Professional competencies in health sciences education: from multiple intelligences to the clinic floor.
Nontechnical competencies identified as essential to the health professional's success include ethical behavior, interpersonal, self-management, leadership, business, and thinking competencies. The literature regarding such diverse topics, and the literature regarding "professional success" is extensive and wide-ranging, crossing educational, psychological, business, medical and vocational fields of study. This review is designed to introduce ways of viewing nontechnical competence from the psychology of human capacity to current perspectives, initiatives and needs in practice. After an introduction to the tensions inherent in educating individuals for both biomedical competency and "bedside" or "cageside" manner, the paper presents a brief overview of the major lines of inquiry into intelligence theory and how theories of multiple intelligences can build a foundation for conceptualizing professional and life skills. The discussion then moves from broad concepts of intelligence to more specific workplace skill sets, with an emphasis on professional medical education. This section introduces the research on noncognitive variables in various disciplines, the growing emphasis on competency based education, and the SKA movement in veterinary education. The next section presents the evidence that nontechnical, noncognitive or humanistic skills influence achievement in academic settings, medical education and clinical performance, as well as the challenges faced when educational priorities must be made.
Lane
India F
IF
The University of Tennessee College of Veterinary Medicine, C247 VTH, 2407 River Drive, Knoxville, TN, 37996-4544, USA. ilane@utk.edu.
D003071:Cognition / Q000145:classification; D003142:Communication; D006282:Health Personnel / Q000193:education*; D006801:Humans; D019359:Knowledge; D007858:Learning; D010551:Personality; D011361:Professional Competence; D009626:Terminology as Topic