Table 3.
Range of competency development work depicted in literature.
| Competency development focus | n (%) 120 (100%) |
|---|---|
| Aspect of competency focus* (n = 120/120, 100%) | n/120 (100%) |
| Purpose of study in terms of competency development | |
| Professional development | 59 (49%) |
| Student development | 43 (36%) |
| Building competency statements/frameworks | 12 (10%) |
| Curriculum development | 12 (10%) |
| Other (e.g., Assessing competencies in practitioners, evaluating frameworks) | 8 (7%) |
| Refreshing existing frameworks | 1 (1%) |
| Competency assessment method* (n = 111/120, 93%) | n/111 (100%) |
| How competencies statements/frameworks were developed or assessed | |
| Survey | 61 (55%) |
| Pre- and Post-Survey | 37 (33%) |
| Interviews | 29 (26%) |
| Other (e.g., Critical Reflection, Course Evaluation) | 24 (22%) |
| Focus groups | 9 (8%) |
| Organization/Institution conducting training* (n = 120/120, 100%) | n/120 (100%) |
| Organizer of the professional development or student training | |
| University | 91 (76%) |
| Collaboration | 34 (28%) |
| Government | 26 (22%) |
| Community-based organization | 13 (11%) |
| Public health unit | 11 (9%) |
| Other (e.g., National Research Network, Training Center) | 11 (9%) |
| Not-For-Profit | 4 (3%) |
| Healthcare organization | 2 (2%) |
| Focus of professional development/student training* (n = 97/120, 81%) | n/97 (100%) |
| Focus of training for practitioners and students | |
| Other (e.g., participatory research for health equity, cultural competency) | 44 (45%) |
| General public health | 27 (28%) |
| Evidence-informed decision-making | 13 (13%) |
| Crisis and/or risk communication | 13 (13%) |
| Cultural competency | 6 (6%) |
| Focus of competency framework* (n = 23/120, 19%) | n/23 (100%) |
| Discipline related to competency statement and framework development | |
| Foundational | 8 (35%) |
| Other | 8 (35%) |
| Epidemiology | 3 (13%) |
| Evidence-informed decision-making | 1 (4%) |
| Health communication | 1 (4%) |
| Public health medicine | 1 (4%) |
| Competency development focus | n (%) 120 (100%) |
| Public health nutrition | 1 (4%) |
| Type of professional development* (n = 66/120, 55%) | n/66 (100%) |
| Method and/or mode of professional development | |
| Online | 26 (39%) |
| Organizational | 21 (32%) |
| Community-based partnership | 13 (20%) |
| Academic course | 9 (14%) |
| Academic program | 2 (3%) |
| Type of student training* (n = 49/120, 41%) | n/49 (100%) |
| Method and/or mode of student training | |
| Academic course | 20 (41%) |
| Academic program | 14 (29%) |
| Internship/practicum | 11 (22%) |
| Online course | 5 (10%) |
| Community-based | 3 (6%) |
| Pedagogy identified* (n = 50/120, 42%) | n/50 (100%) |
| Method and practice of teaching and learning identified | |
| Experiential learning | 20 (40%) |
| Adult learning | 17 (34%) |
| Other | 17 (34%) |
| Community-engaged scholarship | 7 (14%) |
| Case-based learning | 5 (10%) |
*Multiple categories possible for each article, thus may not total 100%.
The bolded numbers indicate the number of studies that relate to that particular focus/subheading. So, the subvariables under each subheading are a proportion of the total bolded number for each subheading.