CanMEDS and other “competency and outcome-based approaches” in medical education: clarifying the ongoing ambiguity

Parent, Florence; Jouquan, Jean; Ketele, Jean-Marie De

doi:10.1007/s10459-012-9402-z

Cited by 27 publications

(23 citation statements)

References 23 publications

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“…Such interaction is crucial in education that focuses on learning outcomes and specifically in competence-based medical education (CBME) which promotes the "integration of knowledge, skills, and behaviors in practice" Frank, 2010, Bourgeois et al, 2015). According to the CBME approach, "competence" cannot be reduced to a list of learning objectives or reductionist performance as it implies a broad objective Parent et al, 2013). The paper describes two research and educational tools that can be instrumental within a blended learning approach in tracking, discussing, and reflecting on the professional development of students in the context of Italian hospitals.…”

Section: Introduction and Purposementioning

confidence: 99%

Supporting Higher Education—Hospital Transition through Blended Learning

Surian

Masi

2017

Front. Educ.

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The purpose of this paper is to present two exploratory studies that have a potential for identifying research-based blended learning tools for CBME. The studies focus on the development of a group of medical students’ professional image (in Genova and Rome) during their hospital internship. The paper addresses three related questions:\ud \ud 1. How does their professional representation change in the transition from university to hospital?\ud \ud 2. Which competences emerge from the students’ reports?\ud \ud 3. Which competences are still under represented

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Section: Introduction and Purposementioning

confidence: 99%

Supporting Higher Education—Hospital Transition through Blended Learning

Surian

Masi

2017

Front. Educ.

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“…36,37 Educators agree that assessment drives learning. Assessment can motivate and focus both learners and teachers to address learning gaps they might overlook.…”

Section: Discussionmentioning

confidence: 99%

Students' perspectives about the medical humanities curriculum at the Catholic University of Korea

et al. 2013

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Objectives: This paper presents the results of a qualitative study aimed at elucidating how well the goals of the OMNI-BUS curriculum implemented in Korea as a medical humanities curriculum were achieved, from the student perspective. Methods: We conducted a qualitative study to elicit perspectives of students who participated in all 12 weeks of the OMNIBUS curriculum. Eighteen fourth-year medical students participated in two focus group interviews. Openended questions were prepared to guide the interviews. The interviews were audio-taped and transcribed. All data from the interviews were analyzed, using an inductive approach to identify themes. Results:The main themes were "characteristics of a good doctor", "various careers in medicine", and "the need for changes in assessment methods". Seven subthemes that emerged were specifically related to "characteristics of a good doctor", including "variety of perspectives on the human condition", "feel empathy with patients from diverse backgrounds", "communicate effectively with patients", "clarify values", "roles as a leader in society", "give back to the community", and "satisfaction of being physicians and importance of physician self-care". Conclusion:The themes identified in this study demonstrated that the OMNIBUS curriculum achieved its goals, from the student perspective. In the interviews, students also identified other strengths and areas for improvement of the curriculum.

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“…Par contre, quelques cadres rapportés ne sont pas véritablement des cadres conceptuels au sens propre du terme. C'est ainsi que le « Manuel diagnostique et statistique des troubles mentaux », de même que le cadre CanMEDS, dont certains auteurs questionnent la nature [33] , s'apparentent davantage à de simples typologies, respectivement des entités nosographiques en psychiatrie ou des rôles professionnels en médecine.…”

Section: Les Cadres Conceptuelsunclassified

Réponses et cadres conceptuels des cliniciens enseignants lors de discussions de cas avec des internes en psychiatrie

Côté

Gingras

2013

Pédagogie Médicale

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Résumé -Contexte et problématique : La rétroaction constructive reçue en cours de formation est essentielle au développement de l'expertise. Or, la majorité des études ou des guides se rapportant à la supervision mettent l'accent sur « comment » échanger la rétroaction et non sur son contenu. De même, aucune étude n'a porté sur les bases ou les cadres conceptuels soustendant le contenu de la rétroaction. Objectifs : Décrire les réponses des cliniciens enseignants aux demandes pédagogiques formulées par des internes (ou résidents) en psychiatrie lors de la discussion de cas ; 2) Répertorier les bases conceptuelles sur lesquelles reposent les réponses ; 3) Explorer s'il y a des différences entre les réponses et les bases conceptuelles selon l'expé-rience des cliniciens. Matériel et méthodes : Une étude qualitative a été réalisée auprès de 21 cliniciens enseignants en psychiatrie de l'Université Laval. Lors d'une entrevue individuelle, ils ont d'abord répondu à quatre vignettes écrites de supervision dans lesquelles l'interne présentait explicitement une demande pédagogique. Par la suite, ils devaient expliquer le rationnel de leurs réponses. Une analyse thématique de contenu des verbatim a été faite, avec triangulation des chercheurs, suivie d'un calcul des occurrences. Résultats : Les vignettes ont généré 450 réponses se rapportant à 85 thèmes distincts associés à quatre compétences professionnelles. Plus de 60 % des justifications reposaient sur des cadres conceptuels. Des différences ont aussi été observées selon le niveau d'expérience des cliniciens enseignants. Conclusion : Cette étude aura permis de documenter la richesse des réponses des cliniciens enseignants ainsi que les bases conceptuelles sur lesquelles reposent ces réponses. Dans une optique de valorisation et d'application des connaissances, les résultats serviront à l'élaboration d'activités de formation pédagogique pour la supervision en contexte clinique.

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CanMEDS and other “competency and outcome-based approaches” in medical education: clarifying the ongoing ambiguity

Cited by 27 publications

References 23 publications

Supporting Higher Education—Hospital Transition through Blended Learning

Supporting Higher Education—Hospital Transition through Blended Learning

Students' perspectives about the medical humanities curriculum at the Catholic University of Korea

Réponses et cadres conceptuels des cliniciens enseignants lors de discussions de cas avec des internes en psychiatrie

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