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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.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats: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\u2019 relevance for developing specific E&amp;I competencies; (3) a facilitated virtual workshop to discuss Delphi results and implications for higher education.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats: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.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats: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\u2019 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.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1186\/s12913-025-13571-2","type":"journal-article","created":{"date-parts":[[2025,10,28]],"date-time":"2025-10-28T13:47:22Z","timestamp":1761659242000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Preparing tomorrow\u2019s health entrepreneurs: a collaborative multi-stakeholder approach to identifying core competencies and training needs of future professionals"],"prefix":"10.1186","volume":"25","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-5375-0644","authenticated-orcid":false,"given":"Edgar","family":"Mascarenhas","sequence":"first","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0002-0580-8637","authenticated-orcid":false,"given":"Filomena","family":"Carnide","sequence":"additional","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4053-9214","authenticated-orcid":false,"given":"M\u00f3nica D.","family":"Oliveira","sequence":"additional","affiliation":[]}],"member":"297","published-online":{"date-parts":[[2025,10,28]]},"reference":[{"key":"13571_CR1","doi-asserted-by":"publisher","unstructured":"Morgan D, James C. 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All participants provided written informed consent prior to voluntary participation. Participants acted as experts in the anonymous Delphi surveys and the workshop, where they contributed preference data regarding innovation and entrepreneurship education for health professionals, along with basic demographic information. Participants were selected based on their professional experience in industry, healthcare provision, policymaking, or academia. All Delphi surveys were conducted anonymously via a secure online platform, with no identifying information stored alongside participants\u2019 responses. Workshop data were collected and managed using password-protected digital tools, and participants\u2019 contributions were anonymised in the reporting of results. All data were stored in compliance with European Union data protection regulations (GDPR). An exemption from formal ethics board approval was applicable in this case. This exemption was justified because the study was conceptual in nature, focusing on competencies and topics in innovation and entrepreneurship that may inform future training courses for health professionals, without direct impact on human subjects. No educational interventions were implemented with students or teachers; no manipulation, intervention, or collection of sensitive personal data occurred; no vulnerable groups, patients, or students were involved; and the study posed no additional risks to participants. Written informed consent was obtained prior to participation, and all individuals acknowledged in the manuscript also provided explicit consent for their names to be included. The authors adhered to the ethical guidelines deemed relevant by the Ethics Committee of Instituto Superior T\u00e9cnico (IST), University of Lisbon. These include the European Code of Conduct for Research Integrity, the European Commission\u2019s Ethics Self-Assessment Form, the European Commission\u2019s Ethics and Data Protection Guidelines, the IST guidelines for informed consent, and the University of Lisbon\u2019s Code of Conduct and Good Practice.","order":2,"name":"Ethics","group":{"name":"EthicsHeading","label":"Ethics approval and consent to participate"}},{"value":"Not applicable.","order":3,"name":"Ethics","group":{"name":"EthicsHeading","label":"Consent for publication"}},{"value":"The authors declare no competing interests.","order":4,"name":"Ethics","group":{"name":"EthicsHeading","label":"Competing interests"}}],"article-number":"1417"}}