Table 1. Competencies taxonomy.

Competency	Description
Medical knowledge	Learning engagement: Understand established and evolved breast disease basic and clinical science: benign and malignant breast disease and high-risk lesion.
	Interpret information: Organise, analyse and interpret evidence. Question implementation strategies and their adoption.
	Critical thinking: Think innovatively when interpreting evidence, problem-solving and decision-making. Reframe constraints, challenge barriers and create innovative alternatives.
Performance	Apply knowledge and skills in surgical management, multidisciplinary care, community outreach and screening to support safety and quality, following good clinical practice codes and institutional protocols. Copy with constraints.
System-based learning	Design patient care: Create integrated care provided by a multidisciplinary team to replace disparities.
	Outline functional referral system locally adapted.
	Plan care, making it more accessible for the patient to navigate, thereby improving its experience.
	Quality improvement: Measure outcomes accurately. Develop a data science strategy to achieve precision medicine (by tailoring treatments) and create a learning health system (by predicting outcomes and identifying areas for improvement).
Problem-based learning	Define constraints: the local and global context. Delimit ethics, culture and literacy issues.
	Understand the context: Recognise the responsiveness of the health care system. Know existing system resources for patient care.
	Identify and solve real-world problems within defined constraints.
	Gather information: Use internal data to inform decisions and drive innovation.
Interpersonal and communication	Communicate effectively with patients and their caregivers – across disciplines, within listening, oral, written means.
	Teamwork: Create a vision, build consensus and offer active collaboration to inter- and trans-disciplinary approaches to achieve patient-centred care.
Professionalism	Coordinate efforts to jointly take professional and ethical responsibility for clinical management and behaviour. Envision and account for resource-constraints.
	Entrepreneurial attitude: Seek a ‘real-world’ understanding of context and constraints to improve patients outcomes.
	Lead patient care and providing management direction, demonstrating high standards of clinical practice and care.
	Promotion of identity: Adoption of commitments that support the trust of the public.
Values	Adherence to ethical and cultural principles. Commitment to professional behaviour, identity and responsibilities.
	Join in public reasoning as an informed citizen to promote enlightened transformation in the population.
	Respect for the dignity of those they serve.
Patient care	Patient-centred care: Focus on patient inputs, those that matter to them. Patients are welcome to co-create their care to the extent that they wish.
	Make sound decisions informed by context with and by patients about designing solutions and problem-solving.
	Social accountability.
	Use of information and communication technologies to enhance the learning experience for trainees.
Practice-based learning	Evidence-based practice: Appraisal of scientific evidence for improving patients care.
	Understand staff constraints and operating settings.
	Data analytics: Analyse statistical evidence. Get more knowledgeable and confident medical choices.
	Design solutions: Care pathway design to improve outcomes, taking into consideration patient inputs. Support for shared decision-making.
	Expand skills to look beyond healthcare systems to health in the community.