The CanMEDS role of Collaborator: How is it taught and assessed according to faculty and residents?

Berger, Elizabeth; Chan, Ming K.; Kuper, Ayelet; Albert, Mathieu; Jenkins, Deirdre; Harrison, Megan; Harris, Ilene B.

doi:10.1093/pch/17.10.557

Cited by 22 publications

(22 citation statements)

References 17 publications

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“…The residents appear to have considered themselves more as experts, skilled in communication, whose role was to decide rather than to act as collaborators, with all the skills that such a role implies. These results are consistent with the results of Berger et al 22 which highlight the importance of providing residents with learning conflict management. Our results indeed show the relevance for residents to learn strategies for managing conflict.…”

Section: Discussionsupporting

confidence: 93%

Exploring residents’ spontaneous collaborative skills in a simulated setting context: an exploratory study on CanMEDS collaborator role

Ouellet¹,

Sabbagh²,

Bergeron³

et al. 2016

AMEP

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BackgroundCollaboration is an important competence to be acquired by residents. Although improving residents’ collaboration via interprofessional education has been investigated in many studies, little is known about the residents’ spontaneous collaborative behavior. The purpose of this exploratory study was to describe how residents spontaneously collaborate.MethodsSeven first-year residents (postgraduate year 1; three from family medicine and one each from ear, nose, and throat, obstetrics/gynecology, general surgery, and orthopedic surgery) participated in two collaborative meetings with actors performing the part of other health professionals (ie, occupational therapist, physiotherapist, nurse, or social worker). Both meetings were built around an issue or conflict with the patients’ families reported by one professional. The residents were required to lead the meeting to collect proper information to reach a joint decision. Two team members analyzed the video recordings of the meetings using an emerging-theme qualitative methodology.ResultsAlthough the residents spontaneously knew how to successfully communicate with other professionals, they seemed to struggle with the patient-centered approach and the shared decision-making process.DiscussionEven if the residents performed communication-wise in their collaborative role, they seemed to have perceived themselves as decision makers instead of collaborators in the joint decision process. The results of this study can inform future studies on learning strategies to improve behaviors that would more likely need attention in interprofessional education.

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Section: Discussionsupporting

confidence: 93%

Exploring residents’ spontaneous collaborative skills in a simulated setting context: an exploratory study on CanMEDS collaborator role

Ouellet¹,

Sabbagh²,

Bergeron³

et al. 2016

AMEP

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“…Este instrumento de evaluación consiste en que distintos miembros del equipo de trabajo actúan como evaluadores de un individuo (Bunk, 1994;Martínez et al, 2008;Berger et al, 2012;Dwyer et al, 2014). En el ámbito clínico, se sugiere que los evaluadores sean personas que compartan día a día con el residente, para que logren tener un conocimiento directo del comportamiento de este (Bandiera & Sherbino, 2006;; así podrán proporcionar una retroalimentación apropiada sobre su desempeño .…”

Section: Elección De Los Evaluadoresunclassified

Uso de la evaluación en 360 grados para medir competencias en residentes de programas de postítulo de especialidades médicas.

Fernandez

Gallardo

2020

ARS med

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Introducción: La formación en educación médica debe reflexionar continuamente sobre cómo está preparando a los médicos en el logro de nuevas competencias que puedan dar respuesta a los constantes cambios que está viviendo la sociedad. Es así como, en distintos países, han surgido modelos que definen el marco de competencias necesarias para todo médico especialista. Para estos modelos es fundamental que cada rol y competencia sea evaluado correctamente para garantizar su óptima adquisición. Uno de los instrumentos propuestos en la literatura internacional para realizar esto es la evaluación en 360º, que además entrega una retroalimentación oportuna al residente. Método: Se realizó una revisión de la literatura utilizando PubMed y Google Scholar. Fueron incluidos estudios en inglés y español que ocuparan la evaluación en 360º para evaluar competencias médicas en residentes. Resultados: La evaluación en 360º es una de las nuevas herramientas que permite dar una evaluación global de las competencias médicas. Consiste en una pauta de observación estructurada que entrega al residente una retroalimentación desde distintos puntos de vista de su práctica cotidiana, al incluir la información obtenida de diferentes grupos de interés para el residente. Conclusiones: La evaluación en 360º parece ser un método útil para implementar una evaluación del desempeño de los residentes desde distintos puntos de vista.

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“…Both groups reported a need for training in conflict management, particularly as it applies to intraprofessional (physician-to-physician) relationships. Finally, the participants asserted that the current methods to assess residents on their performance as collaborators were suboptimal [30]. Hopefully, the updated CanMEDS 2015 edition will provide more detailed resources for training and assessment of collaborative role [31].…”

Section: Medical Education and The Collaborative Rolementioning

confidence: 99%

Collaborative Role Education in Post Graduate Psychiatric Training: A Narrative Review

Alosaimi¹

2016

J Depress Anxiety

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The CanMEDS role of Collaborator: How is it taught and assessed according to faculty and residents?

Cited by 22 publications

References 17 publications

Exploring residents’ spontaneous collaborative skills in a simulated setting context: an exploratory study on CanMEDS collaborator role

Exploring residents’ spontaneous collaborative skills in a simulated setting context: an exploratory study on CanMEDS collaborator role

Uso de la evaluación en 360 grados para medir competencias en residentes de programas de postítulo de especialidades médicas.

Collaborative Role Education in Post Graduate Psychiatric Training: A Narrative Review

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The CanMEDS role of Collaborator: How is it taught and assessed according to faculty and residents?

Cited by 22 publications

References 17 publications

Exploring residents&rsquo; spontaneous collaborative skills in a simulated setting context: an exploratory study on CanMEDS collaborator role

Exploring residents&rsquo; spontaneous collaborative skills in a simulated setting context: an exploratory study on CanMEDS collaborator role

Uso de la evaluación en 360 grados para medir competencias en residentes de programas de postítulo de especialidades médicas.

Collaborative Role Education in Post Graduate Psychiatric Training: A Narrative Review

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Exploring residents’ spontaneous collaborative skills in a simulated setting context: an exploratory study on CanMEDS collaborator role

Exploring residents’ spontaneous collaborative skills in a simulated setting context: an exploratory study on CanMEDS collaborator role