JMIR Publications

ABSTRACT

Background:

Attending physicians have important educational responsibilities in clinical training; however, the domains of competence required for this role remain unclear.

Objective:

This study aimed to identify domains of competence for attending physicians involved in clinical education.

Methods:

We conducted a two-round modified Delphi study in 2021 with an expert panel comprising 17 attending physicians and 4 medical education faculty members at a Japanese university hospital. An initial list of 14 domains and 51 competencies was developed through a literature review and research team discussion. Panelists rated each domain on a 5-point scale. Consensus was defined as a mean score of ≥4.0, standard deviation <1.0, and ≥80% of panelists rating the item as 4 or 5.

Results:

Of the 13 domains rated in Round 2, 11 met the predefined consensus criteria (mean scores 4.0–4.8; agreement 81.0%–100%): passion for education, self-management, clinical teaching and learning, motivating learners, educational theory and evidence, communication and collaboration, assessment, curriculum development, resource management, diversity and inclusion support, and information and communication technology in education. These domains were organized using an ecological systems framework.

Conclusions:

The identified domains offer a practical framework for faculty development and reflection among attending physicians with educational responsibilities. The inclusion of two of the domains—information and communication technology in education and diversity and inclusion support—underscores the need for attending physicians to adapt their educational practices to changing technologies, learner diversity, and local educational contexts in order to foster effective and inclusive clinical education.