Background: Currently, there is no consensus on the core competencies required for emergency medicine (EM) clerkships in Canada. Existing EM curricula have been developed through informal consensus or local efforts. The Delphi process has been used extensively as a means for establishing consensus. Aim: The purpose of this project was to define core competencies for EM clerkships in Canada, to validate a Delphi process in the context of national curriculum development, and to demonstrate the adoption of the CanMEDS physician competency paradigm in the undergraduate medical education realm. Conclusion: This study demonstrated that a modified Delphi process can result in a strong consensus around a realistic number of core competencies for EM clerkships. We propose that such a method could be used by other medical specialties and health professions to develop rotation-specific core competencies.

Objectives: There is no consensus on what constitutes the core competencies for emergency medicine (EM) clerkship rotations in Canada. Existing EM curricula have been developed through informal consensus and often focus on EM content to be known at the end of training rather than what is an appropriate focus for a time-limited rotation in EM. We sought to define the core competencies for EM clerkship in Canada through consensus among an expert panel of Canadian EM educators. RÉ SUMÉObjectif: Il n'existe pas de consensus quant aux compé tences de base à acqué rir durant les stages cliniques en mé decine d'urgence (MU) au Canada. Les programmes actuels en MU ont é té é laboré s à partir de consensus atteints de faç on non structuré e, et souvent l'accent est mis sur le contenu à connaître à la fin de la formation plutô t que sur un bagage approprié de connaissances à acqué rir au cours d'un stage d'une duré e limité e. Aussi cherchions-nous à dé finir les

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