Medical Competence Research Articles

COMMUNICATION ORIENTED APPROACH TO THE FORMATION OF GRAMMAR COMPETENCE IN THE STUDENTS OF HIGHER MEDICAL EDUCATIONAL INSTITUTIONS

The article deals with grounding of the use of English grammar tasks as a component of forming communicative competence in the students of higher medical educational institutions. The essence of grammar competence as an important component of the future medic's communicative competence is found out, and the need for learning grammar in order to be able to express one’s thoughts properly is emphasized. English communicative approach to medical students’ professional competence is an integral aspect of professionally oriented study at the higher medical educational institution, and is formed through mastering the specifics of language competence at its phonetic, lexical, and grammar levels, particular attention being focused on the analysis of scientifically grounded classification of the exercise system aimed at the formation of grammar competence as a fundamental basis for professionally targeted English course. The issues of semantic content for professionally targeted English, selection of training grammatical material, and development of communicative component in the process of students' mastering English language skills are under consideration. Main components of medical students' grammar competence are characterized; science-based classification of grammar tasks for the formation of English language communication is considered, the emphasis being put on the role of grammar for the proper formulation of thoughts. Both theoretical and methodological aspects of communicative approach to learning English grammar, which is studied through combining grammar, lexical, and phonetic phenomena, are covered. In particular, when teaching correct sentence construction, their semantic and thematic content are considered, grammar skills being formed both at the level of separate structures and fluent dialogue-monologue speech. The use of communicative type grammar tasks at professionally targeted classes of English has been found to develop speech skills and abilities that make possible to estimate and express one's thoughts along with training attention, memory, developing thinking and having high motivation characteristics.

Case-Based Immigrant Health Ethics Curriculum: A Pathway to Improve Care and Advocacy.

Introduction Immigrants comprised a significant portion of the total population in the United States (US), and a considerable number of children in the US live with at least one immigrant parent, which has continued to increase over the past decades. However, healthcare providers (HPs) in the US report lack of comfort in interacting with immigrant and refugee populations. Methods The authors, in partnership with the Midwest Consortium of Global Health Educators, developed an innovative,interactive ethics curriculum within the Immigrant Partnership Advocacy and Curricular Kit (I-PACK). They sought to increase HPs' confidence in navigating complex encounters with immigrant families by teaching a relevant ethical framework, highlighting the importance of cultural humility, and equipping learners with an ethics tool (five-box Method) for use in clinical encounters. They piloted the curriculum during threeworkshop sessions in 2020-2021, and this curriculum continues to be used nationally as a part of I-PACK. Results Pre- and post-session surveys indicated thatall participants (100%, n=22) reported acquisition of new skills/knowledge and 19 (86%) felt confident applying this to their clinical practice. The participants reported appreciation for an ethical framework with which to analyze cases, enjoyment of active participation in small group discussions, and utility of the five-box method tool. Some areas of improvement offered were to have more cases and more time dedicated to small-group discussions. Conclusions Given the success of the I-PACK ethics curriculum pilot, the authors plan to incorporate immigrant health cases in the general ethics training in medical school classes and pediatric residency training. Furthermore, they will advocate for the importance of including immigrant health ethics across graduate medical education, as fluency and competence in navigating the ethics of immigrant health are required to provide patient-centered, culturally informed care to all populations.

OPPORTUNITIES FOR INTERNAL AFFAIRS BODIES' EMPLOYEES TO GROW IN MEDICAL COMPETENCE

This article describes the possibilities of improving the medical and social competence of employees and trainees of internal affairs bodies

The Aging Care 5Ms Competencies: A Modified Delphi Study to Revise Medical Student Competencies for the Care of Older Adults.

