Cargando…

To lead or to influence?

One skill set identified within the CanMEDS Framework (CanMEDS) as essential to training future physicians is the Leader role. Arguably however, the term Leader carries certain connotations that are inconsistent with the abilities outlined by CanMEDS as necessary for physicians. For example, the ter...

Descripción completa

Detalles Bibliográficos
Autores principales:	Do, Victor, Maniate, Jerry M, Sonnenberg, Lyn K
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Canadian Medical Education Journal 2021
Materias:	Canadiana
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8603880/ https://www.ncbi.nlm.nih.gov/pubmed/34804290 http://dx.doi.org/10.36834/cmej.72551

Ejemplares similares

Leading the way toward a socially-accountable medical education system
por: Hall, Justin, et al.
Publicado: (2019)

Medical education advances and innovations: A silver lining during the COVID-19 pandemic
por: Mehta, Nishila, et al.
Publicado: (2020)

Physical activity RX: development and implementation of physical activity counselling and prescription learning objectives for Canadian medical school curriculum
por: Capozzi, Lauren C, et al.
Publicado: (2022)

High frequency of otolaryngology/ENT encounters in Canadian primary care despite low medical undergraduate experiences
por: Sorichetti, Brendan D, et al.
Publicado: (2022)

Prevalence of test accommodations for the Medical Council of Canada Qualifying Exam Part I, 2013-2021
por: Clarke, Quinten K, et al.
Publicado: (2023)

“We regret to inform you that you did not match”: Reflections on how to improve the match experience
por: Fellows, T.K., et al.
Publicado: (2020)

“There's always something to talk about!” The unexpected benefits of going virtual in a Canadian diversity mentorship program
por: Li, Ming K, et al.
Publicado: (2022)

When a Canadian is not a Canadian: marginalization of IMGs in the CaRMS match
por: MacFarlane, Malcolm M
Publicado: (2021)

Reclaiming physician identity: It’s time to integrate ‘Doctor as Person’ into the CanMEDS framework
por: Dagnone, J. Damon, et al.
Publicado: (2020)

Journey into the unknown: considering the international medical graduate perspective on the road to Canadian residency during the COVID-19 pandemic
por: Gutman, Arlene, et al.
Publicado: (2021)

Re-examining the value proposition for Competency-Based Medical Education
por: Dagnone, Jeffrey Damon, et al.
Publicado: (2021)

An equity-oriented admissions model for Indigenous student recruitment in an undergraduate medical education program
por: Henderson, Rita Isabel, et al.
Publicado: (2021)

Medical student wellness in Canada: time for a national curriculum framework
por: Bourcier, Dax, et al.
Publicado: (2021)

Dr Alexander Augusta sought medical education in Canada but became a medical educator in America after the Civil War
por: Persaud, Nav, et al.
Publicado: (2021)

Watering CanMEDS flowers
por: Voll, Sarah, et al.
Publicado: (2017)

Physician workforce planning in Ontario must move from short-term reactivity to long-term proactivity
por: Tang, Brandon, et al.
Publicado: (2018)

The unmatched
por: Persad, Amit
Publicado: (2018)

Are we failing to “build on the scientific basis of medicine?”
por: Coderre, Sylvain, et al.
Publicado: (2018)

A settler physician perspective on Indigenous health, truth, and reconciliation
por: Jaworsky, Denise
Publicado: (2018)

Capacity building in Nepal
por: Dawe, Russell, et al.
Publicado: (2016)

The encounter
por: Zhao, Nova
Publicado: (2019)

Addressing culture within healthcare settings: the limits of cultural competence and the power of humility
por: MacKenzie, Lauren, et al.
Publicado: (2019)

The physician as person: The missing foundation in the CanMEDS roles
por: Liao, Lester
Publicado: (2020)

Fostering trust, collaboration, and a culture of continuous quality improvement: A call for transparency in medical school accreditation
por: Javidan, Arshia Pedram, et al.
Publicado: (2020)

Unexpected turn of events: Completing residency in the COVID-19 era
por: Danilewitz, Marlon, et al.
Publicado: (2020)

A tale of two curricula: Learning and matching in the final year of medical school
por: Madrazo, Lorenzo
Publicado: (2020)

Should I stay, or should I go?
por: Silverberg, Sarah L.
Publicado: (2020)

CaRMS at 50: Making the match for medical education
por: Gallinger, John, et al.
Publicado: (2020)

Transitioning to competency-based medical education: impact of educational interventions on internal medicine residents’ understanding of the purpose and process
por: Daniels, Vijay J, et al.
Publicado: (2019)

History of the Canadian Medical Education Journal
por: Violato, Claudio, et al.
Publicado: (2020)

Caring for refugees and asylum seekers in Canada: Early experiences and comprehensive global health training for medical students
por: Merritt, Kate, et al.
Publicado: (2020)

Accelerating the implementation of planetary health medical curricula to prepare future physicians to work in a climate crisis
por: Affleck, Alexander, et al.
Publicado: (2022)

The training and credentialing of physician informaticists in Canada
por: Yan, Adam Paul, et al.
Publicado: (2022)

Canadian fellowship experience: the different challenges and emotions faced by an International Medical Graduate and mitigation strategies
por: Belfiore, Elio BR, et al.
Publicado: (2022)

Providing optimal care for active youth in Canada
por: Purcell, Laura, et al.
Publicado: (2022)

An approach to implementing planetary health teaching in medical curricula
por: Luo, Owen Dan, et al.
Publicado: (2022)

Hometown medicine: a northern experience
por: Miller, Christine
Publicado: (2023)

Reflections on addressing antisemitism in a Canadian faculty of medicine
por: Kuper, Ayelet
Publicado: (2023)

From mentee to mentor: reflections on a pre-medical student mentorship program for underrepresented groups in medicine
por: Zhou, Carl, et al.
Publicado: (2023)

Creating change: Kotter’s Change Management Model in action
por: Graves, Lisa, et al.
Publicado: (2023)

Cannot write session to /tmp/vufind_sessions/sess_q1dpkjqm2lqc9av47jvp8f6usq