BioTherapeutics, Education and Research Foundation position paper: Assessing the competency of clinicians performing maggot therapy

Abstract

In its mission to optimise the quality of patient care and the level of clinician training within the fields of biotherapy, the BioTherapeutics, Education and Research (BTER) Foundation and its Maggot Therapy Competency Committee identified qualities and achievements assessed to be the minimum standards that health care professionals should attain in order to be deemed competent in maggot therapy. The set of six standards were selected to reflect the same high degree of professionalism that is used by the Accreditation Council of Graduate Medical Education for assessing other medical specialists, but with an emphasis on the principles and practice of maggot therapy. For each domain in which competency is expected, the rationale has been explained, specific competencies have been articulated, and methods for demonstrating or evaluating those competencies have been suggested. Applicable to any clinician applying maggot dressings professionally, these recommendations should assist those who wish to identify, assess, or achieve competency in maggot therapy. Specifically, these six competencies include: (1) knowledge about wound care in general and maggot therapy in particular; (2) skill in general patient care, to a level commensurate with their professional role; (3) ability to communicate effectively with colleagues, patients, and the general public; (4) professional and ethical behaviour; (5) ability to deliver systems-based health care; (6) incorporation of continuing education and quality improvement into their practice.

Keywords: clinical competence; educational assessment; maggot; professional competence; wound.

FIGURE 1

Sample assessment tool for evaluating evidence of quality performance as a competent maggot therapist. Some items, such as course certificates, medical records and letters of support could be submitted by the applicant. Other items, such as written examination, would be evaluated by the assessing organisation. With scoring guidance, each item in the assessment could be given a weighted, semi‐quantitative rating, assigned to the appropriate competency domain, and then totalled for a final score