Abstract
BackgroundIn order to determine whether the CanMEDS roles could be helpful in solidifying knowledge during clinical training, we examined quality of care issues identified during morbidity and mortality (M&M) rounds.MethodsDuring the M&M rounds, following the case presentation, there was a pause and attendees were asked to identify quality of care issues that were present in the case. The attendees were assigned to a CanMEDS prompted group or non-prompted group. Following the rounds, the issues were identified, coded according to CanMEDS role, and compared between groups.ResultsA total of 111 individuals identified a total of 350 issues; 57 individuals were in the CanMEDS-prompted group and 54 were in the unprompted group. The mean number of issues identified was significantly higher in the CanMEDS-prompted group compared to the unprompted group (3.7 versus 2.6, p = 0.039). There were significantly more issues raised in the prompted group for the roles of communicator, collaborator, scholar and professional.ConclusionsUsing CanMEDS roles as prompts, attendees at M&M rounds identify more quality of care issues than if not given a prompt. Use of the CanMEDS framework may assist learners to consolidate the linkage between expected training objectives and the complexities of clinical practice.
Highlights
In order to determine whether the CanMEDS roles could be helpful in solidifying knowledge during clinical training, we examined quality of care issues identified during morbidity and mortality (M&M) rounds
Studies demonstrate that the M & M conference can be used as a forum for teaching the Accreditation Council for Graduate Medical Education (ACGME) general competencies [1,2], general surgery curricula [3], and family medicine curricula [4]
The CanMEDS framework articulates a comprehensive definition of the competencies needed for medical education and practice, organized within seven defined roles: manager, collaborator, communicator, scholar, medical expert, health advocate and professional
Summary
In order to determine whether the CanMEDS roles could be helpful in solidifying knowledge during clinical training, we examined quality of care issues identified during morbidity and mortality (M&M) rounds. The CanMEDS framework articulates a comprehensive definition of the competencies needed for medical education and practice, organized within seven defined roles: manager, collaborator, communicator, scholar, medical expert, health advocate and professional. These seven roles form the basis of medical education curriculum; residents are expected to be competent in all roles by completion of training and are assessed based on these competencies
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