Defining and assessing professional competence.

By Ronald M. Epstein, E. Hundert. Journal of the American Medical Association (JAMA), 2002

3,068 citations recorded by the source corpus.

Subfields: Family Practice, Physiology, Public Health, Environmental and Occupational Health

View Paper: https://www.semanticscholar.org/paper/f57da613f1a3d1c5b48963030ea9827a7a5ce0e2

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Family Practice

1. H. Peters
2. Huiju Carrie Chen
3. O. ten Cate
4. D. Koh
5. H. Khoo
6. Gerald Choon Huat Koh
7. R. Hoff
8. M. Wong

In Physiology

1. D. Koh
2. H. Khoo
3. N. Maran
4. Gerald Choon Huat Koh
5. M. Wong

In Public Health, Environmental and Occupational Health

1. R. Hatcher
2. H. Peters
3. Huiju Carrie Chen
4. S. Lopez
5. O. ten Cate
6. D. Koh
7. M. Bogo
8. H. Khoo

Citations in the corpus

• Disciplinary action by medical boards and prior behavior in medical school. (2005, background): “, from peers, patients and coworkers) of professional competency.(24,25) The national rate of disciplinary action among the approximately 725,000 physicians practicing in the United States is 0.”
• Guiding principles and recommendations for the assessment of competence. (2007, background): “…credible, fair, timely, and innovative approaches for assessing all aspects of competence and all domains of competence relevant to the profession (Chambers & Glassman, 1997; Epstein & Hundert, 2002; Greenhalgh & Macfarlane, 1997; Joorabchi & Devries, 1996; Turnbull, Gray, & MacFadyen, 1998).”
• Fostering a culture shift : Assessment of competence in the education and careers of professional psychologists (2005, background): “Epstein and Hundert (2002) offered an excellent and comprehensive definition of professional competence: “the habitual and judicious use of communication, knowledge, technical skills, clinical reasoning, emotions, values, and reflection in daily practice for the benefit of the individual and…”
• Reflection and reflective practice in health professions education: a systematic review (2009, background): “Moon (2004) argues that emotion is part of all learning, and that it is not specifically triggered by reflection.”
• Towards conversational diagnostic artificial intelligence (2025, positive): “Clinicians’ ability to meet these goals is commonly assessed using the framework of an OSCE 4,5,71 .”
• The COACTIV Model of Teachers’ Professional Competence (2013, background): “The term “professional competence” seems particularly appropriate in this context, as it is generally used to describe precisely this multidimensionality and the interplay of cognitive and motivational/self-regulatory characteristics needed to cope with workrelated demands (Epstein and Hundert 2002;”
• Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. (2010, positive): “Epstein and Hundert 137 have stated that: “Competency is the habitual and judicious use of communication, knowledge, technical skills, clinical reasoning, emotions, values, and reflection in daily practice for the benefit of the individual and the community being served”.”
• Professional development : Training for professionalism as a foundation for competent practice in psychology (2005, background): “Epstein and Hundert (2002) addressed comparable issues in the training of physicians (e.”
• Beyond dichotomies: Competence viewed as a continuum (2015, background): “In contrast to common views of intelligence as a less malleable trait, competence and competency are regarded as learnable and can thus be improved through deliberate practice (Weinert, 2001; Epstein & Hundert, 2002; Shavelson, 2010).”