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Background <p>Health systems face complex and multifaceted challenges that require health professionals (including clinicians, nurses and other health workers) to be equipped with entrepreneurship and innovation (E&amp;I) competencies. However, the integration of E&amp;I training within health university curricula remains largely underexplored across different countries and educational contexts. This study aimed to identify core E&amp;I competencies and aligned training needs for future health professionals through a structured, multi-stakeholder approach.</p> Methods <p>Shaped within a value-focused thinking framework (systematically linking competencies as end goals with educational topics as means to achieve competencies), the study comprised three stages: (1) a scoping review (ScR) combined with qualitative content analysis (QCA) to identify and categorise E&amp;I competencies and course topics documented in literature, alongside a value-driven competencies-topics relevance matrix; (2) a 3-round web-Delphi process involving a diverse panel of health stakeholders who validated and refined competencies and course topics lists (presented as pre-built thematic maps within the web-Delphi platform), and assessed course topics’ relevance for developing specific E&amp;I competencies; (3) a facilitated virtual workshop to discuss Delphi results and implications for higher education.</p> Results <p>The ScR included twenty-nine studies. QCA of these studies produced initial lists of 28 competencies (grouped into five E&amp;I domains of competency) and 34 course topics, organized into thematic maps. Through the responses of 29 Delphi participants, these lists were expanded to a final set of 51 competencies and 55 competency-aligned course topics. Participants rated 91% of topics as at least strongly relevant for developing the respective E&amp;I domain of competency. The workshop provided insights on implementing formal E&amp;I training within health education curricula, with specific reference to the Portuguese context.</p> Conclusions <p>Results provide educational institutions with a practical starting point for reflecting on and designing profession-specific E&amp;I courses and enhancing existing graduate programs through targeted E&amp;I competency integration. Findings have significant implications for health workforce education and planning, particularly in promoting competency-driven E&amp;I curricula to enhance professionals’ readiness for current and future healthcare system challenges. This study presents an innovative multi-stakeholder collaborative approach for mapping E&amp;I competencies and aligned topics for training health professionals.</p>

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Preparing tomorrow’s health entrepreneurs: a collaborative multi-stakeholder approach to identifying core competencies and training needs of future professionals

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月28日

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  • Edgar Mascarenhas,
  • Filomena Carnide,
  • Mónica D. Oliveira

摘要

Background

Health systems face complex and multifaceted challenges that require health professionals (including clinicians, nurses and other health workers) to be equipped with entrepreneurship and innovation (E&I) competencies. However, the integration of E&I training within health university curricula remains largely underexplored across different countries and educational contexts. This study aimed to identify core E&I competencies and aligned training needs for future health professionals through a structured, multi-stakeholder approach.

Methods

Shaped within a value-focused thinking framework (systematically linking competencies as end goals with educational topics as means to achieve competencies), the study comprised three stages: (1) a scoping review (ScR) combined with qualitative content analysis (QCA) to identify and categorise E&I competencies and course topics documented in literature, alongside a value-driven competencies-topics relevance matrix; (2) a 3-round web-Delphi process involving a diverse panel of health stakeholders who validated and refined competencies and course topics lists (presented as pre-built thematic maps within the web-Delphi platform), and assessed course topics’ relevance for developing specific E&I competencies; (3) a facilitated virtual workshop to discuss Delphi results and implications for higher education.

Results

The ScR included twenty-nine studies. QCA of these studies produced initial lists of 28 competencies (grouped into five E&I domains of competency) and 34 course topics, organized into thematic maps. Through the responses of 29 Delphi participants, these lists were expanded to a final set of 51 competencies and 55 competency-aligned course topics. Participants rated 91% of topics as at least strongly relevant for developing the respective E&I domain of competency. The workshop provided insights on implementing formal E&I training within health education curricula, with specific reference to the Portuguese context.

Conclusions

Results provide educational institutions with a practical starting point for reflecting on and designing profession-specific E&I courses and enhancing existing graduate programs through targeted E&I competency integration. Findings have significant implications for health workforce education and planning, particularly in promoting competency-driven E&I curricula to enhance professionals’ readiness for current and future healthcare system challenges. This study presents an innovative multi-stakeholder collaborative approach for mapping E&I competencies and aligned topics for training health professionals.