Review article: Leading the future: guiding two predominant paradigm shifts in medical education through scholarship

Naik, Viren N.; Wong, Anne; Hamstra, Stanley J.

doi:10.1007/s12630-011-9640-1

Cited by 25 publications

(16 citation statements)

References 42 publications

(47 reference statements)

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“…The larger and more established of these units provide some type of support for the clinician educators at those institutions, for example, education rounds, grant programs, and support for fellowships and graduate degrees in education. 53 Four broad strategies for promoting scholarship in medical education have recently been proposed by Naik et al 3 These are: 1) promote excellent teaching and scholarly teaching, 2) promote broad recognition that teaching is a valued and considered scholarly activity, 3) promote a strong institutional culture for the support of educational scholarship, and 4) foster educational scholarship in residents and other trainees.…”

Section: 48mentioning

confidence: 99%

“…At last count, this list had evolved 3 to contain more than 60 topics (see Table 1). In this article, the following major points will be addressed, which will provide the reader with some context as well as direction for moving the field forward: 1) competency-based medical education, 2) potential contribution of the social and behavioral sciences, and 3) support for scholarship in medical education.…”

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confidence: 99%

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Keynote Address: The Focus on Competencies and Individual Learner Assessment as Emerging Themes in Medical Education Research

Hamstra

2012

Academic Emergency Medicine

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This article describes opportunities for scholarship in medical education, based on a brief overview of recent changes in medical education. The implications arising from these changes are discussed, with recommendations for focus, and suggestions and examples for making progress in this field. The author discusses 1) the historical context of the current shift toward competency-based medical education, 2) the potential contribution of social and behavioral sciences to medical education scholarship, 3) methods and approaches for supporting scholarship in medical education, and very briefly 4) trends in simulation. The author concludes with a call for quality in medical education scholarship and argues that the most promising and fruitful area of medical education scholarship for the future lies in the field of assessment of individual competence.

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Section: 48mentioning

confidence: 99%

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confidence: 99%

Keynote Address: The Focus on Competencies and Individual Learner Assessment as Emerging Themes in Medical Education Research

Hamstra

2012

Academic Emergency Medicine

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“…This framework has become a popular standard for medical education internationally. 1 The RCPSC recently mandated that all specialty training programs revise their curricula to match and address the CanMEDS competency framework. Most anesthesiology programs structure their daily evaluations according to this framework, and the final in-training evaluation report is mapped to the CanMEDS competencies.…”

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The Royal College written examination: Is curriculum driving assessment or vice versa?

Arab

Fraser

Naik

2012

Can J Anesth/J Can Anesth

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To the Editor,Competence to practice is the ultimate goal for all specialty education and certification programs at the Royal College of Physicians and Surgeons of Canada (RCPSC). The RCPSC created the CanMEDS competency-based framework for educating its Fellows across 69 specialties and subspecialties. A CanMEDS evolved throughout the 1990 s until it reached the current version consisting of seven CanMEDS roles for all competent physicians: medical expert (as a central role), communicator, collaborator, manager, health advocate, scholar, and professional. This framework has become a popular standard for medical education internationally. 1 The RCPSC recently mandated that all specialty training programs revise their curricula to match and address the CanMEDS competency framework. Most anesthesiology programs structure their daily evaluations according to this framework, and the final in-training evaluation report is mapped to the CanMEDS competencies. 2 These CanMEDS mapped objectives of training are accessible for trainees on the RCPSC website. B Given that their curriculum is structured to follow the CanMEDS framework, one would expect anesthesiology graduates to possess, if not demonstrate, detailed knowledge of the seven roles by the time they are ready for competence certification. In 2009, the final written examination for anesthesiology certification introduced a simple short-answer question asking the candidates to list the seven CanMEDS roles. The results were rather disappointing. Only 70 of the 155 candidates correctly identified all seven CanMEDS roles [mean 3.7; standard deviation (2.3)]. We recognize that the results are not a reflection of the meaning or practice of the CanMEDS competencies, but rather, the inability to identify the labels assigned to the demonstrable roles.The content of the examination should reflect the objectives of training in our curriculum. Given that the curriculum is mapped to CanMEDS and that the results of the CanMEDS question on the 2009 written examination were poor, we suggest that curriculum may not be the only driver in the preparation for this examination.To that end, in the 2010 RCPSC anesthesiology written examination, 174 candidates were again asked to list the seven CanMEDS roles. The mean score for this part of the examination was significantly higher than in 2009 [mean 5.8 (1.8); P \ 0.0001]. Furthermore, more candidates correctly identified all seven CanMEDS roles in 2010. If the examination results reflect the objectives of training, did the curriculum then change to reflect this improvement? We suggest not.Stimulus-response psychology may explain the candidates' interest in previous examinations. Medical curricula are difficult to change, and reform can often be delayed when curricula are challenged by a variety of perceived and unperceived barriers. 3 If we assume that the anesthesiology

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“…This potential shift will also create a need to foster a culture of lifelong learning in contrast to the traditional compartmentalized model of undergraduate, postgraduate, and continuing medical education.'' 8 Through promotion of scholarship in education, our specialty can lead the way. This article promotes the idea that we can create infrastructure and accountability frameworks to show improved learner outcomes through high-quality scholarship in medical education.…”

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confidence: 99%

“…Ce changement potentiel créera aussi la nécessité d'encourager constamment une culture d'apprentissage permanent par opposition au modèle traditionnel compartimenté de l'éducation médicale: premier cycle, postgraduée et continue. » 8 Par la promotion de l'érudition dans l'éducation, notre spécialité peut montrer la voie. Cet article soutient l'idée que nous pouvons créer des cadres et des structures de responsabilisation pour montrer l'amélioration des résultats de l'apprenant grâce à une érudition de haute qualité dans le domaine de l'éducation médicale.…”

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Special theme issue on advances in education in anesthesiology

Miller

2011

Can J Anesth/J Can Anesth

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Review article: Leading the future: guiding two predominant paradigm shifts in medical education through scholarship

Cited by 25 publications

References 42 publications

Keynote Address: The Focus on Competencies and Individual Learner Assessment as Emerging Themes in Medical Education Research

Keynote Address: The Focus on Competencies and Individual Learner Assessment as Emerging Themes in Medical Education Research

The Royal College written examination: Is curriculum driving assessment or vice versa?

Special theme issue on advances in education in anesthesiology

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