Publication: Mapping the healthcare skills pack: a systematic scoping review and qualitative content analysis (1993–2023)
Authors
New, Karl J. ; Galli, Fabio
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Publisher
Universidad de Murcia: servicio de publicaciones
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DOI
https://doi.org/10.6018/edumed.698791
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info:eu-repo/semantics/article
Description
Abstract
Resumen:La práctica profesional, clínica y docente en el ámbito sanitario está interconectada ydepende de un amplio conjunto de competencias. Este estudio mapea cómo se describen las“competencias” (skills) en la literatura para apoyar el desarrollo curricular e identificar brechasrelevantes para los retos actuales y futuros, incluida la transformación tecnológica y la inteligenciaartificial (IA). Se realizó una revisión sistemática de alcance (scoping review) con análisis cualitativode contenido para identificar y categorizar competencias relacionadas con la salud publicadas entre1993 y 2023. Las búsquedas se efectuaron en PubMed y Google Scholar utilizando términos long-tail centrados en educadores/educación. Los registros se desduplicaron y cribaron, y los textoscompletos elegibles se codificaron en MAXQDA mediante un enfoque guiado por un codebook. Seaplicó un criterio de factibilidad free-full-text-or-next para garantizar un acceso homogéneo al textocompleto para la codificación cualitativa. Toda la codificación fue realizada por el autor. esultados se informan a nivel de códigos (N = 1024), contabilizando cada competencia comomáximo una vez por manuscrito. Se incluyeron 168 manuscritos (el corpus incluido abarca 1995–2023, ya que no se recuperaron manuscritos elegibles para 1993–1994). En total se generaron 1024códigos de competencias, agrupados en nueve áreas: Clínica/Médica (25,87%), Enseñanza yAprendizaje (24,21%), Comunicación (16,60%), Emocional (9,27%), Interpersonal (8,59%),Psicomotora (6,25%), Gestión (4,68%), Analítica (2,34%) y Liderazgo (2,14%). A nivel decompetencias individuales, el “paquete de competencias” se concentró en 21 competenciasnucleares, que representan el 70,11% de todos los datos codificados; las más prevalentes fueron lascompetencias clínicas, de comunicación, técnicas y docentes. Las competencias explícitamenterelacionadas con dominios emergentes como la IA y la salud digital avanzada estuvieronrelativamente infrarrepresentadas. En conjunto, la literatura enfatiza las áreas Clínica/Médica,Enseñanza y Aprendizaje y Comunicación, con una marcada concentración en un conjunto limitadode competencias nucleares, lo que sugiere la necesidad de reforzar y actualizar las competenciaspara responder a las demandas tecnológicas y relacionadas con la IA en evolución.
Abstract:Professional, clinical, and teaching practice in healthcare are interconnected and dependon a broad set of skills. This study maps how “skills” are reported in the literature to supportcurriculum development and identify gaps relevant to current and future challenges, includingtechnological transformation and artificial intelligence (AI). A systematic scoping review withqualitative content analysis was conducted to identify and categorize healthcare-related skillsreported between 1993 and 2023. Searches were performed in PubMed and Google Scholar usingeducator-/education-focused long-tail keywords. Records were deduplicated and screened, andeligible full texts were coded in MAXQDA using a codebook-guided approach. A free-full-text-or-next feasibility criterion was applied to ensure consistent full-text access for qualitative coding. Allcoding was performed by the author. Results are reported at the code level (N = 1024), with eachskill counted at most once per manuscript. A total of 168 manuscripts were included (the includedcorpus spans 1995–2023, as no eligible manuscripts were retrieved for 1993–1994). Across thecorpus, 1024 skill codes were generated and grouped into nine areas: Clinical/Medical (25.87%),Teaching and Learning (24.21%), Communication (16.60%), Emotional (9.27%), Interpersonal(8.59%), Psychomotor (6.25%), Management (4.68%), Analytical (2.34%), and Leadership (2.14%). Atthe individual-skill level, the healthcare “skills pack” was concentrated in 21 core skills, accountingfor 70.11% of all coded data; the most prevalent were clinical, communication, technical, andteaching skills. Skills explicitly related to emerging domains such as AI and advanced digital healthwere comparatively underrepresented. Overall, the literature emphasizes Clinical/Medical,Teaching and Learning, and Communication domains, with a marked concentration in a limited setof core skills, indicating the need to strengthen and update skill sets to address evolvingtechnological and AI-related demands
Abstract:Professional, clinical, and teaching practice in healthcare are interconnected and dependon a broad set of skills. This study maps how “skills” are reported in the literature to supportcurriculum development and identify gaps relevant to current and future challenges, includingtechnological transformation and artificial intelligence (AI). A systematic scoping review withqualitative content analysis was conducted to identify and categorize healthcare-related skillsreported between 1993 and 2023. Searches were performed in PubMed and Google Scholar usingeducator-/education-focused long-tail keywords. Records were deduplicated and screened, andeligible full texts were coded in MAXQDA using a codebook-guided approach. A free-full-text-or-next feasibility criterion was applied to ensure consistent full-text access for qualitative coding. Allcoding was performed by the author. Results are reported at the code level (N = 1024), with eachskill counted at most once per manuscript. A total of 168 manuscripts were included (the includedcorpus spans 1995–2023, as no eligible manuscripts were retrieved for 1993–1994). Across thecorpus, 1024 skill codes were generated and grouped into nine areas: Clinical/Medical (25.87%),Teaching and Learning (24.21%), Communication (16.60%), Emotional (9.27%), Interpersonal(8.59%), Psychomotor (6.25%), Management (4.68%), Analytical (2.34%), and Leadership (2.14%). Atthe individual-skill level, the healthcare “skills pack” was concentrated in 21 core skills, accountingfor 70.11% of all coded data; the most prevalent were clinical, communication, technical, andteaching skills. Skills explicitly related to emerging domains such as AI and advanced digital healthwere comparatively underrepresented. Overall, the literature emphasizes Clinical/Medical,Teaching and Learning, and Communication domains, with a marked concentration in a limited setof core skills, indicating the need to strengthen and update skill sets to address evolvingtechnological and AI-related demands
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Citation
alli, F., & New, K. J. (2026). Mapeo del conjunto de competencias en atención sanitaria: una revisión sistemática de alcance y un análisis cualitativo de contenido (1993–2023). Revista Española De Educación Médica, 7(2). https://doi.org/10.6018/edumed.698791
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