RT Journal Article
SR Electronic
T1 A new competency model for general practice: implications for selection, training, and careers
JF British Journal of General Practice
JO Br J Gen Pract
FD British Journal of General Practice
SP e331
OP e338
DO 10.3399/bjgp13X667196
VO 63
IS 610
A1 Fiona Patterson
A1 Abdol Tavabie
A1 MeiLing Denney
A1 Máire Kerrin
A1 Vicki Ashworth
A1 Anna Koczwara
A1 Sheona MacLeod
YR 2013
UL http://bjgp.org/content/63/610/e331.abstract
AB Background Recent structural and policy changes in the UK health service have significantly changed the job responsibilities for the GP role.Aim To replicate a previous job analysis study to examine the relevance of current competency domains and selection criteria for doctors entering training.Design and method A multisource, multimethod approach comprising three phases: (1) stakeholder consultation (n = 205) using interviews, focus groups and behavioural observation of practising GPs; (2) a validation questionnaire based on results from phase 1 (n = 1082); followed by (3) an expert panel (n = 6) to review and confirm the final competency domains.Results Eleven competency domains were identified, which extends previous research findings. A new domain was identified called Leading for Continuing Improvement. Results show that, Empathy and Perspective Taking, Communication Skills, Clinical Knowledge and Expertise, and Professional Integrity are currently rated the most important domains. Results indicate a significant increase in ratings of importance for each domain in the future (P<0.001), except for Communication Skills and Empathy and Perspective Taking, which consistently remain high.Conclusion The breadth of competencies required for GPs has increased significantly. GPs are now required to resolve competing tensions to be effective in their role, such as maintaining a patient focus while overseeing commissioning, with a potential ethical conflict between these aspects. Selection criteria remain largely unchanged but with increased priority in some domains (for example, Effective Teamworking). However, there is an urgent need to review the training provision arrangements to reflect the greater breadth of competencies now required.