Implementing the CanMEDS™ physician roles in rural specialist education: The multi-specialty community training network

Rourke, James; Frank, Jason R.

doi:10.1080/13576280500289413

Cited by 17 publications

(14 citation statements)

References 21 publications

(17 reference statements)

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“…The Royal College of Physicians and Surgeons of Canada defined seven roles of physicians in the CanMEDS TM Roles Framework [14,15]. Medical informatics conveys methods required in numerous situations and roles a physician can be in.…”

Section: Roles Of Physiciansmentioning

confidence: 99%

Development of National Com -petency-based Learning Objectives “Medical Informatics” for Undergraduate Medical Education

Röhrig

Stausberg²,

Dugas³

2013

Methods Inf Med

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With the NKLM-MI the competences in the field of medical informatics vital to a first year resident physician are identified, defined and operationalized. These competencies are consistent with the recommendations of the International Medical Informatics Association (IMIA). The NKLM-MI will be submitted to the National Competence-Based Learning Objectives for Undergraduate Medical Education. The next step is implementation of these objectives by the faculties.

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Section: Roles Of Physiciansmentioning

confidence: 99%

Development of National Com -petency-based Learning Objectives “Medical Informatics” for Undergraduate Medical Education

Röhrig

Stausberg²,

Dugas³

2013

Methods Inf Med

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“…8,9 Compared with other aspects of DME, the literature on DME implementation itself is somewhat limited. 5,[10][11][12][13][14][15] These descriptive reportssome about postgraduate medical education (PGME) [12][13][14][15] are usually from a senior leadership perspective and variably emphasise site selection criteria, stakeholder partnerships, resources, curriculum development and delivery, assessment, faculty development, management and governance of DME. These reports, coupled with documents such as the recommendations for PGME for rural family practice, 16 collectively help guide implementation of DME.…”

Section: Resultsmentioning

confidence: 99%

“…2 Most studies describing establishment of new sites appear to have had well-orchestrated implementation plans. 5,[10][11][12][13][14][15] Work in the ordered domains requires adequate resources and aligned operations for simultaneous movement on multiple fronts. With these present, successful outcomes were achieved and challenges in establishing core requirements such as technology-assisted learning in DME 30 and technology personnel 31 could be overcome.…”

Section: Discussionmentioning

confidence: 99%

Challenges, success factors and pitfalls: implementation of distributed medical education

et al. 2018

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Objectives There are only a few descriptive reports on the implementation of distributed medical education (DME) and these provide accounts of successful implementation from the senior leadership perspective. In Saskatchewan, over a period of 4 years (2010–2014), four family medicine residency sites were established and two additional sites could not be developed. The aim of this study was to identify challenges, success factors and pitfalls in DME implementation based upon experiences of multiple stakeholders with both successful and unsuccessful outcomes. Methods Data were obtained through document analysis (n = 64, spanning 2009–2016; perspectives of government, senior leadership, management and learners), focus groups of management and operations personnel (n = 10) and interviews of senior leaders (n = 4). Challenges and success factors were ascertained through categorisation. Iterative coding guided by three sensitising frameworks was used to determine themes in organisational dynamics. Results Both challenges and success factors included contextual variables, governance, inter‐ and intra‐organisational relationships (most common success factor), resources (most common challenge), the learning environment and pedagogy. Management and operations were only a challenge. Organisational themes affecting the outcome and the pitfalls included the pace of development across multiple sites, collaborative governance, continuity in senior leadership, operations alignment and reconciliation of competing goals. Conclusions Emerging opportunities for DME can be leveraged through collaborative governance, aligned operations and resolution of competing goals, even in constrained contexts, to translate political will into success; however, there are pitfalls that need to be avoided. Our findings based upon multi‐stakeholder perspectives add to the body of knowledge on deployment, carefully considering the conditions for success and associated pitfalls.

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“…Deze maatschappelijke factoren vormen een belangrijke aanleiding voor grote veranderingen in de medisch specialistische opleidingen in Nederland. De opleidingen worden competentiegericht ingericht, zodat in navolging van de introductie van de CanMEDS-rollen in Canada, 5 ook in Nederland medisch specialisten expliciet en aantoonbaar opgeleid worden binnen zeven competentiegebieden: medisch handelen, com muni catie, samenwerking, kennis en wetenschap, organisatie, maatschappelijk handelen en professionaliteit. 6 Artsen in opleiding tot specialist (aios) worden in de vernieuwde opleidingen via een systeem van toetsing en kwaliteitszorg volgens de zeven competentiegebieden opgeleid.…”

Section: Inleidingunclassified

Aanpak invoering vernieuwingen specialisten - opleiding Kindergeneeskunde en Obstetrie & Gynaecologie in de OOR Noord- en Oost-Nederland

Jippes¹,

Hercules²,

Duiverman³

et al. 2008

TMEO

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Beschouwing InleidingIn de landelijke dagbladen en tijdschriften verschijnen steeds vaker artikelen waarin niet zozeer de kwaliteit van de medische zorg, maar vooral aspecten als communicatie, organisatie, samenwerking en reflectie het onderwerp zijn. Methode: De implementatieaanpak bestaat uit 1) afname van interviews, 2) regionale bijeenkomsten, 3) training van supervisoren en aios in didactische basisprincipes en in het gebruik van de opleidingsinstrumenten, 4) kwaliteitsmetingen van het leerklimaat en van individuele supervisorcompetenties en 5) innovatieprojecten (ontwikkeling van E-portfolio's, modules E-learning, instructie-DVD's en van Elektronische Leer Omgevingen). Resultaten: de interviews, het hanteren van een projectmatige aanpak, de regionale bijeenkomsten, de gedrevenheid van de artsen, het inschakelen van 'key-figures', het actief betrekken van de artsen en de taakverdeling tussen artsen en ondersteuners zijn

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Implementing the CanMEDS™ physician roles in rural specialist education: The multi-specialty community training network

Cited by 17 publications

References 21 publications

Development of National Com -petency-based Learning Objectives “Medical Informatics” for Undergraduate Medical Education

Development of National Com -petency-based Learning Objectives “Medical Informatics” for Undergraduate Medical Education

Challenges, success factors and pitfalls: implementation of distributed medical education

Aanpak invoering vernieuwingen specialisten - opleiding Kindergeneeskunde en Obstetrie & Gynaecologie in de OOR Noord- en Oost-Nederland

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