“Intrinsic Roles” rather than “armour”: renaming the “non-medical expert roles” of the CanMEDS framework to match their intent

  title={“Intrinsic Roles” rather than “armour”: renaming the “non-medical expert roles” of the CanMEDS framework to match their intent},
  author={Jonathan Sherbino and Jason R. Frank and Leslie Flynn and Linda S Snell},
  journal={Advances in Health Sciences Education},
We read with interest the e-publication by Whitehead et al. (2011) that argues that the CanMEDS framework is organized in a defensive fashion with the central Medical Expert Role ‘‘armoured’’ by the other Roles (Communicator, Collaborator, Manager, Health Advocate, Scholar, and Professional). We believe this is a significant misinterpretation of the constructs underlying one of the world’s most widely used competency frameworks, particularly as one of the authors (BH) contributed to its… 
CanMEDS and other outcomes
  • G. Norman
  • Medicine
    Advances in health sciences education : theory and practice
  • 2011
Two papers related to the CanMEDS roles, which, while using complementary methods, deliver a consistent message, reveal a disconnect between the overt goal—information to better inform medical schools about the expectations of patients, and the covert message of a profession under siege.
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
The value and risk matrix visualizes the specific role profile and offers strategic implications for NKLM communication and handling, thus supporting change management.
The ‘missing person’ in roles‐based competency models: a historical, cross‐national, contrastive case study
The examination of the historical and cultural choices of names for roles generates insight into the nature and construction of roles.
Intrinsic or Invisible? An Audit of CanMEDS Roles in Entrustable Professional Activities
The observed distribution of roles in EPA milestones fits with high-level descriptions of CanMEDS in that intrinsic roles are viewed as inextricably linked to medical expertise, implying both are equally important to cultivate through curricula, yet a fine-grained analysis suggests that a low prevalence or late emphasis of some intrinsic roles may hinder how they are taught or assessed.
Conceptual and practical challenges in the assessment of physician competencies
It is argued that the psychometric measures that have been the mainstay of assessment practices for the past half-century, while still valuable and necessary, are not sufficient for a competency-oriented assessment environment.
A tale of two frameworks: charting a path to lifelong learning for physician leaders through CanMEDS and LEADS.
This is the first paper to map the CanMEDS (physician competency) and LEADS (leadership capabilities) frameworks, determining the complementarity between the two and proposing how the frameworks collectively layout pathways of lifelong learning for physician leadership.
“You are in Some Sort of Occupational Adolescence”: An Exploratory Study to Understand Knowledge, Skills, and Experiences of CanMEDS Leader Role in Psychiatry
Participants perceived CanMEDS “Leader” role description as a high-level vision, which needs practice-oriented guidance, and conceptualized the dual nature of physician leadership at an individual level and at an organizational level.
Understanding, teaching and assessing the elements of the CanMEDS Professional Role: Canadian Program Directors’ views
Providing faculty with skills for teaching/assessing the Role and evaluating effectiveness in changing attitudes/behaviors should be a priority in postgraduate programs.
Navigating the uncertainty of health advocacy teaching and evaluation from the trainee’s perspective
Lack of curricular focus seems to create the perception that advocacy isn't valuable, deterring trainees-even those keen to become competent advocates-from developing HA skills, which may have troubling downstream effects for both patient care and trainees' professional development.
Are we preparing for collaboration, advocacy and leadership? Targeted multi-site analysis of collaborative intrinsic roles implementation in medical undergraduate curricula
A non-normative, process-related benchmarking approach provides a differentiated crosscut snapshot to compare programs in the field of others, thus revealing shortcomings in role implementation, especially for Leader/Manager and Collaborator.


Flower power: the armoured expert in the CanMEDS competency framework?
This study examines the historical development of an important early roles framework, the Educating Future Physicians of Ontario (EFPO) roles, which were instrumental in the development of the CanMEDS roles.
Competency-based medical education: theory to practice
The evolution of CBME from the outcomes movement in the 20th century to a renewed approach that, focused on accountability and curricular outcomes and organized around competencies, promotes greater learner-centredness and de-emphasizes time-based curricular design is described.
Core competencies: the next generation. Comparison of a common framework for multiple professions.
This report demonstrates the application of a competency model to the regulated and unregulated professions of medical radiation technology, social work, pharmacy, and psychology in an effort to make the cultural shift from discipline-based silos to a common language for ascertaining the skills, knowledge, and attitudes needed to function in interprofessional teams.
Perspectives on competency-based medical education from the learning sciences
A central component of competency-based medical education is a framework of higher-order and more fundamental competencies whose purpose is to focus instruction and learning. In the language of the
The Royal College of Physicians and Surgeons of Canada
  • J. Meakins
  • Medicine
    Canadian Medical Association journal
  • 1936
The present instrument renders the measurement of rod sensitivity as precise as known physical means can make it and in practice the reproducibility of results is very satisfactory.
The CanMEDS 2005 Physician Competency Framework