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Strategies identified by program directors to improve adoption of the CanMEDS framework
BACKGROUND: Challenges associated with the use of the CanMEDS physician competency framework (CanMEDS) have been the subject of several studies. Most of these have focused on the adoption of specific roles in an Anglophone context. This study aims to investigate how Francophone postgraduate medical...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Canadian Medical Education Journal
2018
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6260515/ https://www.ncbi.nlm.nih.gov/pubmed/30498541 |
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author | Gaboury, Isabelle Ouellet, Kathleen Xhignesse, Marianne St-Onge, Christina |
author_facet | Gaboury, Isabelle Ouellet, Kathleen Xhignesse, Marianne St-Onge, Christina |
author_sort | Gaboury, Isabelle |
collection | PubMed |
description | BACKGROUND: Challenges associated with the use of the CanMEDS physician competency framework (CanMEDS) have been the subject of several studies. Most of these have focused on the adoption of specific roles in an Anglophone context. This study aims to investigate how Francophone postgraduate medical education (PGME) program directors have integrated the CanMEDS framework into their programs. METHODS: We invited Francophone PGME program directors to participate in group interviews aimed at exploring their experiences using the CanMEDS framework. We used an open-ended interview guide and realized a thematic analysis of the transcripts. RESULTS: We held five group interviews between February and December 2014 with 17 Francophone program directors representing 13 out of a maximum of 62 different specialties/subspecialties. Although program directors endorsed the framework, its integration was seen as challenging, particularly the assessment of non-medical expert roles. To overcome these challenges, they relied on common strategies including a longitudinal approach to the framework, improving inter-program collaboration, and subcontracting the teaching of certain roles. CONCLUSION: While integrating the CanMEDS framework into their programs, Francophone program directors struggled with teaching and assessing non-medical expert roles and ensuring their longitudinal integration over time. Directors relied on various strategies, some of which (e.g., subcontracting) may ultimately limit the adoption of the framework as a whole. ___ |
format | Online Article Text |
id | pubmed-6260515 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2018 |
publisher | Canadian Medical Education Journal |
record_format | MEDLINE/PubMed |
spelling | pubmed-62605152018-11-29 Strategies identified by program directors to improve adoption of the CanMEDS framework Gaboury, Isabelle Ouellet, Kathleen Xhignesse, Marianne St-Onge, Christina Can Med Educ J Major Contributions and Research Articles BACKGROUND: Challenges associated with the use of the CanMEDS physician competency framework (CanMEDS) have been the subject of several studies. Most of these have focused on the adoption of specific roles in an Anglophone context. This study aims to investigate how Francophone postgraduate medical education (PGME) program directors have integrated the CanMEDS framework into their programs. METHODS: We invited Francophone PGME program directors to participate in group interviews aimed at exploring their experiences using the CanMEDS framework. We used an open-ended interview guide and realized a thematic analysis of the transcripts. RESULTS: We held five group interviews between February and December 2014 with 17 Francophone program directors representing 13 out of a maximum of 62 different specialties/subspecialties. Although program directors endorsed the framework, its integration was seen as challenging, particularly the assessment of non-medical expert roles. To overcome these challenges, they relied on common strategies including a longitudinal approach to the framework, improving inter-program collaboration, and subcontracting the teaching of certain roles. CONCLUSION: While integrating the CanMEDS framework into their programs, Francophone program directors struggled with teaching and assessing non-medical expert roles and ensuring their longitudinal integration over time. Directors relied on various strategies, some of which (e.g., subcontracting) may ultimately limit the adoption of the framework as a whole. ___ Canadian Medical Education Journal 2018-11-12 /pmc/articles/PMC6260515/ /pubmed/30498541 Text en © 2018 Gaboury, Ouellet, Xhignesse, St-Onge; licensee Synergies Partners http://creativecommons.org/licenses/by/2.0 This is an Open Journal Systems article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. |
spellingShingle | Major Contributions and Research Articles Gaboury, Isabelle Ouellet, Kathleen Xhignesse, Marianne St-Onge, Christina Strategies identified by program directors to improve adoption of the CanMEDS framework |
title | Strategies identified by program directors to improve adoption of the CanMEDS framework |
title_full | Strategies identified by program directors to improve adoption of the CanMEDS framework |
title_fullStr | Strategies identified by program directors to improve adoption of the CanMEDS framework |
title_full_unstemmed | Strategies identified by program directors to improve adoption of the CanMEDS framework |
title_short | Strategies identified by program directors to improve adoption of the CanMEDS framework |
title_sort | strategies identified by program directors to improve adoption of the canmeds framework |
topic | Major Contributions and Research Articles |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6260515/ https://www.ncbi.nlm.nih.gov/pubmed/30498541 |
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