Intrapersonal and interpersonal competencies are widely represented across curricula whereas organizational-level competencies appear in relatively few studies¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person · recheck by 2030: baselines and conditions change

Subclaims¶

q2 i? Across 16 included publications, organizational-level competencies (e.g., systems thinking, quality improvement, change management) appear in relatively few studies compared with intrapersonal and interpersonal competencies. → Alhadithi Ahmed 2025

Evidence¶

Alhadithi Ahmed 2025¶

Alhadithi Ahmed, Almansour Mohammed. (2025). Leadership and management competency frameworks in undergraduate medical education: a scoping review. BMC Medical Education. https://doi.org/10.1186/s12909-025-08489-6

q2 · i? · review · r2

Aggregation of competencies across the 16 included publications, with counts per domain reported in Table 3 (e.g., communication and teamwork each in 13 studies; systems thinking in 2). The review concludes there are "important gaps in systems-level leadership development."

"This synthesis shows that intrapersonal and interpersonal competencies such as emotional intelligence, self-awareness, communication, and teamwork are widely represented across curricula, whereas organizational-level competencies (e.g., systems thinking, quality improvement, change management) appear in relatively few studies, suggesting important gaps in systems-level leadership development."

Discussion¶

Related Claims¶

• Assessment commonly relied on reflective practice and multi-source feedback, with organizational competencies infrequently assessed — related
• Balanced SEL frameworks cover intrapersonal, interpersonal, and cognitive competencies and mix skills, knowledge, and attitudes — related
• EdTech messaging about AI over-emphasizes individual, cognitive learning while curricular frameworks emphasize social, contextual learning — related
• Sixteen publications met inclusion criteria in a scoping review of MLM competency frameworks in undergraduate medical education — related