Educator Competencies | National Cancer Centre Singapore

Level 1: All faculty are expected to teach learners according to the curriculum set by the teaching program. Learners include medical students, residents, nurses, allied health, researchers, and fellows.

Level 2 and 3: Additional skills are expected for faculty who have increased educational responsibilities.

The 5 domains of educator competencies are Design/ Engage/ Assess/ Impact/ Lead.

Table 1. Practical examples of expected educator competencies for each domain

Domain	Teaching activity	Example of types of courses	Level 1	Level 2
Design Design and Planning Learning	Bedside tutorial, Lecture, Skills Workshop	Large group lectures Learning activity Curriculum design Interactive teaching small group Facilitation in group teaching Giving feedback Learning at the bedside Effective facilitation	Considers the individual’s specific learning needs Follows the learning objectives set by the program for that learner. Understands there are variable teaching-learning methods and resources to achieve desired learning outcomes. Follow methods set by the program	Curriculum design Ensure clear syllabus and learning objectives, choose appropriate teaching and assessment methods to ensure all the different learning objectives are met, provide resources
Engage Teaching and Facilitating Learning;	Teaching in tutorial/ small group Teaching on ward rounds/ clinic/ OT Lecture Skills workshop		Understands importance of learning environment Uses a few different teaching-learning methods. Gives effective feedback. General mentoring for juniors within team	Applies most suitable teaching-learning methods and resources. Encourages reflection. Longer-term mentoring for supervisees Dealing with underperforming students / trainees
Assess Assessment of Learning	Formative / Summative		Understand general principles of assessment, including assessment should align with learning, use of formative assessment as a teaching method, limitations of tests and need for standardization Complete work-based assessments required by program	Chooses relevant / different assessments that align with the learning outcomes. Accurately interprets assessment reports by recognizing each individual assessment’s contribution to the overall assessment blueprint. Contributes to development of assessments and standards setting
Impact Educational Research and Scholarship	Educational theories and research		Aware of educational theories and principles informing practice	Understands and applies educational principles in teaching and curriculum design. Participates in educational program evaluation or research. Critically appraises educational literature to apply to own educational practice
Lead Educational Management and Leadership	Educational programmes / faculty development		Understands and takes responsibility for personal faculty development as general faculty	Leads educational projects / programs. Support faculty development for the general faculty in the program

Recommended Faculty Development Courses

Newly appointed faculty should start with: “Online Essentials in Clinical Education” provided by AM.EI, an online overview course covering all essential Level 1 competencies. Clinicians are required to register for the upcoming cycle via the Faculty Development Call Cycles. Click here to learn more.

Webpage adapted from: SingHealth Duke-NUS Academic Medical Centre. (n.d.). Faculty Development.