The purpose of this study was to present the COMPETENCY model of Payam-e-Noor University staff with the cognitive method of data-based theory. The research method was applied in terms of purpose; qualitative in terms of data type; and data-based type. The statistical population of the study consisted of 25 individuals, experts of Payam-e-Noor University who were selected as the sample size using purposeful sampling and saturation principle. In this study, semi-structured interview by library study was used to collect data. Interviews with experts indicated that the interview was valid and reliability was calculated using two-coders reliability method. Content analysis was used to analyze the research data. The results showed that the components of personality traits, management, and information technology were among the factors influencing the competence of Payam Noor University staff. Also, the COMPETENCY components of staff including cognitive, attitude and skill components were identified. the finaling model of the COMPETENCY components of staff including cognitive, attitude and skill components were. In addition, facilitators and facilitators as well as barriers to the implementation of Payam Noor University staff COMPETENCY model were presented, which were well-suited.

Background and Purpose: The literature review over the past few decades is a reflection of a global specific move towards the COMPETENCY and evaluation of outcomes based education and the importance of this type of education is to the extent that Harden introduced "COMPETENCY-based education" through a focus on outcomes and competencies as the most important trend in the medical education in the past decade. Due to the particular importance of COMPETENCY-based education and the need to review the COMPETENCY -based curriculum to be based on the competencies, the need to review the design of the curriculum is completely evident. But a question arises here that "Is there a comprehensive model that can be drawn for the development of COMPETENCY in order to design new curriculum based on it? "In this study, we have tried to develop models to assess and synthesize existing development models, achieve to design a comprehensive meta-model for COMPETENCY development.Methods: Meta-ethnography is a useful method for the synthesis of qualitative researches which is used in order to develop models that interpret findings in several studies. Considering that the aim of this study was finally to provide a meta-model of COMPETENCY development, in the first step of meta-ethnography, first three steps and also a criticism was conducted on the available COMPETENCY development models, for this purpose, literature review was also done to achieve COMPETENCY development models. The models obtained by search were studied precisely and the models were presented based on first hand description of the by the developer (s), then offering critiques were extracted from the literature and the critical of researcher was finally provided.Results: After determination of the research question and characterization of synthesis focus, inclusion criteria and quality assessment of search were conducted and eight COMPETENCY development models were selected and a precise investigation has been done on each.Conclusions: Considering the importance of COMPETENCY-based training at the global level and the urgent need to review the existing curriculum and COMPETENCY-based curriculum design, the analyzed models can provide the basis for synthesis of a meta-model for COMPETENCY development and curriculum.

This brief discusses the policy implications of a research study commissioned by Health Workforce Australia (HWA) within its health workforce innovation and reform work program. The project explored conceptually complex and operationally problematic concepts related to developing a whole-of-workforce COMPETENCY-based education and training and COMPETENCY-based career framework for the Australian health workforce and culminated with the production of three reports published by HWA. The project raised important queries as to whether such a concept is desirable, feasible or implementable -in short what is the potential value add and is it achievable? In setting the scene for discussion, the foundation of the project’s genesis and focus of the study are highlighted. A summary of key definitions related to COMPETENCY-based education and training frameworks and COMPETENCY-based career frameworks are provided to further readers’ commonality of understanding. The nature of the problem to be solved is explored and the potential value-add for the Australian health workforce and its key constituents proposed. The paper concludes by discussing relevance and feasibility issues within Australia’s current and changing healthcare context along with the essential steps and implementation realities that would need to be considered and actioned if whole-of-workforce frameworks were to be developed and implemented.