Mapping the healthcare skills pack: a systematic scoping review and qualitative content analysis (1993–2023).

Abstract

Professional, clinical, and teaching practice in healthcare are interconnected and depend on a broad set of skills. This study maps how “skills” are reported in the literature to support curriculum development and identify gaps relevant to current and future challenges, including technological transformation and artificial intelligence (AI). A systematic scoping review with qualitative content analysis was conducted to identify and categorize healthcare-related skills reported between 1993 and 2023. Searches were performed in PubMed and Google Scholar using educator-/education-focused long-tail keywords. Records were deduplicated and screened, and eligible full texts were coded in MAXQDA using a codebook-guided approach. A free-full-text-or-next feasibility criterion was applied to ensure consistent full-text access for qualitative coding. All coding was performed by the author. Results are reported at the code level (N = 1024), with each skill counted at most once per manuscript. A total of 168 manuscripts were included (the included corpus spans 1995–2023, as no eligible manuscripts were retrieved for 1993–1994). Across the corpus, 1024 skill codes were generated and grouped into nine areas: Clinical/Medical (25.87%), Teaching and Learning (24.21%), Communication (16.60%), Emotional (9.27%), Interpersonal (8.59%), Psychomotor (6.25%), Management (4.68%), Analytical (2.34%), and Leadership (2.14%). At the individual-skill level, the healthcare “skills pack” was concentrated in 21 core skills, accounting for 70.11% of all coded data; the most prevalent were clinical, communication, technical, and teaching skills. Skills explicitly related to emerging domains such as AI and advanced digital health were comparatively underrepresented. Overall, the literature emphasizes Clinical/Medical, Teaching and Learning, and Communication domains, with a marked concentration in a limited set of core skills, indicating the need to strengthen and update skill sets to address evolving technological and AI-related demands.

Ähnliche Arbeiten