Anti-racism in CanMEDS 2025

Osei-Tutu, Kannin; Duchesne, Nathalie; Barnabe, Cheryl; Richardson, Lisa; Razack, Saleem; Thoma, Brent; Maniate, Jerry M

doi:10.36834/cmej.75844

Cited by 16 publications

(21 citation statements)

References 23 publications

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“…This large theme was ultimately separated into two themes, with one focused specifically on anti-racism. 30 The prominence of these themes in the medical literature parallels the acknowledgement of the negative impact of systemic discrimination in the public discourse. 19 Given the Canadian context of this review, the central importance of Indigenous health in the Canadian healthcare system, 39 and the seven calls to action related to health published in the final report of the Truth and Reconciliation Commission of Canada, 40 it is notable that a separate theme focused on Indigenous health did not emerge independently.…”

Section: Discussionmentioning

confidence: 97%

“…We suspect this is due to both the international focus of the included journals (only the Canadian Medical Education Journal focused more closely on Canadian medical education) as well as the frequent coding of many relevant constructs under the themes of equity, diversity, inclusion, social justice, 29 and anti-racism. 30 Notably, proposed competencies related to Indigenous health are central to both manuscripts further describing these themes. 29 , 30 …”

Section: Discussionmentioning

confidence: 99%

“… 30 Notably, proposed competencies related to Indigenous health are central to both manuscripts further describing these themes. 29 , 30 …”

Section: Discussionmentioning

confidence: 99%

“…Themes relating to access, equity, diversity, inclusion, social justice, and anti-racism 29 , 30 were prevalent in the analysis. This large theme was ultimately separated into two themes, with one focused specifically on anti-racism.…”

Section: Discussionmentioning

confidence: 99%

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Emerging concepts in the CanMEDS physician competency framework

Thoma

Karwowska²,

Samson³

et al. 2022

Can. Med. Ed. J

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Background: The CanMEDS physician competency framework will be updated in 2025. The revision occurs during a time of disruption and transformation to society, healthcare, and medical education caused by the COVID-19 pandemic and growing acknowledgement of the impacts of colonialism, systemic discrimination, climate change, and emerging technologies on healthcare and training. To inform this revision, we sought to identify emerging concepts in the literature related to physician competencies. Methods: Emerging concepts were defined as ideas discussed in the literature related to the roles and competencies of physicians that are absent or underrepresented in the 2015 CanMEDS framework. We conducted a literature scan, title and abstract review, and thematic analysis to identify emerging concepts. Metadata for all articles published in five medical education journals between October 1, 2018 and October 1, 2021 were extracted. Fifteen authors performed a title and abstract review to identify and label underrepresented concepts. Two authors thematically analyzed the results to identify emerging concepts. A member check was conducted. Results: 1017 of 4973 (20.5%) of the included articles discussed an emerging concept. The thematic analysis identified ten themes: Equity, Diversity, Inclusion, and Social Justice; Anti-racism; Physician Humanity; Data-Informed Medicine; Complex Adaptive Systems; Clinical Learning Environment; Virtual Care; Clinical Reasoning; Adaptive Expertise; and Planetary Health. All themes were endorsed by the authorship team as emerging concepts. Conclusion: This literature scan identified ten emerging concepts to inform the 2025 revision of the CanMEDS physician competency framework. Open publication of this work will promote greater transparency in the revision process and support an ongoing dialogue on physician competence. Writing groups have been recruited to elaborate on each of the emerging concepts and how they could be further incorporated into CanMEDS 2025.

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Section: Discussionmentioning

confidence: 97%

Section: Discussionmentioning

confidence: 99%

“… 30 Notably, proposed competencies related to Indigenous health are central to both manuscripts further describing these themes. 29 , 30 …”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Emerging concepts in the CanMEDS physician competency framework

Thoma

Karwowska²,

Samson³

et al. 2022

Can. Med. Ed. J

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show abstract

“…We direct readers to also refer to the manuscripts that speaks specifically on the topic of anti-racism. 14,15 Emerging Concepts What are equity, diversity, inclusion, and social justice and why are they important to physician competency? Equity, diversity, inclusion, and social justice are to be considered outcomes of addressing discrimination.…”

Section: Introductionmentioning

confidence: 99%

Equity, diversity, inclusion, and social justice in CanMEDS 2025

et al. 2023

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Towards anti-racist futures: a scoping review exploring educational interventions that address systemic racism in post graduate medical education

Mukhopadhyay,

Thambinathan,

Kinsella

2024

Adv in Health Sci Educ

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Since 2020, brought to the forefront by movements such as Black Lives Matter and Idle No More, it has been widely acknowledged that systemic racism contributes to racially differentiated health outcomes. Health professional educators have been called to address such disparities within healthcare, policy, and practice. To tackle structural racism within healthcare, one avenue that has emerged is the creation of medical education interventions within postgraduate residency medical programming. The objective of this scoping review is to examine the current literature on anti-racist educational interventions, that integrate a systemic or structural view of racism, within postgraduate medical education. Through the identification and analysis of 23 papers, this review identified three major components of interest across medical interventions, including (a) conceptualization, (b) pedagogical issues, and (c) outcomes & evaluation. There were overlapping points of discussion and analysis within each of these components. Conceptualization addressed how researchers conceptualized racism in different ways, the range of curricular content educators chose to challenge racism, and the absence of community’s role in curricular development. Pedagogical issues addressed knowledge vs. skills-based teaching, and tensions between one-time workshops and integrative curriculum. Outcomes and evaluation highlighted self-reported Likert scales as dominant types of evaluation, self-evaluation in educational interventions, and misalignments between intervention outcomes and learning objectives. The findings are unique in their in-depth exploration of anti-racist medical interventions within postgraduate medical education programming, specifically in relation to efforts to address systemic and structural racism. The findings contribute a meaningful review of the current state of the field of medical education and generate new conversations about future possibilities for a broader anti-racist health professions curriculum.

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Anti-racism in CanMEDS 2025

Cited by 16 publications

References 23 publications

Emerging concepts in the CanMEDS physician competency framework

Emerging concepts in the CanMEDS physician competency framework

Equity, diversity, inclusion, and social justice in CanMEDS 2025

Towards anti-racist futures: a scoping review exploring educational interventions that address systemic racism in post graduate medical education

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