feedback to establish the final set of core competencies in EBHC.
Results: Our literature search identified 874 records, with 89 considered relevant after screening. After reviewing these 89 papers, we complied a candidate list of 79 core competencies in EBHC. After two rounds of modified Delphi method, expert consensus meeting and feedback, we finalized a total of 32 core competencies in EBHC (and 36 sub-competencies) (see Table ), which are divided into six categories: ‘Introductory’ (4 items), ‘Ask’ (3 items), ‘Acquire’ (8 items), ‘Appraise & Interpret’ (8 items), ‘Apply’ (7 items), and ‘Assess’ (2 items). In terms of the attributes, 5 core competencies fall under ‘mentioning’, 13 under ‘interpreting’, and 14 under ‘practicing’.
Conclusions: By pinpointing the essential skills and knowledge, these core competencies can serve as a roadmap for constructing competency-based EBHC education in Taiwan."