Usefulness of CanMEDS Competencies for Chiropractic Graduate Education in Europe

Wangler, Martin

doi:10.7899/1042-5055-23.2.123

Cited by 11 publications

(13 citation statements)

References 10 publications

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“…This would allow chiropractic educators access to researched and validated medical education changes based on this structure which will in turn improve educational outcomes. Indeed, past research has suggested that European chiropractic students and practitioners consider the 7 domains of CanMEDS as being important and highly applicable to chiropractic graduate training [ 28 ].…”

Section: Discussionmentioning

confidence: 99%

Similarities and differences of graduate entry-level competencies of chiropractic councils on education: a systematic review

2016

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BackgroundCouncils of Chiropractic Education (CCE) indirectly influence patient care and safety through their role of ensuring the standards of training delivered by chiropractic educational institutions. This is achieved by CCEs defining competence and creating lists of descriptive statements to establish the necessary standards for students to attain before graduating. A preliminary review suggested that these definitions and descriptive lists lacked consensus. This creates the potential for variations in standards between the CCE jurisdictions and may compromise patient care and safety and also inter-jurisdictional mutual recognition. The purposes of this study were 1) to investigate similarities and differences between the CCEs in their definitions of competence, domains of educational competencies, components of the domains of competencies, as represented by assessment and diagnosis, ethics, intellectual development, and 2) to make recommendations, if significant deficiencies were found.MethodWe undertook a systematic review of the similarities and differences between various CCEs definitions of competence and the descriptive lists of educational competencies they have adopted. CCEs were selected on the basis of WHO recommendations. Blinded investigators selected the data from CCE websites and direct contact with CCEs. This information was tabulated for a comparative analysis.ResultsAll CCEs’ definitions of competence included the elements of “knowledge”, “skills” and “attitudes” whereas only one CCE included the expected “abilities” element. The educational application of the definition of competency among CCEs varied. A high level of similarity when comparing the domains of competence adopted by CCEs was found despite variations in the structure.Differences between CCEs became increasingly apparent when the three selected representative domains were compared. CCEs were found to stipulate varying levels of prescriptiveness for graduate entry level standards.ConclusionsA series of recommendations are proposed to create uniform and high quality international standards of care. Future research should compare the levels of CCEs enforcement of standards to see if similarities and differences exist.

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Section: Discussionmentioning

confidence: 99%

Similarities and differences of graduate entry-level competencies of chiropractic councils on education: a systematic review

2016

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“…77,89,90 This has been recognized by some medical faculties which have implemented a formal campuswide project to create a culture of professionalism, or perhaps more explicitly what Marcus calls "altruistic humanism" both within the formal curriculum as well as the hidden curriculum. 18,91 Further, chiropractic students hold professionalism in high regard, as do medical students and practicing chiropractors, [92][93][94][95] which would lend support to the position that professionalism should be formally taught and assessed. European and American medical schools have recognized a need to develop a sense of professionalism among graduating physicians, 24,79,82,83 resulting in a number of medical organizations developing a "Charter on Medical Professionalism" 96 that is based on the principles of primacy of patient welfare, patient autonomy, and social justice.…”

Section: Morality and Ethicsmentioning

confidence: 99%

Development of the Murdoch Chiropractic Graduate Pledge

Simpson

Losco

Young

2010

Journal of Chiropractic Education

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Purpose: This paper reviews the origins of the learned professions, the foundational concepts of professionalism, and the common elements within various healer's oaths. It then reveals the development of the Murdoch Chiropractic Graduate Pledge. Methods: A committee comprised of three Murdoch academics performed literature searches on the topic of professionalism and healer's oaths and utilized the Quaker consensus process to develop the Murdoch Chiropractic Graduate Pledge. Results: The committee in its deliberations utilized over 200 relevant papers and textbooks to formulate the Murdoch Chiropractic Graduate Pledge that was administered to the 2010 Murdoch School of Chiropractic and Sports Science graduates. The School of Chiropractic and Sports Science included professionalism as one of its strategic goals and began the process of curriculum review to align it with the goal of providing a curriculum that recognizes and emphasizes the development of professionalism. Conclusions: The reciting of a healer's oath such as the Hippocratic Oath is widely considered to be the first step in a new doctor's career. It is seen as the affirmation that a newly trained health care provider will use his or her newfound knowledge and skill exclusively for the benefit of mankind in an ethical manner. Born from the very meaning of the word profession, the tradition of recitation of a healer's oath is resurgent in health care. It is important for health care instructors to understand that the curriculum must be such that it contributes positively to the students' professional development. (J Chiropr Educ 2010;24(2):175-186)

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“…Chiropractic practitioners must integrate multiple roles by being effective communicators, collaborators, health advocates, managers, scholars, and professionals. 1 They must apply chiropractic and scientific knowledge, clinical skills, and professional attitudes in their provision of patient-centered care. 2 Both cognitive (eg, knowledge, decision-making skills) and noncognitive (eg, manual skills, communication skills, professionalism skills) qualities reinforce a framework that supports the development of high-quality admission procedures.…”

Section: Admissions Issuesmentioning

confidence: 99%

“…This workshop was a first step to reinforce CECE's scope and purpose. These include (1) communication and collaboration among teaching fellows, (2) educational knowledge and innovation exchange, (3) scholarship (ie, education research and evidence-, competence-, and assessment-based teaching), (4) joint educational projects, student exchange program, and (5) staff development.…”

Section: Workhop Description and Outcomesmentioning

confidence: 99%