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How do Supervising Clinicians of a University Hospital and Associated Teaching Hospitals Rate the Relevance of the Key Competencies within the CanMEDS Roles Framework in Respect to Teaching in Clinical Clerkships?

Jilg S, Möltner A, Berberat P, Fischer MR, Breckwoldt J - GMS Z Med Ausbild (2015)

Bottom Line: The roles "Communicator", "Medical Expert", and "Collaborator" were rated as significantly more important than the other roles, for all three sub-questions.These findings support the suitability of the CanMEDS framework as a conceptual element of PY training.Abstract available from the publisher.

View Article: PubMed Central - HTML - PubMed

Affiliation: Technische Universität München, Klinikum rechts der Isar, III. Medizinische Klinik für Hämatologie und Internistische Onkologie, München, Deutschland.

ABSTRACT

Background and aim: In German-speaking countries, the physicians' roles framework of the "Canadian Medical Education Directives for Specialists" (CanMEDS) is increasingly used to conceptualize postgraduate medical education. It is however unclear, whether it may also be applied to the final year of undergraduate education within clinical clerkships, called "Practical Year" (PY). Therefore, the aim of this study was to explore how clinically active physicians at a university hospital and at associated teaching hospitals judge the relevance of the seven CanMEDS roles (and their (role-defining) key competencies) in respect to their clinical work and as learning content for PY training. Furthermore, these physicians were asked whether the key competencies were actually taught during PY training.

Methods: 124 physicians from internal medicine and surgery rated the relevance of the 28 key competencies of the CanMEDS framework using a questionnaire. For each competency, following three aspects were rated: "relevance for your personal daily work", "importance for teaching during PY", and "implementation into actual PY teaching".

Results: In respect to the main study objective, all questionnaires could be included into analysis. All seven CanMEDS roles were rated as relevant for personal daily work, and also as important for teaching during PY. Furthermore, all roles were stated to be taught during actual PY training. The roles "Communicator", "Medical Expert", and "Collaborator" were rated as significantly more important than the other roles, for all three sub-questions. No differences were found between the two disciplines internal medicine and surgery, nor between the university hospital and associated teaching hospitals.

Conclusion: Participating physicians rated all key competencies of the CanMEDS model to be relevant for their personal daily work, and for teaching during PY. These findings support the suitability of the CanMEDS framework as a conceptual element of PY training.

No MeSH data available.


Ranking of 6 CanMEDS roles (excluding “Medical Expert”). Depicted are mean values (boxes) and standard deviations (bars, one direction only). The rating scale for relevance ranged from 1 (“fully agree”) to 5 (“fully disagree”).
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Figure 4: Ranking of 6 CanMEDS roles (excluding “Medical Expert”). Depicted are mean values (boxes) and standard deviations (bars, one direction only). The rating scale for relevance ranged from 1 (“fully agree”) to 5 (“fully disagree”).

Mentions: In the final ranking of roles in respect to their importance for PY training (excluding the “Medical Expert”) the “Communicator” role was rated significantly more important than all other roles, whilst the “Manager” role was significantly less important than all other roles (compared by t-tests). We found no other statistical differences (see figure 4 (Fig. 4)).


How do Supervising Clinicians of a University Hospital and Associated Teaching Hospitals Rate the Relevance of the Key Competencies within the CanMEDS Roles Framework in Respect to Teaching in Clinical Clerkships?

Jilg S, Möltner A, Berberat P, Fischer MR, Breckwoldt J - GMS Z Med Ausbild (2015)

Ranking of 6 CanMEDS roles (excluding “Medical Expert”). Depicted are mean values (boxes) and standard deviations (bars, one direction only). The rating scale for relevance ranged from 1 (“fully agree”) to 5 (“fully disagree”).
© Copyright Policy - open-access
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC4580442&req=5

Figure 4: Ranking of 6 CanMEDS roles (excluding “Medical Expert”). Depicted are mean values (boxes) and standard deviations (bars, one direction only). The rating scale for relevance ranged from 1 (“fully agree”) to 5 (“fully disagree”).
Mentions: In the final ranking of roles in respect to their importance for PY training (excluding the “Medical Expert”) the “Communicator” role was rated significantly more important than all other roles, whilst the “Manager” role was significantly less important than all other roles (compared by t-tests). We found no other statistical differences (see figure 4 (Fig. 4)).

Bottom Line: The roles "Communicator", "Medical Expert", and "Collaborator" were rated as significantly more important than the other roles, for all three sub-questions.These findings support the suitability of the CanMEDS framework as a conceptual element of PY training.Abstract available from the publisher.

View Article: PubMed Central - HTML - PubMed

Affiliation: Technische Universität München, Klinikum rechts der Isar, III. Medizinische Klinik für Hämatologie und Internistische Onkologie, München, Deutschland.

ABSTRACT

Background and aim: In German-speaking countries, the physicians' roles framework of the "Canadian Medical Education Directives for Specialists" (CanMEDS) is increasingly used to conceptualize postgraduate medical education. It is however unclear, whether it may also be applied to the final year of undergraduate education within clinical clerkships, called "Practical Year" (PY). Therefore, the aim of this study was to explore how clinically active physicians at a university hospital and at associated teaching hospitals judge the relevance of the seven CanMEDS roles (and their (role-defining) key competencies) in respect to their clinical work and as learning content for PY training. Furthermore, these physicians were asked whether the key competencies were actually taught during PY training.

Methods: 124 physicians from internal medicine and surgery rated the relevance of the 28 key competencies of the CanMEDS framework using a questionnaire. For each competency, following three aspects were rated: "relevance for your personal daily work", "importance for teaching during PY", and "implementation into actual PY teaching".

Results: In respect to the main study objective, all questionnaires could be included into analysis. All seven CanMEDS roles were rated as relevant for personal daily work, and also as important for teaching during PY. Furthermore, all roles were stated to be taught during actual PY training. The roles "Communicator", "Medical Expert", and "Collaborator" were rated as significantly more important than the other roles, for all three sub-questions. No differences were found between the two disciplines internal medicine and surgery, nor between the university hospital and associated teaching hospitals.

Conclusion: Participating physicians rated all key competencies of the CanMEDS model to be relevant for their personal daily work, and for teaching during PY. These findings support the suitability of the CanMEDS framework as a conceptual element of PY training.

No MeSH data available.