To revise the 2009 Canadian Geriatrics Society (CGS) Core Competencies in the Care of Older Persons for Canadian Medical Students by applying current frameworks and using a modified Delphi process. The working group chose the Geriatric 5Ms model and CanMEDS framework to develop and structure the competencies. National (i.e., Canadian) Delphi participants were recruited, and 3 Delphi survey rounds were conducted from 2019 to 2021. Each survey round collected quantitative data using a 7-point Likert scale (LS) and qualitative data using free-text comments. The purpose of the first round was to establish the importance of the components of the proposed competencies (categorized into 13 subsections) and identify additional themes. The second round assessed agreement with 31 proposed competencies organized into 7 themes: aging, caring for older adults, mind, mobility, medications, multicomplexity, and matters the most. The third survey-rated agreement levels after further revisions to the competencies were applied. The final 33 competencies were shared with survey participants for feedback and other stakeholders for external validation. Mean LSs for the importance of the 13 competency component subsections on the first survey varied from 5.11 to 6.54, with an agreement level of 73%-93%. New themes emerged from the qualitative comments. Mean LSs for the 31 competencies on the second survey ranged from 5.57 to 6.81, with an agreement level of 80%-97%. Mean LSs for the revised competencies on the third survey ranged from 5.83 to 6.65, with an agreement level of 83%-95%. The authors developed the 33 Aging Care 5Ms Competencies for Canadian medical students using a consensus process. The competencies fulfill an important need in medical education, and ultimately, society. The authors strongly believe that the competencies can be woven into existing undergraduate medical curricula through purposeful integration and collaboration, including with other specialties.

'I was uncertain, but I was acting on it': A longitudinal qualitative study of medical students' responses to uncertainty.

Uncertainty is ubiquitous within medical practice. Accordingly, how individuals respond to uncertainty, termed uncertainty tolerance (UT), is increasingly considered a medical graduate competency. Despite this, aspects of the UT construct are debated, which may relate to research focused on measuring UT, rather than understanding students' experiences. Therefore, we asked (1) how do medical students describe their responses to uncertainty, (2) how (if at all) do described responses change over time and (3) how do described responses contribute to understanding the UT construct. Engaging an interpretivist worldview, we conducted a longitudinal qualitative study throughout 2020 with 41 clinical medical students at an Australian medical school. Participants completed reflective diary entries across six in-semester time-points (n = 41, 40, 39, 38, 37 and 35) and semi-structured interviews at the end of both semesters (n = 20 per semester). We analysed data using framework analysis. Although participants communicated accepting health care uncertainties, described cognitive appraisals of uncertainty ranged from threatening (e.g. challenging credibility) to opportunistic (e.g. for learning and growth). Emotions in response to uncertainty were predominately described in negative terms, including worry and anxiety. Participants described a range of maladaptive and adaptive behavioural responses, including avoiding versus actively engaging with uncertainty. Despite describing typically negative emotions across time, participants' cognitive and behavioural response descriptions shifted from self-doubt and avoidance, towards acceptance of, and engagement despite uncertainty. Students' descriptions of responses to uncertainty suggest existing UT conceptualisations may not holistically reflect medical students' experiences of what it means to be uncertainty 'tolerant', especially pertaining to conceptualisations of 'tolerance' centred on emotions (e.g. stress) rather than how uncertainty is ultimately managed. Extending from this study, the field could consider redefining characteristics of uncertainty 'tolerance' to focus on adaptive cognitive and behavioural responses, rather than emotional responses as key indicators of 'tolerance'.

Postgraduate medical education in Colombia. Proposals to improve it

After 70 years of the formalization of medical specialties in Colombia, very little progress has been made in the educational models for the acquisition of clinical competencies in these postgraduate programs.
 Furthermore, although there is already a law on human resources in health, the Colombian medical education system lacks specific regulations on the training of health professionals (physicians) in the different medical specialty programs offered in the country.
 Likewise, at present, factors such as the financial crisis of public hospitals, the limited number of accredited hospitals and the growing number of medical schools and specialization programs, affect the comprehensive and equal development of medical competencies of professionals who are trained as specialists in the different postgraduate medical programs offered in Colombia. 
 In view of the above, the purpose of this article is to present a proposal for postgraduate medical education that prioritizes the adequate acquisition of competencies over compliance with the time required to complete the curricula of the different medical specialties. However, this involves several prerequisites: a regulatory body in charge of overseeing and monitoring the training of medical residents or specialists in the country; strong training in university teaching for professors practicing in medical schools and university hospitals; the standardization of the graduates profile; adequate financing of university hospitals, as well as appropriate support in the process of accreditation as such, and the self-evaluation and continuous improvement of postgraduate medical programs.

Understanding and Use of Artificial Intelligence Among Doctors in a University Hospital in Morocco.

Research and development in artificial intelligence (AI) has increased dramatically over the past decade, with all areas of life being affected and particularly the medical field. It is with this in mind that this study focused on the perceptions of AI by physicians at the University Hospital of Casablanca in Morocco. A cross-sectional study conducted among physicians at the University Hospital of Casablanca in April 2023. A questionnaire was distributed electronically by sending it to the participants' email addresses. We received 103 responses to our questionnaire from physicians. The median age of the participants was 27 years with a range of 23-44 years. Concerning the seniority in clinical practice; about 59% had an experience ranging from 1 to 5 years,58% agreed that the use of medical artificial intelligence technologies will complete clinical tasks quickly, and 51% of these respondents agreed that these applications increase clinical performance. Prevalence of physicians using AI in daily life was 48% with a CI [38-57]%. The concerns perceived by the responding physicians regarding the use of artificial intelligence in the medical field were in 63% of the cases reported about the reduction of human contact with patients. In our study doctors have good knowledge in terms of artificial intelligence and they are open to develop their medical competences in relation with this artificial intelligence.

Relationship Between Learning Styles and Academic Performance in Yarsi University Medical Student

Methods of medical education in Indonesia continue to experience development in line with the development of medical science and practice which has made many advances in pursuing public health. Medical education students are expected to be adaptive in achieving predetermined medical competencies. The results of the study stated that there were several factors that influenced the low achievement of students including learning strategies, learning motivation, psychological conditions, family, and health problems. Research by Jafari et al. states that there is a significant relationship between learning styles and student academic achievement.Learning styles that are consistent and in accordance with student character can improve academic achievement. The things that cause differences in learning styles include culture, ways of education, and the teaching and learning process in each institution. The data collected in this study there are 2 types of data, namely primary and secondary. Primary data collected with the VARK questionnaire instrument to assess learning styles. The secondary data collected was in the form of GPA of Yarsi University Faculty of Medicine students for the 2022/2023 academic year. The total number of respondents in this study was 240 consisting of batches of 2019, 2020, 2021, and 2022. Students of the Faculty of Medicine, Yarsi University, batches of 2019, 2020, 2021, and 2022 with a total of 240 respondents, 24 of whom had a Visual learning style (10%) , Auditory 26 (11%), Reading 118 (49%), Kinesthetic 22 (9%), and Multimodal 50 (21%). The relationship between learning styles and the Grade Point Average (GPA) has a weak correlation.

Interpretation of Heart and Lungs Sounds Acquired via Remote, Digital Auscultation Reached Fair-to-Substantial Levels of Consensus among Specialist Physicians.

Technological advancement may bridge gaps between long-practiced medical competencies and modern technologies. Such a domain is the application of digital stethoscopes used for physical examination in telemedicine. This study aimed to validate the level of consensus among physicians regarding the interpretation of remote, digital auscultation of heart and lung sounds. Seven specialist physicians considered both the technical quality and clinical interpretation of auscultation findings of pre-recorded heart and lung sounds of patients hospitalized in their homes. TytoCareTM system was used as a remote, digital stethoscope. In total, 140 sounds (70 heart and 70 lungs) were presented to seven specialists. The level of agreement was measured using Fleiss' Kappa (FK) variable. Agreement relating to heart sounds reached low-to-moderate consensus: the overall technical quality (FK = 0.199), rhythm regularity (FK = 0.328), presence of murmurs (FK = 0.469), appreciation of sounds as remote (FK = 0.011), and an overall diagnosis as normal or pathologic (FK = 0.304). The interpretation of some of the lung sounds reached a higher consensus: the overall technical quality (FK = 0.169), crepitus (FK = 0.514), wheezing (FK = 0.704), bronchial sounds (FK = 0.034), and an overall diagnosis as normal or pathological (FK = 0.386). Most Fleiss' Kappa values were in the range of "fare consensus", while in the domains of diagnosing lung crepitus and wheezing, the values increased to the "substantial" level. Bio signals, as recorded auscultations of the heart and lung sounds serving the process of clinical assessment of remotely situated patients, do not achieve a high enough level of agreement between specialized physicians. These findings should serve as a catalyzer for improving the process of telemedicine-attained bio-signals and their clinical interpretation.

H - 58 Medical Competency and Translational Fallouts: a Need for Advocacy for Ethnic Minorities.

