Author: Sandhu G, Rich J and Walker GR Publication Year: 2013
Summary: The new challenge of CanMEDS is how to engage learners without the audience becoming disgruntled about the C-word. This study approached residents and faculty members involved in Postgraduate Medical Education at Queen’s University, Ontario, to learn why many were tired of hearing about CanMEDS.
Description: The CanMEDS competency framework reflects core abilities demonstrated by physicians in meeting the needs of patients today. CanMEDS has been implemented across Canada by The Royal College of Physicians and Surgeons of Canada, just as other national competency frameworks are used around the world (Batalden, 2002). Oddly, given the evidence and momentum of competency based education, medical educators and trainees at Queen’s University still bristled at mention of CanMEDS. Authors sought feedback from faculty and residents and learned that the lack of specificity relating to everyday practice as well as reiteration of common examples made CanMEDS seem vague and/or meaningless. Attention needed to be brought to the practical and experiential realities of CanMEDS. Authors took a narrative approach and developed a communication and educational newsletter focused on ‘living CanMEDS.’ Each newsletter focused on a key competency relating to one role, but the contributing elements were a diverse layering of physician voices discussing initiatives or work they did relating to the CanMEDS role, popular culture, and educational content from accrediting bodies. This innovation attempts to expand physicians’ perceptions of what it means to embody each of the CanMEDS roles.
Support files: