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https://www.readbyqxmd.com/read/27878472/canmeds-is-a-theory
#1
EDITORIAL
Rachel Ellaway
No abstract text is available yet for this article.
December 2016: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/27862175/epistemology-culture-justice-and-power-non-bioscientific-knowledge-for-medical-training
#2
Ayelet Kuper, Paula Veinot, Jennifer Leavitt, Sarah Levitt, Amanda Li, Jeannette Goguen, Martin Schreiber, Lisa Richardson, Cynthia R Whitehead
CONTEXT: While medical curricula were traditionally almost entirely comprised of bioscientific knowledge, widely accepted competency frameworks now make clear that physicians must be competent in far more than biomedical knowledge and technical skills. For example, of the influential CanMEDS roles, six are conceptually based in the social sciences and humanities (SSH). Educators frequently express uncertainty about what to teach in this area. This study concretely identifies the knowledge beyond bioscience needed to support the training of physicians competent in the six non-Medical Expert CanMEDS roles...
November 15, 2016: Medical Education
https://www.readbyqxmd.com/read/27844198/anesthesiology-resident-wellness-program-at-the-university-of-saskatchewan-curriculum-content-and-delivery
#3
Anita Chakravarti, Mateen Raazi, Jennifer O'Brien, Breanna Balaton
Resident and physician health are increasingly recognized by the Royal College of Physicians and Surgeons of Canada and its CanMEDS framework as integral to residency training in Canada. Resident stress, burnout, and depression also have implications for patient care. Although curricula have been advocated to promote resident wellness and resilience, no such published curricula exist to guide programs in addressing these needs. The purpose of this article is to describe the curriculum content and delivery of the Anesthesiology Residency Wellness Program (ARWP) at the University of Saskatchewan...
November 14, 2016: Canadian Journal of Anaesthesia, Journal Canadien D'anesthésie
https://www.readbyqxmd.com/read/27756294/measuring-interprofessional-competencies-and-attitudes-among-health-professional-students-creating-family-planning-virtual-patient-cases
#4
Eric Wong, Jasmine J Leslie, Judith A Soon, Wendy V Norman
BACKGROUND: The Virtual Interprofessional Patients-Computer-Assisted Reproductive Health Education for Students (VIP-CARES) Project took place during the summers of 2010-2012 for eight weeks each year at the University of British Columbia (UBC). Undergraduate health care students worked collaboratively to develop virtual patient case-based learning modules on the topic of family planning. The purpose of this study was to evaluate the changes in perception towards interprofessional collaboration (IPC) among the participants, before and after the project...
October 19, 2016: BMC Medical Education
https://www.readbyqxmd.com/read/27646528/preparing-anesthesiology-faculty-for-competency-based-medical-education
#5
Amy B Fraser, Emma J Stodel, Robert Jee, Daniel A Dubois, Alan J Chaput
PURPOSE: Competency-based medical education (CBME) is quickly becoming the dominant organizing principle for medical residency programs. As CBME requires changes in the way medical education is delivered, faculty will need to acquire new skills in teaching and assessment in order to navigate the transition. In this paper, we examine the evidence supporting best practices in faculty development, propose strategies for faculty development for CBME-based residency programs, and discuss the results of faculty development initiatives at the pioneering anesthesia CBME residency program at the University of Ottawa...
September 19, 2016: Canadian Journal of Anaesthesia, Journal Canadien D'anesthésie
https://www.readbyqxmd.com/read/27637267/an-objective-structured-clinical-exam-to-measure-intrinsic-canmeds-roles
#6
Aliya Kassam, Michèle Cowan, Tyrone Donnon
BACKGROUND: The CanMEDS roles provide a comprehensive framework to organize competency-based curricula; however, there is a challenge in finding feasible, valid, and reliable assessment methods to measure intrinsic roles such as Communicator and Collaborator. The objective structured clinical exam (OSCE) is more commonly used in postgraduate medical education for the assessment of clinical skills beyond medical expertise. METHOD: We developed the CanMEDS In-Training Exam (CITE), a six-station OSCE designed to assess two different CanMEDS roles (one primary and one secondary) and general communication skills at each station...
