A questionnaire survey among 8749 Danish physicians about how the CanMEDS roles apply in an international context. Response rate 42.8% (3,476). The mean rating of importance of competence was 4.2 (SD 0.6). Ratings of confidence increased from interns to specialists. Differences between specialty groups' evaluation of importance and confidence were evident. This study provides an outline of the validity of the CanMEDS roles in a non-Canadian setting. More research in how these aspects of competence are best taught across countries and specialties is needed.
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BMC Med Educ
November 2024
Department of Health Sciences Education, Faculty of Health Sciences, University of Cape Town, Cape Town, South Africa.
Background: In South Africa, newly qualified physiotherapists transition to the workplace during community service, often in diverse healthcare settings, attending to patients with complex ailments. The transition is complicated by the shortage of rehabilitation personnel, especially in rural and peri-urban areas. While higher education curricula should prepare students for the workplace, the roles and expectations of new therapists remain unclear.
View Article and Find Full Text PDFCan Med Educ J
July 2024
Department of Medicine, University of Toronto, Ontario, Canada.
BMC Palliat Care
July 2024
AmsterdamUMC Department of Ethics, Law and Humanities, Expertise Center for Palliative Care, Amsterdam, Hoofddorp, The Netherlands.
Background: The generalist-plus-specialist palliative care model is endorsed worldwide. In the Netherlands, the competencies and profile of the generalist provider of palliative care has been described on all professional levels in nursing and medicine. However, there is no clear description of what specialized expertise in palliative care entails, whereas this is important in order for generalists to know who they can consult in complex palliative care situations and for timely referral of patients to palliative care specialists.
View Article and Find Full Text PDFCan Med Educ J
May 2024
Academy for Teachers and Educators, Department of Medicine, Queen's University, Ontario, Canada.
Purpose: Competency-based medical education relies on feedback from workplace-based assessment (WBA) to direct learning. Unfortunately, WBAs often lack rich narrative feedback and show bias towards Medical Expert aspects of care. Building on research examining interactive assessment approaches, the Queen's University Internal Medicine residency program introduced a facilitated, team-based assessment initiative ("Feedback Fridays") in July 2017, aimed at improving holistic assessment of resident performance on the inpatient medicine teaching units.
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