Table 3 The definitive competence inventory as confirmed by the experts in the last Delphi round

Medical Expert

* has insight in required medical knowledge with regard to a clinical problem, i.e.:

the student

 ∘ applies the acquired knowledge

 ∘ applies medical decision making

* efficiently applies acquired medical skills with regard to a clinical problem

* accomplishes a health care plan:

 ∘ performs a relevant and adequate intake and anamnesis

 ∘ performs an efficient physical or other examination

 ∘ generates a differential diagnosis

 ∘ efficiently gathers, analysis, and interprets data (from anamnesis, physical examination, and technical investigations)

 ∘ generates an accurate diagnosis

 ∘ presents efficient treatment plans

* generates an accurate, multidisciplinary health care plan with specific attention for patient’s self care and follow up care

* defines symptoms of the most common and critical diseases and recognises alarm symptoms (also for differential diagnosis)

* integrates the different CanMEDS roles

Communicator

* clearly and understandable reports a relevant, complete, systematic and accurate intake and anamnesis

the student

* writes reports concerning patients encounters in the medical record and in referral letters to other health care providers

* can manage a patient record, and clearly and structurally provides (all) the information to other health care providers.

* verbally reports on patients encounters to other doctors and health care providers

* communicates scientific research in a clear, complete and structural way

* communicates during a patient’s encounter according to the rules of good practice

* establishes (and maintains) an empathic, trustful and ethical doctor-patient relationship and doctor-family relationship

* reflects on own communication skills and their progression

Collaborator

* knows and involves the profile and competences of other health care providers

* actively takes part in team work

the student

* effectively contributes to the interdisciplinary teamwork concerning patient care, education and research

* integrates following aspects with regard to team work:

 ∘ taking and giving responsibility

 ∘ delegating and organising

 ∘ giving and taking suggestions to/of other health care providers

 ∘ supporting the “chain-of-care” (increasing effective team work)

 ∘ coping with conflicts between professionals

* reflects on teamwork and on respecting the opinions of other team members

Manager

* reflects on self-care and the balance between work and personal development (work/private time management)

the student

* ranks information in order of importance and urgency; responsibly prioritises, and motivates priorities (professional time management)

* correctly and punctually deals with administrative and organisational tasks

* registers, classifies, and transfers patient related data in an effective (and trustful) way

* uses information technology to:

 ∘ optimise patient care and practice organisation – (patient related databases)

 ∘ stimulate “life long learning” – (medical databases)

* can work within the health care system and other care systems (welfare, justice) in Belgium

* has insights in costs of medical care and their implication for society, patients and medical doctors

* has insights in procedures for solicitations and contractual negotiations

Health advocate

* reflects on: psychological, social, economical, biological, ethical, cultural, and religious aspects influencing patients’ health

the student

* attends to the individual patient and the population regarding health-related aspects (primary prevention)

* deals with prevention and health promotion for the individual patient and the population (secondary prevention)

* has attention for patient safety

* efficiently accompanies patients through the health care system and reasons in support of a decision making

* prioritises the patient’s benefits

* involves and facilitates the accessibility of health care during daily practice, especially for vulnerable groups of patients

* reflects on critical incidents in doctor’s practice

Scholar

* poses relevant, practical and scientific questions with regard to patient care

the student

* performs searches in medical scientific databases/sources in an efficient, purposeful and rapid way

* questions the quality of consulted medical scientific databases/sources

* adequately applies scientific information in decision making in doctor’s practice

* development and follow up of a personal learning plan

 ∘ can critically reflect on daily performance in the doctor’s practice

 ∘ describes and analyses own personal learning needs

 ∘ applies an adequate learning method

 ∘ self evaluates or evaluates with peers his learning results and remediates

* assists in creating, spreading, and applying new medical knowledge and practice

* stimulates training of patients, family, students, trainees, other health care workers, population

* adapts his functioning to societal evolutions in health care

* is open-minded towards “life long learning”

Professional

* utilises the highest quality of care for his patient in an integral, upright and ethical way

the student

* understands the meaning of and applies:

 ∘ professional codes

 ∘ ethical codes and dilemmas (= uses an ethical frame)

 ∘ legal codes

* reflects on

 ∘ own behaviour

 ∘ own professional attitude: shows willingness to offer medical care in an optimal, ethical, and patient centred way

 ∘ attitude and behaviour of others and evaluates this for himself

 ∘ legal implications of patient care (patient rights, professional secrecy or professional confidentiality, DNR-codes, end-of-life coaching)

 ∘ professional, ethical and legal codes

* has an appropriate professional attitude and behaviour, demonstrating

 ∘ honesty

 ∘ integrity

 ∘ engagement

 ∘ respect

 ∘ understanding, empathy

 ∘ altruism

and remediates (himself) when needed

* recognises his own limits, weaknesses or lacunas and can cope with these