2016: Medical Education Online
https://www.readbyqxmd.com/read/27555983/can-we-canmeds-intangible-learning-through-tangible-simulation-case-development
#7
Sabrina Alani, Holly Black, Chris Harty, Justin Murphy, Desmond Whalen, Kerry-Lynn Williams
The Royal College CanMEDS framework has become a guide for medical school curricula. This framework aims to improve patient care by identifying and explaining seven key roles that physicians must fulfill in order to deliver high-quality healthcare to their patients. While medical schools incorporate these roles in their teaching processes, students can also apply them outside the classroom. Here, we describe a unique model developed at Memorial University of Newfoundland's Tuckamore Simulation Research Collaborative (TSRC), where students develop simulation cases with the guidance of expert mentors and apply the Royal College CanMEDS framework to writing clinical simulations...
2016: Curēus
https://www.readbyqxmd.com/read/27524926/exploring-residents-spontaneous-collaborative-skills-in-a-simulated-setting-context-an-exploratory-study-on-canmeds-collaborator-role
#8
Kathleen Ouellet, Robert Sabbagh, Linda Bergeron, Sandeep Kumar Mayer, Christina St-Onge
BACKGROUND: Collaboration is an important competence to be acquired by residents. Although improving residents' collaboration via interprofessional education has been investigated in many studies, little is known about the residents' spontaneous collaborative behavior. The purpose of this exploratory study was to describe how residents spontaneously collaborate. METHODS: Seven first-year residents (postgraduate year 1; three from family medicine and one each from ear, nose, and throat, obstetrics/gynecology, general surgery, and orthopedic surgery) participated in two collaborative meetings with actors performing the part of other health professionals (ie, occupational therapist, physiotherapist, nurse, or social worker)...
2016: Advances in Medical Education and Practice
https://www.readbyqxmd.com/read/27478742/expression-of-a-mitochondrial-gene-orfh79-from-cms-honglian-rice-inhibits-escherichia-coli-growth-via-deficient-oxygen-consumption
#9
Xia Ding, Qiusheng Chen, Canming Bao, Aihua Ai, Ying Zhou, Shaobo Li, Hongwei Xie, Youlin Zhu, Yaohui Cai, Xiaojue Peng
Cytoplasmic male sterility (CMS) has often been associated with abnormal mitochondrial open frames (ORF), orfH79 is a mitochondrial chimeric gene responsible for the CMS trait in Honglian (HL) rice. In this study, the weakly produced ORFH79 protein significantly inhibited the growth of E. coli in an oxygen culture, however, the growth of the transformants producing ORFH79 was indistinguishable from the control under anaerobic incubation conditions. In addition, a lower respiration rate, wrinkled bacterial surfaces, and decreased pyruvate kinase and α-ketoglutarate dehydrogenase activities were observed in the ORFH79 produced E...
2016: SpringerPlus
https://www.readbyqxmd.com/read/27446767/merging-problem-based-learning-with-simulation-based-learning-in-the-medical-undergraduate-curriculum-the-paired-framework-for-enhancing-lifelong-learning
#10
Jansen Koh, Adam Dubrowski
Lifelong learning is an essential trait that is expected of every physician. The CanMeds 2005 Physician Competency Framework emphasizes lifelong learning as a key competency that physicians must achieve in becoming better physicians. However, many physicians are not competent at engaging in lifelong learning. The current medical education system is deficient in preparing medical students to develop and carry out their own lifelong learning curriculum upon graduation. Despite understanding how physicians learn at work, medical students are not trained to learn while working...
