A Delphi study to construct a CanMEDS competence based inventory applicable for workplace assessment

Abstract

BackgroundDuring workplace based learning students develop professional competences and an appropriate performance. To gain insight in the learning process and to evaluate competences and performance, assessment tools are essential and need to be of good quality. We aimed to construct a competence inventory applicable as an instrument to measure the content validity of workplace based assessment tools, such as portfolio.MethodsA Delphi study was carried out based on the CanMEDS Roles Framework. In three rounds, experts (N = 25–30) were invited to score the key competences per CanMEDS role on relevance (6-point Likert-scale), and to comment on the content and formulation bearing in mind its use in workplace based assessment. A descriptive analysis of relevances and comments was performed.ResultsAlthough all competences were scored as relevant, many comments pointed at a lack of concrete, transparent and applicable descriptions of the key competences for the purpose of assessment. Therefore, the CanMEDS roles were reformulated in this Delphi procedure as concrete learning outcomes, observable and suitable for workplace based assessment.ConclusionsA competence based inventory, ready for validating workplace based assessment tools, was constructed using a Delphi procedure and based on a clarification and concretisation of the CanMEDS roles.

Cross-cultural Adaptation of a Questionnaire on Self-perceived Level of Skills, Abilities and Competencies of Family Physicians in Albania

“…From this perspective, specific roles, abilities, skills and competences have been defined at all training levels for medical doctors including also continuing medical education (4). These roles and competences are classified in frameworks such as the CanMEDS (Canadian Medical Education Directives for Specialists) Roles Framework (5,6), the six core competences identified and described by the Accreditation Council for Graduate Medical Education (ACGME competencies) (7) and Tomorrow Doctor’s at the UK (8).…”

A Delphi study to validate competency-based criteria to assess undergraduate midwifery students' competencies in the maternity ward

“…To facilitate reading of competencies, the keywords from the official documents of the Ministers for Education and Health were copied (see also Table 3). They collected all the criteria from the midwifery assessment instruments actually being applied in the different midwifery schools in Flanders, the 'CanMEDS Competency Based Inventory' or CCBI used to assess medical doctors at the University of Antwerp (Michels et al, 2012), and the latest CanMEDS framework (Frank et al, 2015; Fig. 1).…”

“…Provided with this input, the experts were invited to score once again all the criteria as to their relevance and feasibility, taking into account median scores, level of consensus and the remarks of the experts. Additionally, experts were asked to provide new suggestions and remarks (Michels et al, 2012), as well as to accept the proposal to delete specific criteria. The procedure during the third round was similar to the second round.…”

Level of Competencies of Family Physicians in Kosovo from Different Perspectives

“…This is particularly relevant for primary health care professionals worldwide who are currently facing growing demands in order to meet patients’ expectations for higher quality health care services, as well as the rapid technological developments and scientific progress (1, 2). In the past few years, there have been suggested different models and frameworks of required or desirable abilities, skills and competences for health professionals, with a special focus on physicians (3). These competencies’ frameworks are also considered valuable instruments for self-assessment of physicians who intend to improve their routine health care practice and advance in their career (2, 4, 5).…”