Abstract

BACKGROUND: A new domain of 'personal and professional development' was introduced as a core competency of health-care providers. This study aimed to explore the experiences of learners and faculty members about what competencies or skills were essential for the professional development and success of health-care providers. MATERIALS AND METHODS: This is a qualitative study using an inductive content analysis approach in 2019-2020. In the present study, 58 academic faculty members participated by purposeful sampling including ten associate professors (17.24) and 24 assistance professors (41.37), in addition to 23-year medical residents (20.65) and 4 th -year nursing students (20.65). Individual and group interviews were conducted. Data were analyzed by the inductive content analysis approach introduced by Graneheim and Lundman. RESULTS: The qualitative data were classified in 953 open codes and eight categories, which were further divided into four main categories: 'socio-emotional skills,' 'life-long learning skills,' 'coping skills,' and 'well-being strategies.' CONCLUSIONS: The present results showed socioemotional and coping skills affect interpersonal and professional interactions that contributed to their improved health-care providers' capabilities. Participants also considered lifelong learning as influential in developing professional capabilities and keeping their knowledge and skills up-to-date for accountability to duties. Moreover, using well-being strategies protects the mental and physical health of health-care providers. These skills are synergistic, and their combination can have a significant role in improving the personal and professional capabilities. © 2022 Journal of Research in Medical Sciences | Published by Wolters Kluwer - Medknow.