Despite a growing ethnically and linguistically diverse population, the medical system in the U.S. continues to lack the cultural sensitivity needed to provide patients from underrepresented groups with culturally relevant care. This case study of a 32-year-old Mexican woman, by the pseudo name of Ella, will be reviewed to describe her family's journey through the medical system. Ella was referred for neuropsychological testing to determine medical capacity for kidney transplant. She's an example of how our health care system has inadequately adapted to our diversification and how lower literacy and disempowerment has led to misinformed ideas about illness and higher risk of health complications. This case study will review Ella's medical, developmental, and psychosocial history, will illustrate the important considerations relevant to providing culturally, ethically, and linguistically informed neuropsychological and medical evaluations. Through neuropsychological testing, Ella was diagnosed with a severe intellectual disability, solidifying that she doesn't have the capacity to make medical decisions. Her mother, a monolingual Spanish speaker, bringing another daughter as she's the only fluent English speaker in the family. After having her kidney transplant surgery halted due to an allergic reaction, Ella's life is at risk due to translational fallouts in communication between Ella's providers and family, and misinformation regarding her medical diagnoses and treatments. Advocacy for a healthcare system that adapts to language, lower health literacy, socioeconomic/legal statuses will ensure that our ethnic minorities are informed of their medical conditions and management, and receive the lifesaving care they need, when the need it.

The Relationship Between Self-Regulated Learning Competency and Clinical Reasoning Tendency in Medical Students.

Self-regulated learning (SRL) is essential to professional learning and practice across disciplines. However, the literature provides limited insights into how medical educators could leverage the SRL framework to support trainees' strategic processes in clinical reasoning activities. In this study, we investigated the relationship between SRL competency and clinical reasoning tendency as 64 medical students diagnosed a virtual patient in a computer-simulated environment. We further examined whether students with different profiles of SRL competency and clinical reasoning tendency differed in their behavioral patterns and performance. The results suggested that SRL competency positively predicted clinical reasoning tendency. Enhancing medical students' SRL competency, especially their self-reflection skills, could increase the tendency toward relying on an analytic approach to clinical reasoning. Moreover, we identified two groups of students (i.e., analytic SRL learners, and non-analytic, low SRL learners) using K-means clustering analysis. The two groups of students differed in their behavioral patterns in clinical reasoning, as revealed by lag sequential analysis. Furthermore, analytic SRL learners ordered more relevant lab tests than non-analytic low SRL learners in clinical reasoning. This study has methodological and practical implications.

Актуальные вопросы организации профессиональной переподготовки специалистов по физической реабилитации (кинезиоспециалистов) в условиях новой модели медицинской реабилитации.

The system of medical rehabilitation in Russia undergoes significant transformation which is reflected in the Federal Program «Optimal for health restoration medical rehabilitation in the Russian Federation». In such situation the issues of personnel training in the field of medical rehabilitation are becoming extremely relevant. The difficulties that arise along this path are associated with the interdisciplinarity of medical rehabilitation and the necessity to train specialists with medical education (doctors and nurses) as well as with higher non-medical education: physical therapists, ergotherapists, medical psychologists and medical speech therapists (according to the Order No. 788n of 31.07.2020). These allied health specialties are new for Russia but they are responsible for the main practical activity in the implementation of an individual medical rehabilitation plan. The difficulties in training non-medical personnel in rehabilitation largely arise from the requirement for them to have both medical and pedagogical competencies and to have the ability to work independently as well as in a rehabilitation team. This article summarizes the three-year experience of training specialists in medical rehabilitation with higher non-medical education at the National Research Nizhny Novgorod State University named after N. I. Lobachevsky. The article presents the main issues of the professional retraining program «Physical rehabilitation (physical therapy)» with a duration of 1020 hours, defines professional competencies, difficult issues of training, formation of practical skills and assessment of professional competencies in this category of students.

