Conceptual analysis of competency in medical education

Abstract

Education system as a social institution like other similar institutions has changed and undergone substantial reforms. One of the most important reforms is focusing the systems and medical-education communities on competency issue and competencybased training. Despite the importance of this issue and the abundance of scientific literature on the competency, there is no consensus on its practical and theoretical definition so that the concept is complex and not transparent enough. In addition, no clear distinction is observed between this and similar and adjacent concept. Therefore, this study proposes an updated definition of competency using Hugh McKenna conceptual analysis to solve this ambiguity. According to the study, definition of competency is the ability to perform activities composed of knowledge (applied codified knowledge and tacit knowledge based on experience), technical and cognitive skills, and perceptual ability. This ability is habitual, endurable, task-relevant, observable, and measurable, independent, knowledge-based and context-dependent, and is considered as the main part of the job. Appropriate definition of the competencies can determine the criteria of excellent performance, forming a framework for future performance-based education, a basis for offering the certificate of competency, and strengthening social accountability. Competencies are developed through teaching and training under supervision, as well as reflective authentic experience.