关键词: 老年医学专科医师, 核心能力模型, 能力导向培训, 在职培训, 课程体系构建

Abstract: Objective To develop a systematic and implementable training curriculum framework, guided by a core competency model for geriatric specialists and oriented toward competency development, and to provide a design paradigm and practical basis for standardized continuing education programs for geriatric specialists nationwide. Methods Based on the core competency model for geriatric specialists and guided by the concept of integrated medical and elderly care as well as a multidisciplinary collaboration framework, a two-round anonymous questionnaire survey was conducted using the Delphi method among 40 participating physicians and their respective geriatrics experts. Through a step-by-step evaluation framework encompassing “core competencies-course modules-curriculum content-training implementation elements,” the composition of course modules, curriculum design, as well as departmental rotation and assessment methods were repeatedly refined to establish a competency-oriented training curriculum system. The authority level was assessed using the expert authority coefficient, coordination was measured by the Kendall harmony coefficient, and the importance of course items was evaluated based on the mean importance score and its coefficient of variation. Results The valid response rates for both rounds of questionnaires were 100%, and the expert authority coefficient was 0.853. The Kendall concordance coefficients for course modules and course content were 0.172 and 0.118, respectively (P<0.001). A comprehensive curriculum system was ultimately established, with integrated geriatric management capabilities as its core objective, encompassing key competencies such as patient assessment, clinical management, integrated medical-care and elderly care practices, and multidisciplinary collaboration. The system comprised 7 course modules and 69 instructional components. The importance evaluations for each module and course entry exhibited concentrated values with low coefficient of variation, indicating strong consistency and stability in expert opinions. Conclusions The training curriculum system developed based on the core competency model of geriatrics can transform competency requirements into implementable structured courses, providing a scientifically designed pathway for in-service training of geriatric specialists.
   

Key words: geriatric medicine specialists, core competency model, competency-based training, in-service training, curriculum system development