A wide range of CHW competencies, roles and responsibilities were reported, making it challenging to recommend universal best practices in CHW motivation and incentive schemes.
The literature indicates that recovery is not a cure, but a profoundly personal path that individuals may follow; it entails work, particularly work on themselves, their feelings, desires, competencies, roles, and plans for the future [ 6, 7].
The combined citations for "prognosis" and "prognostic" among subspecialties were linked with the following competency roles: Medical Expert (80%), Scholar (15%), and Communicator (5%) (Table 2).
The combined citations for "prognosis" and "prognostic" among specialties were linked with the following competency roles: Medical Expert (81%), Scholar (14.3%), and Communicator (4.7%) (Table 1).
Overall, the combined citations for "prognosis" and "prognostic" were linked with the following competency roles: Medical Expert (80.3%), Scholar (11.5%), and Communicator (8.2%).
Structured data collection forms were used independently by two authors to abstract the bibliographic details, population demographics, interventions (training competency, roles, type of care, clinical responsibility, use of guidelines, follow-up length) and outcome data (in all forms, for example, binary, continuous and/or semi-quantitative) including the length of consultations in minutes.
Most of the keyword citations in this study were linked to the competency role of "Medical Expert" (80.3%), while 11.6% were linked with the "Scholar" role, and 8.1% were linked with the "Communicator" role.
Although the CanMEDS "Medical Expert" role is an integration of the six other roles, the discussion of a complex and multifaceted issue such as prognosis requires detailed discussion under more than one competency role.
If it is to be a core competency role for practicing physicians, attitudes towards advocacy need to be examined, its teaching be emphasized, its practice be adopted and its evaluation be more clearly defined by medical educators and their institutions.
17 The potential for confusion over terminology, competencies and roles related to AP 16 in the UK has led to national healthcare bodies intervening with best practice guidelines.
In fact, accreditation bodies such as the Accreditation Council for Graduate Medical Education (ACGME) in the United States [ 2] and the CanMEDS framework mandated by the Royal College of Physicians and Surgeons (RCPSC) in Canada [ 3] have declared communication as one of the core competencies and roles of physicians.
