Please slow down the CanMEDS express

Bigio, Marc R. Del

doi:10.1503/cmaj.1060218

Cited by 7 publications

(6 citation statements)

References 3 publications

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“…The resulting top‐down requirements threaten to intrude upon historically protected relationships among master clinicians and apprentices. Recent critiques predict that the liberal and learned practice of medicine will soon be overrun by simplistic checklists representing unproven managerial mandates 6 . Competency‐based assessment has been accused of discouraging critical thinking 7 and of paradoxically trivialising the humanistic dimensions of care 16 .…”

Section: The Modern Era Of Competenciesmentioning

confidence: 99%

“…The recent 100th anniversary of the Flexner Report, for instance, occasioned the publication of several articles calling for a modern Flexnerian clarity about goals and assessment in medical education 2–5 . Others argue that competencies have always been with us as an organic part of medical practice, and that attempts to measure these complex attributes only trivialises them 6,7 . Leaders of the competency movement have acknowledged that medical educators remain ‘nihilistic’ in their response to competency‐based assessment 8 …”

Section: Introductionmentioning

confidence: 99%

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History and practice of competency‐based assessment

Lurie

2011

Medical Education

118

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Section: The Modern Era Of Competenciesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

History and practice of competency‐based assessment

Lurie

2011

Medical Education

118

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“…There are some other possible drawbacks to CBE. It can be a time-consuming modelthat can weigh heavily on organizational and financial resources [18]. Working with competency-based frameworks can seem rather theoretical and disconnected from clinical activities to clinicians [19].…”

Section: Discussionmentioning

confidence: 99%

Introducing Competency-Based Education Based on the Roles that Physiotherapists Fulfil

Vissers¹

2014

J Nov Physiother Phys Rehabil

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Introduction: Although there has been a shift towards competency-based medical education in the past decade, littlel iterature is available about the specific use of competency-based education in physiotherapy education. The purpose of this article is firstly to describe the development of a competency-based educational program for physiotherapy and secondly to present the results of the evaluation of the competencybased program by an independent panel of stakeholders.Method: A role-based competency framework was gradually developed and implemented in a 5-year university-based physiotherapy education program leading to a Master of Science degree. A stakeholder panel was asked to which degree they agreed that the specified roles and competencies were important for physiotherapists. Results:Competencies were defined for the roles of clinician, scientist and professional and linked to behavioural indicators, carefully checking that the model covered all Dublin descriptors. Although a vast majority of the stakeholder panel considered the proposed roles (92,8%) and competencies (100%) as a strong characteristic of the program, scientific competencies were generally considered less important than clinical or professional competencies. Conclusions:Competencies of a role-based educational program for physiotherapy should be aligned with competencies expected in the professional field paying special attention to scientific competencies needed for evidence-based clinical practise and innovation of physiotherapy.of CBE in medical education seems to be well described [10], there exists, to the best of our knowledge, little literature about the specific use of CBE in physiotherapy education. With a steady push towards education of evidence-based practise, there seems to be an increasing interest in physical therapy PhD programs, both in Europe and the United States.In Europe there is a lot difference in the diploma and the credits needed to start working as a physiotherapist (Figure 1). In Flanders, the Dutch-speaking part of Belgium, physiotherapists graduate as aMaster of Science in rehabilitation sciences and physiotherapy. They enrol in a 5-year educational program of the second cycle, as described in the Bergen conference of European ministers responsible for higher education [11] that consists of a 3-year bachelor program (180 ECTS Credits) and a 2-year master program (120 ECTS Credits).In 2006, CBE was introduced in the physiotherapy educational program of the University of Antwerp. The goal of this paper is to describe the development and stepwise introduction of competency-based physiotherapy education that is based on the roles a physiotherapist fulfils and to report on how the proposed competencies were perceived by representatives of the profession and stakeholders.

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“…Reductionism vs excellencebalance between individual competencies and overall competence Calls for greater accountabilitydefining competence vs There has been some criticism of the CanMEDS competency-based approach (Del Bigio, 2007).…”

Section: New Definition Of "Competence"mentioning

confidence: 99%

“…This form of education tends to dominate the medical education context (Carraccio & Burke, 2010;Carraccio, Wolfsthal, England, Ferentz, & Martin, 2002;Epstein & Hundert, 2002;Govaerts, 2008;Green et al, 2009). Yet, there is some evidence to suggest that there has been an overemphasis on this form of learning and it has been heavily criticized as reductionist in other education literature (Del Bigio, 2007;Leung, 2002), such that some individuals insist that medical education requires a re-conceptualization of the learning process (Govaerts, 2008;Torre, Daley, Sebastian, & Elnicki, 2006). This reconceptualization warrants a better understanding of all the components of medical education (including the residency process and workplace learning) due to the fact that:…”

Section: Introductionmentioning

confidence: 99%

Stories of becoming an emergency medicine physician

Hussain¹

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There exists a large output of empirical research and numerous calls for reform in medical education (Cooke et al., 2010;Frenk et al., 2010). Relatively little of this research, however, to the best of our knowledge, focuses on the professional learning practices within medical education, particularly within the context of post-graduate medical education or PGME (Van de Wiel, et al., 2011;Van der Zwet et al., 2011). To this end, it is important that medical educators, administrators, and practicing Attending physicians are provided with a clear understanding of the professional learning environment of current medical Residents, the teaching methods used by Attending physicians and ultimately, the unique milestones, instances of critical learning, and the transitions within the learning process of specializing within a particular medical residency. The rationale, therefore, for this study was to attempt to fulfil some of the calls for further investigation into PGME in a gainful attempt to This thesis provides novel insight into how 'learning to become' occurs within PGME and specifically, within the context of emergency medicine. Due to the large volume of data gathered during the interview and observation process, the findings of this study were divided by focusing one chapter on the Residents (chapter 4) and the subsequent chapter focused on the Attending physicians (chapter 5). For the Residents, the nature of their learning was iii characterized by a struggle for autonomy while establishing an identity as a physician.Findings from the Residents also focused on how they managed themselves within the residency process by handling multiple relationships, learning from mistakes and debriefing, engaged in informal teaching, utilized technology, and were involved with transitions as impactful learning experiences during residency.Findings from the Attending physicians suggest that the residency process was an opportunity to specialize within a chosen field of practice while being able to consolidate knowledge and work in a clinical environment. The findings from the Attending physicians, moreover, suggest that impactful learning is often facilitated by 'important others' who are often involved with teaching and mentoring. Perspectives are also shared on the use of media and technology in practice. Lastly, the Attending physicians describe transitions as impactful learning experiences, particularly as they exited residency and practiced as fully qualified practitioners.Revisiting the research questions, the lived experience of the participants can be summarized into four major discussion points; 1) learning in emergency medicine involves dynamic changes in identity, 2) learning experiences are highly structured, but are informal in practice, 3) mentorship is critical in medical residency, and 4) instances of critical learning are varied and personal. The implications of the participants lived experience 'learning to become' practicing emergency physicians, led to both pedagogical and methodological recommen...

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Please slow down the CanMEDS express

Cited by 7 publications

References 3 publications

History and practice of competency‐based assessment

History and practice of competency‐based assessment

Introducing Competency-Based Education Based on the Roles that Physiotherapists Fulfil

Stories of becoming an emergency medicine physician

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