Although competency-based education is well established in health care education, research shows that the competencies do not always match the reality of clinical workplaces. Therefore, there is a need to design feasible and evidence-based competency frameworks that fit the workplace reality. This theoretical paper outlines a competency-based framework, designed to facilitate learning, assessme...

AIMS The aim of this research was to explore and capture complementary therapists' experiences of and preparation for working with patients in an acute cancer care setting. METHOD Semi structured interviews with therapists (n = 18) in an acute cancer hospital in the North West of England. The interviews were transcribed and analysed using thematic coding. RESULTS Key themes identified inclu...

Resident physicians, attending physicians, and graduate medical education (GME) institutions share a collective responsibility to deliver safe and appropriate care to patients. The law does not offer concessions in quality of care to accommodate GME. Resident physicians are generally held to the same standard of care as attending physicians in their respective specialties. This principle encour...

This paper explores the contribution of work-based supervision to an education programme in mental health from the perspectives of supervisors and supervisees. It attempts to clarify the supervisory role by looking at the literature together with supervisors reported learning and development needs. Supervisors responded positively to a development programme established to help them support thei...