2016: Curēus
https://www.readbyqxmd.com/read/27438391/-canmeds-2015-better-doctors
#11
J C C Borleffs, M J E Mourits, F Scheele
Recently, the CanMEDS model, which forms the basis for competency-based learning in both undergraduate and postgraduate training, has been renewed by the introduction of CanMEDS 2015. The most prominent change is the emphasis on leadership skills, which is also reflected by the name change for the role of 'manager' to 'leader'. The addition of milestones provides clearly defined targets for learning and assessment, which facilitates the monitoring of the progression in competence. Furthermore, CanMEDS 2015 strongly focusses on the overall coherence of the separate competencies...
2016: Nederlands Tijdschrift Voor Geneeskunde
https://www.readbyqxmd.com/read/27438157/a-qualitative-study-of-the-experiences-and-factors-that-led-physicians-to-be-lifelong-health-advocates
#12
Marcus Law, Pearl Leung, Paula Veinot, Daniel Miller, Maria Mylopoulos
PURPOSE: Given the public's trust and the opportunities to observe and address social determinants of health, physicians are well suited to be health advocates, a key role in the CanMEDS physician competency framework. As some physicians find it difficult to fulfill this role, the authors explored the experiences and influences that led established physicians to be health advocates. METHOD: The authors used a phenomenological approach to explore this topic. From March to August 2014, they interviewed 15 established physician health advocates, using a broad definition of health advocacy-that it extends beyond individual patient advocacy to address the root causes of systemic differences in health...
October 2016: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/27428375/quality-of-life-and-psychological-state-in-chinese-breast-cancer-patients-who-received-brca1-2-genetic-testing
#13
Jiajia Qiu, Jiaqin Guan, Xiaochen Yang, Jiong Wu, Guangyu Liu, Genhong Di, Canming Chen, Yifeng Hou, Qixia Han, Zhenzhou Shen, Zhimin Shao, Zhen Hu
BACKGROUND: This study aims to understand the quality of life (QOL) and psychological state (PS) of Chinese breast cancer patients who received BRCA1/2 genetic testing; to examine the psychological changes between BRCA1/2 mutation carriers and non-carriers; and to further explore the psychological experience of BRCA1/2 mutation carriers. METHODS: This study was combined with quantitative and qualitative designs. First, we performed a quantitative investigation using FACT-B (Chinese version) and Irritability, Depression and Anxiety scale (IDA) to assess the QOL and PS in breast cancer patients who received BRCA1/2 genetic testing...
2016: PloS One
https://www.readbyqxmd.com/read/27403213/effectiveness-of-a-core-competency-based-program-on-residents-learning-and-experience
#14
Lesley Charles, Jean Triscott, Bonnie Dobbs, Peter George Tian, Oksana Babenko
BACKGROUND: The Care of the Elderly (COE) Diploma Program is a six-to-twelve-month enhanced skills program taken after two years of core residency training in Family Medicine. In 2010, we developed and implemented a core-competency-based COE Diploma program (CC), in lieu of one based on learning objectives (LO). This study assessed the effectiveness of the core-competency-based program on residents' learning and their training experience as compared to residents trained using learning objectives...
June 2016: Canadian Geriatrics Journal: CGJ
https://www.readbyqxmd.com/read/27397754/leadership-training-for-undergraduate-medical-students
#15
Victor Maddalena
Purpose Physicians play an important leadership role in the management and governance of the healthcare system. Yet, many physicians lack formal management and leadership training to prepare them for this challenging role. This Viewpoint article argues that leadership concepts need to be introduced to undergraduate medical students early and throughout their medical education. Design/methodology/approach Leadership is an integral part of medical practice. The recent inclusion of "Leader" competency in the CanMEDS 2015 represents a subtle but important shift from the previous "manager" competency...