Leadership in Undergraduate Medical Education: A Study of Pakistani Medical Students’ Perceptions, Attitudes, and Interest

Background: Despite calls for the much-needed involvement of physicians in leadership, very few medical colleges in Pakistan provide explicit training on the knowledge, skills, and attitudes necessary to be an effective physician leader. 
 Objective: To explored Pakistani medical students’ perceptions, attitudes, and interests regarding Leadership training in medical education.
 Methods:
 Participants were asked about their perceptions and attitudes towards medical leadership on a 5-point Likert scale. Students also self-rated their leadership competencies noted as per Medical Leadership Competency Framework. Survey also assessed the perceived need and topics for a leadership curriculum for physician leaders, the teaching format, and barriers to leadership training in medical schools. Data were analyzed using SPSS 26.
 Results:
 60.6% of the total 1204 respondents rated their leadership training in medical college as “very poor” or “poor” and 80.3% of them endorsed their interest and need for it. 77.4% of the participants agreed that clinicians should influence leadership decisions in a clinical setting. Only 25% of respondents were aware of the demands of a leadership rank in medicine. Leadership competencies endorsed for training included problem-solving, leading a team, confronting problematic employees, and communication skills with a multimodal teaching approach, including teaching methods like small group discussions. The main barriers to leadership training were identified as time constraints (66.1%), lack of available curriculum (69.0%), and disinterest by faculty (67.0%).
 Conclusion:
 Our study suggests that medical students in Pakistan appreciate the importance of leadership training in undergraduate education. There is a need for dedicated leadership teaching and study data to specify the possible content and delivery methods to serve as goals for an undergraduate leadership curriculum in Pakistan.

32 Biplane Ultrasound in Ultrasound-Guided Vascular Access: Impact on Medical Student Competency

32 Biplane Ultrasound in Ultrasound-Guided Vascular Access: Impact on Medical Student Competency

Child abuse and neglect: A comparative study between dental and medical students' competencies in Germany.

Despite children's right to a non-violent upbringing, they become daily victims of violence. Physical violence concerns mostly the head-especially the orofacial area. Therefore, dentists and paediatricians should be able to suspect possible abuse and to initiate child protection. This study aimed to record and compare the training situation and competencies of dental and medical students at Jena University Hospital regarding child abuse and neglect (CAN). Using a three-part questionnaire about CAN, 123 medical and 77 dental students were surveyed anonymously after completing all courses on the topic. The question sets included as follows: (1) educational experiences, training content and satisfaction; (2) current knowledge regarding diagnostic, management and legal concerns; (3) self-evaluation, needs of further education and wishes. Reliability of the questionnaire was tested with kappa-statistics and assessed as good. Dental and medical students' overall satisfaction with CAN-related training is low. Although medical students had more knowledge on CAN, all participants showed large deficits. Better diagnostic than management skills were reported in both groups. Only 1.3% dental and 16.3% medical students felt adequately prepared to deal with CAN. 7% of all study participants stated that they can report CAN without any help. 87.0% of medical and 79.2% of dental students expressed a desire for further education. To improve their knowledge, both courses prefer seminars, followed by expert talks, lectures and simulation-based training (SkillsLab). Dental and medical students are inadequately prepared to suspect possible abuse and to deal with possible signs of CAN. Mandatory interdisciplinary courses and lectures addressing CAN are recommendable for both medical and dental curricula.

Scaling up numbers and competency of graduating medical and dental students in Nigeria: Need to improve medical trainers' competency in teaching.

With the increasing medical brain drain in Nigeria, there is a need to train and graduate more doctors to fill in the gaps created to mitigate the effects. To meet this goal, the trainers need to evolve and have the competency to deliver quality training for many more enrollees in medical schools. This study aimed to gather information about the perception of medical teachers' need to obtain certification in medical education and what this will achieve in scaling up the competency and number of graduating medical doctors. Medical teachers in Nigeria participated in this mixed (quantitative and qualitative) study. Four hundred medical consultants and teachers were randomly selected and sent a semi-structured pre-validated questionnaire; also, a panel discussion was conducted with six medical teachers with other special assignments in universities and postgraduate colleges. Quantitative data were analyzed using Statistical Package for the Social Sciences (SPSS) 24, differences in proportions were calculated using the Chi-square test, and P values <0.05 were considered significant. Two hundred and thirty-eight (59.5%) participants completed the form, 63 (26.5%) had practiced for <5 years, and 114 (47.9%) had >10 years of practice experience. A majority of 168 (70.6%) were physician lecturers in federal or state universities, and 15.5% had obtained certifications of any kind in medical education. Over 80% perceived that medical education training should not be a prerequisite to teach, but a similar percentage believed that faculty medical education training can help scale up the training competency and the number of graduating medical doctors. To scale up the number and competency of graduating medical doctors, medical teachers need to acquire core teaching competency. The respondents and discussants believe that when these core teaching competencies have been fully developed, it will be easier to increase the number of medical students' enrollees, teach them their curriculum through innovations, and graduate them with improved competencies.

