CanMEDS evaluation in Canadian postgraduate training programmes: tools used and programme director satisfaction

  title={CanMEDS evaluation in Canadian postgraduate training programmes: tools used and programme director satisfaction},
  author={Sophia Chou and Gary Cole and Kevin McLaughlin and Jocelyn Lockyer},
  journal={Medical Education},
Context  The Royal College of Physicians and Surgeons of Canada (RCPSC) CanMEDS framework is being incorporated into specialty education worldwide. However, the literature on how to evaluate trainees in the CanMEDS competencies remains sparse. 
The state of health advocacy training in postgraduate medical education: a scoping review
Health advocacy is an essential component of postgraduate medical education, and is part of many physician competency frameworks such as the Canadian Medical Education Directives for Specialists
Integrated and implicit: how residents learn CanMEDS roles by participating in practice
Although residents’ training relies heavily on learning through participation in the workplace under the supervision of a specialist, it remains unclear how the CanMEDS framework informs practice‐based learning and daily interactions between residents and supervisors.
Utilization of evidence-based tools and medical education literature by Canadian postgraduate program directors in the teaching and assessment of the CanMEDS roles
Canadian PD’s reported low awareness of evidence-based tools for teaching and assessment, implying a potential knowledge translation gap in medical education research.
The sum of the parts detracts from the intended whole: competencies and in‐training assessments
Using data collected during the study of ITA, residents' perceptions of the CanMEDS Roles Framework and their in‐training assessments were explored.
Postgraduate training in anaesthesiology, resuscitation and intensive care: state-of-the-art for trainee evaluation and assessment in Europe.
In the last decade, competency-based curricula in anaesthesiology, resuscitation and intensive care have been slowly implemented in Europe, based mainly on the Canadian Medical Education Directions
Are we getting through? A national survey on the CanMEDS communicator role in urology residency.
There is a perceived lack of formal and explicit training in this essential non-medical expert role of urology residency and it would seem apparent from this needs assessment that there may be an opportunity to coordinate efforts to ensure formal instruction and evaluation in training programs.
Competencies and Feedback on Internal Medicine Residents’ End-of-Rotation Assessments Over Time: Qualitative and Quantitative Analyses
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  • Medicine
    Academic medicine : journal of the Association of American Medical Colleges
  • 2019
This research presents a novel probabilistic approach that allows us to assess the importance of knowing the carrier and removal status of canine coronavirus as a source of infection for other animals.
Will the Triple C curriculum produce better family physicians? No.
  • C. Whitehead
  • Medicine
    Canadian family physician Medecin de famille canadien
  • 2012
A look around the country at deeply engaged colleagues, both young and old, makes clear the commitment of the discipline to high-quality care and education.
The Royal College written examination: Is curriculum driving assessment or vice versa?
It is suggested that curriculum may not be the only driver in the preparation for this examination, and that Stimulus-response psychology may explain the candidates’ interest in previous examinations.
Defining Content for a Competency-based (CanMEDS) Postgraduate Curriculum in Ambulatory Care: a Delphi Study
  • R. Wong
  • Medicine, Political Science
    Canadian medical education journal
  • 2012
This study developed a set of competency-based outcomes specific to ambulatory care to guide the design, implementation and evaluation of instructional events to ensure that societal needs are addressed.


Competency-based training for internal medicine.
The Central College of Medical Specialities has presented guidelines for modernisation of all postgraduate speciality training programmes. These guidelines include the definition of seven general
CPD and maintenance of certification in the Royal College of Physicians and Surgeons of Canada
The regulations and the educational principles on which the framework of CPD options are based are described and the results of a pilot project undertaken in 2000 are presented.
Introduction to core competencies in residency: a description of an intensive, integrated, multispecialty teaching program.
An integrated, one-month multispecialty rotation for first-year residents, Introduction to CanMEDS Core Competencies, at Laval University, Quebec, Canada, to offer an in-depth and simultaneous training in each of the seven core competencies was described.
Embracing the new paradigm of assessment in residency training: an assessment programme for first-year residency training in anaesthesiology
This paper describes the intrinsic rational validation process in outlining an assessment programme for first-year anaesthesiology residency training according to the new paradigm, and the applicability to other residency programmes and higher-level training in anaesthesia is discussed.
Using an objective structured clinical examination (OSCE) to assess multiple physician competencies in postgraduate training
The OSCE may be useful as a reliable and valid method of simultaneously assessing multiple physician competencies as well as the overall global rating.
Core Competencies in Neurology Resident Education: A Review and Tips for Implementation
All neurology programs must comply with new requirements generated by the competencies that will require significant time and energy for program directors.
Defining and assessing professional competence.
An inclusive definition of competence is generated: the habitual and judicious use of communication, knowledge, technical skills, clinical reasoning, emotions, values, and reflection in daily practice for the benefit of the individual and the community being served.
Use of 360-degree assessment of residents in internal medicine in a Danish setting: a feasibility study
The method was practical in busy clinical departments and was well accepted by the assessors, and discrimintated satisfactorily between the good and not so good performers.
A pilot survey of junior doctors’ confidence in tasks related to broad aspects of competence
It is suggested that growth of confidence in the physician roles proceeds at different rates during postgraduate training, and additional research is needed to identify effective ways for junior doctors to learn broad aspects of competence.