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Domain of Competence: Personal and Professional Development

      The domain of personal and professional development was constructed as a new domain of competency on the basis of the Association of Pediatric Program Directors' (APPD) input during an ethnographic inquiry

      LeCompte MD SJ. Designing and Conducting Ethnographic Research. Vol. 1. Walnut Creek, Calif: Altamira Press; 1999.

      at the 2009 fall APPD meeting. This new domain encompasses both individual aspects of professional formation, characterized as the development of professional values, actions and aspirations,
      • Irby D.M.
      • Cooke M.
      • O'Brien B.C.
      Calls for reform of medical education by Carnegie Foundation for the Advancement of Teaching: 1910 and 2010.
      as well as overarching concepts of global professional attributes, such as trustworthiness. In a brief glance at the 8 competencies within this new domain, one will observe that these new areas stand on their own as important competencies. These new competencies also serve as rich qualifiers of many of the other competencies: the response to and management of stress (relates to professional conduct, humanism, and professionalization); the recognition and management of ambiguity and uncertainty (relates to aspects of problem solving and communication); the degree of confidence in interacting with patients (relates to interpersonal skills and communications); the degree of help-seeking based on self-reflection (relates to directed learning activities); management of conflict between personal and professional work (relates to professionalism); and others. As such, these descriptive milestones provide insight into contemporary values in the field of pediatrics; their richness stems from the cultural values of personal and professional development likely shared by all specialties. These new content areas functionally add to and embellish the other competencies. Recent evidence suggests that some personality traits, particularly empathy and conscientiousness, have a significant impact on overall academic and performance.
      • Hojat M.
      • Erdmann J.B.
      • Gonnella J.S.
      Personality assessments and outcomes in medical education and the practice of medicine. AMEE Guide 79.

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      References

      1. LeCompte MD SJ. Designing and Conducting Ethnographic Research. Vol. 1. Walnut Creek, Calif: Altamira Press; 1999.

        • Irby D.M.
        • Cooke M.
        • O'Brien B.C.
        Calls for reform of medical education by Carnegie Foundation for the Advancement of Teaching: 1910 and 2010.
        Acad Med. 2010; 85: 220-227
        • Hojat M.
        • Erdmann J.B.
        • Gonnella J.S.
        Personality assessments and outcomes in medical education and the practice of medicine. AMEE Guide 79.
        Med Teach. 2013; 35: e1267-e1301