July 4, 2016: Leadership in Health Services
https://www.readbyqxmd.com/read/27397745/collaborating-internationally-on-physician-leadership-education-first-steps
#16
Anne Matlow, Ming-Ka Chan, Jordan David Bohnen, Daniel Mark Blumenthal, Melchor Sánchez-Mendiola, Diane de Camps Meschino, Lindy Michelle Samson, Jamiu Busari
Purpose Physicians are often ill-equipped for the leadership activities their work demands. In part, this is due to a gap in traditional medical education. An emergent international network is developing a globally relevant leadership curriculum for postgraduate medical education. The purpose of this article is to share key learnings from this process to date. Design/methodology/approach The Toronto International Summit on Leadership Education for Physicians (TISLEP) was hosted by the Royal College of Physicians and Surgeons of Canada, and the University of Toronto's Faculty of Medicine and Institute of Health Policy, Management and Evaluation...
July 4, 2016: Leadership in Health Services
https://www.readbyqxmd.com/read/27316259/the-underemployed-ophthalmologist-results-of-a-survey-of-recent-ophthalmology-graduates
#17
Joshua S Manusow, Yvonne M Buys, Lorne Bellan
OBJECTIVE: To survey recent graduates of Canadian ophthalmology residency programs with regard to current employment, fellowship, job finding strategies, operating room time and resources, scope of practice, and reasons for difficulty in finding a job. DESIGN: Cross-sectional survey. PARTICIPANTS: Graduates of Canadian ophthalmology residency programs between 2009 and 2013 inclusive. METHODS: An electronic survey in English and French distributed via Surveymonkey to Canadian ophthalmology graduates from 2009 to 2013...
June 2016: Canadian Journal of Ophthalmology. Journal Canadien D'ophtalmologie
https://www.readbyqxmd.com/read/27259965/developing-consensus-for-postgraduate-global-health-electives-definitions-pre-departure-training-and-post-return-debriefing
#18
Eva Purkey, Gwendolyn Hollaar
BACKGROUND: Global health (GH) electives are on the rise, but with little consensus on the need or content of pre-departure training (PDT) or post-return debriefing (PRD) for electives in postgraduate medical education. METHODS: Using a 2-iteration Delphi process to encourage discussion and consensus, participants from 14 medical schools across Canada provided input to promote more uniform policy towards defining GH electives, when PDT and PRD should be mandatory and what curriculum should be included...
2016: BMC Medical Education
https://www.readbyqxmd.com/read/27191991/pathological-complete-response-as-a-surrogate-for-relapse-free-survival-in-patients-with-triple-negative-breast-cancer-after-neoadjuvant-chemotherapy
#19
JunJie Li, Sheng Chen, CanMing Chen, GenHong Di, GuangYu Liu, Jiong Wu, ZhiMin Shao
We retrospective analyzed triple negative breast cancer (TNBC) patients who received either taxane-based or anthracycline-based neoadjuvant chemotherapy, evaluated whether pathological complete response (pCR) is a surrogate endpoint for relapse free survival (RFS) in TNBC and explored which subgroup of patients benefits more from superior treatment regimen. 186 patients received taxane-based (Group A) or anthracycline-based (Group B) neoadjuvant chemotherapy, median follow-up was 48.1 months. 42 patients received total pCR (ypT0/is ypN0), 34 in Group A and 8 in Group B, p < 0...
May 14, 2016: Oncotarget
https://www.readbyqxmd.com/read/27075989/medical-teachers-perception-of-professional-roles-in-the-framework-of-the-german-national-competence-based-learning-objectives-for-undergraduate-medical-education-nklm-a-multicenter-study
#20
Jan Griewatz, Steffen Wiechers, Hadiye Ben-Karacobanim, Maria Lammerding-Koeppel
BACKGROUND: Based on CanMEDS and others, the German National Competence-Based Learning Objectives for Undergraduate Medical Education (NKLM) were recently consented. International studies recommend integrating national and cultural context when transferring a professional roles framework in different countries. Teachers' misconceptions may establish barriers in role understanding and implementation. OBJECTIVES: The aim is to analyze medical teachers' rating and perception of NKLM roles in order to reveal differences to official definitions...
April 13, 2016: Medical Teacher
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