From indifference to internalisation: the definition of good doctors by CanMEDS Roles

Tang, Kung-Pei; Yang, Yujuan; Chu, Jan Show; Hsu, Yi Hsin

doi:10.1111/medu.13842

Cited by 1 publication

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“…The expansion in the number of medical schools, which is a global phenomenon mandated by growth in the population, and the changing criteria of health care systems have as well triggered the regulatory bodies in different parts of the world to think of ways to standardize and ensure equivalent outcomes of medical programs under their jurisdiction, particularly that fragmented curricula were claimed to hamper the quality of medical programs and their graduates in some countries [16]. This is translated in the yield of national competency frameworks that, although started in some parts of the world, are steadily expanding over other regions and courtiers [17,18]. Examples of such frameworks include: the Canadian Medical Education Directives "CanMeds," the "Tomorrow's Doctor," the "Scottish Doctor" of the UK, the milestones of the Accreditation Council of Graduate Medical Education (ACGME) of the USA, and the Framework for Undergraduate Medical Education in the Netherlands [13,18].…”

Section: National Competency Framework For Medical Graduatesmentioning

confidence: 99%

National competency frameworks for medical graduates: Is it time for the “SudanMeds”?

Abdullah

2020

SJMS

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Competency-based medical education has emerged recently as a novel model of medical training driven by its ability to reconcile the desired attributes in future physicians and address the overarching and demanding issues of the discipline in this century. The rising concerns of social accountability, patient safety, and cost effectiveness of medical education programs have contributed significantly to the popularity of this paradigm worldwide. This is translated in turn to the evolution of national competency frameworks for medical graduates that are increasingly implemented in different jurisdictions to standardize and ensure equivalent outcomes of medical curricula and readiness of their graduates to better serve their communities. Medical education in Sudan is deeply rooted in the history of the nation and the continent and is tinged with remarkable success and achievements. It is challenged nowadays with unprecedented expansion in basic medical education which may hinder the quality of medical schools’ programs and their graduates. This article explores the feasibility of one such framework in Sudan: the “SudanMeds” to ensure minimum standards and comparability of medical schools’ curricula and their outcomes across the Country. The framework would also arm the regulatory bodies with a tool for accreditation and recognition of basic medical education programs in Sudan and reflect quality assurance in their settings. Once this approach is deemed feasible, the contribution of all stakeholders from the highest top to the bottom – the government, the regulatory bodies, the public and civil organizations, and the medical schools’ community – is required to allow for creation, implementation, and follow-up of the “SudanMeds” framework. Keywords: Sudan, competency-based medical education, national competency frameworks, medical schools, basic medical education

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Section: National Competency Framework For Medical Graduatesmentioning

confidence: 99%

National competency frameworks for medical graduates: Is it time for the “SudanMeds”?

Abdullah

2020

SJMS

View full text Add to dashboard Cite

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From indifference to internalisation: the definition of good doctors by CanMEDS Roles

Cited by 1 publication

References 0 publications

National competency frameworks for medical graduates: Is it time for the “SudanMeds”?

National competency frameworks for medical graduates: Is it time for the “SudanMeds”?

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