ArticleBMC primary care2026
Which educational interventions have been implemented to support clinical competencies among primary healthcare professionals? A scoping review.
Article in BMC primary care, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
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Corrections and comments
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundStrengthening clinical competence among primary health care (PHC) professionals is essential as they directly influence the quality of care provided to healthcare users. Clinical competence is a multidimensional construct that integrates knowledge, skills, attitudes, and professional judgment. Despite the recognized importance of education for professional competencies, evidence remains limited regarding the effects of educational interventions on clinical competence among PHC, including how these effects are measured and which clinical competencies are developed through such interventions. This scoping review aimed to map educational interventions targeting PHC professionals and to examine how clinical competence has been assessed within these initiatives.
methodsThis scoping review followed PRISMA-ScR guidelines. A comprehensive search was conducted in March 2025 in the databases PubMed, LILACS, PsycINFO, Embase, CINAHL, and Scopus, followed by an exploratory search on Google and the websites of recognized public health institutions to identify additional information, such as training programs and reports. Two independent reviewers evaluated the eligible sources and extracted information on the educational interventions using a standardized form developed by the authors.
resultsAfter screening 3,839 records, 91 information sources were included, of which 30 were peer-reviewed studies reporting evaluated outcomes. Most interventions addressed non-communicable chronic diseases, delivered through self-instructional online learning and classified as short non-degree courses. Among evaluated studies, improvements were predominantly observed in knowledge-based outcomes. Assessment approaches varied widely, with limited use of validated instruments and minimal direct evaluation of clinical performance. Several studies relied on practice-based proxy indicators or patient-level outcomes as indirect measures of competence.
conclusionPrimary healthcare is a strategic setting for implementing educational interventions to strengthen clinical competence across diverse health conditions. Although most evaluated studies report improvements in knowledge, evidence regarding their impact on multidimensional clinical competence remains limited. Future research should prioritize validated assessment instruments and practice-based evaluation approaches to better capture changes in clinical performance.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.