Competency-based education in intensive care multiprofessional training: a scoping review

Abstract

Objective: To map the development and implementation of competency-based education in intensive care multiprofessional training on the basis of national and international literature.

Methods: A scoping review was conducted with searches in six databases and gray literature.

Results: The initial search identified 1,636 potentially eligible records, and 31 studies were included in the final sample. The data were grouped into three themes: development of competency-based education, implementation of competency-based education in curricula, continuing education and training programs, and student assessment. The studies were published between 2000 and 2024 and focused primarily on medical education, with a predominance of publications from North America and Europe. Heterogeneity was identified in the conceptual strategies of competency-based education, with an initial focus on skill lists evolving into core competencies, milestones, and entrustable professional activities. Benefits such as transparency in the learning process, individualized tracking, and the promotion of reflective learning were identified. Challenges to implementing effective competency-based education include the need for faculty training, resistance to change, a lack of time and resources, and the development of more robust assessment tools. The lack of studies on competency-based education in Latin America and the reduced number of studies in other health fields, such as nursing and physiotherapy, were highlighted.

Conclusion: Competency-based education appears promising for training in intensive care; however, further research is needed to assess its impact on quality of care and patient safety, as well as to broaden the discussion to include diverse contexts and health fields.