Medical device education: study protocol for a randomised controlled trial comparing self-directed learning with traditional instructor-led learning on an anaesthesia workstation

IntroductionContinuous professional development is essential for maintaining competencies in healthcare. This applies to medical device knowledge and safe handling, which are fundamental for patient safety. Little is known about the...

Do physicians remember cases? Implications for longitudinal designs in medical research and competency assessment

Background In pathology and other specialties of diagnostic medicine, longitudinal studies and competency assessments often involve physicians interpreting the same images multiple times. In these designs, a washout period is used to reduce the chances that later interpretations are influenced by prior exposure. Objective/s The present study examines whether a washout period between 9 and 39 months is sufficient to prevent three effects of prior exposure when pathologists review digital breast tissue biopsies and render diagnostic decisions: faster case review durations, higher confidence, and lower perceived difficulty. Methods In a longitudinal breast pathology study, 48 resident pathologists reviewed a mix of five novel and five repeated digital whole slide images during Phase 2, occurring 9–39 months after an initial Phase 1 review. Importantly, cases that were repeated for some participants in Phase 2 were novel for other participants in Phase 2. We statistically tested for differences in participants’ case review duration, self-reported confidence, and self-reported difficulty in Phase 2 based on whether the case was novel or repeated. Results No statistically significant difference in review time, confidence, or difficulty as a function of whether the case was repeated or novel in a Phase 2 review occurring 9-39 months after initial viewing; this same result was found in a subset of participants with a shorter (9-14-months) washout. Conclusion These results provide evidence to support the efficacy of at least a 9-months washout period in the design of longitudinal medical imaging and informatics studies to ensure no detectable effect of initial exposure on participant’s subsequent case review.

Mobility justice, capabilities, and medical migration: medical licensing pathways for overseas-trained doctors in Aotearoa New Zealand

ABSTRACT The field of medicine is traditionally associated with opportunities for training and knowledge sharing through movement and travel. Nevertheless, the contemporary migration of doctors may have negative impacts on lower-income countries. Some scholars argue for active restrictions on South to North migration of medical doctors, while others consider such suggestions as an unjustified infringement on individual rights to migrate. This paper draws on mobility justice and the capabilities approach, to conceptualise the complex dynamics of international medical migration through the example of Aotearoa New Zealand. In this context, a ‘brain drain’ of New Zealand-trained medical doctors is partially mitigated by a ‘brain gain’, with more than 40% of the medical workforce having trained overseas. However, overseas-trained medical doctors follow pathways to licensing determined by the public health indicators of their countries of training. Despite an overall ‘brain gain’, doctors who trained in the Global South experience significantly greater barriers to registration than those who trained in Global North countries. Many are unable to work as doctors, resulting in a ‘brain waste’ of their knowledge, experience, and capabilities. This may relate to (post)colonial legacies and discourses of medical competencies that underscore the hegemony of the Global North, warranting further exploration.

Implementing evidence-based obesity management guidelines requires development of medical competencies: A commentary outlining future directions in obesity education in Canada

BackgroundThis commentary provides an overview of forthcoming activities by Obesity Canada (OC) to inform obesity competencies in medical education. Competencies in medical education refer to abilities of medical professionals to appropriately provide patients the care they need. A recognized Canadian framework for informing medical competencies is CanMEDs. Additionally, the Obesity Medicine Education Collaborative (OMEC) provides 32 obesity specific medical competencies to be integrated across medical education curriculum. OC released the first globally recognized Adult Obesity Clinical Practice Guideline (CPGs) in 2020 inclusive of 80 recommendations. Referring to the CanMEDs and OMEC competencies, OC is developing medical education competencies for caring for patients who have obesity in line with the recent CPGs that can be applied to health professions education programs around the world. MethodsActivities being completed by OC’s Education Action Team include a scoping review to summarize Canadian obesity medical education interventions or programs. Next, with expert consensus a competency set is being developed by utilizing the CanMEDs Framework, OMEC and the CPGs. Following this, OC will initially survey undergraduate medical programs across the country and determine to what degree they are meeting the competencies in content delivery. These findings will lead to a national report card outlining the current state of obesity medical education in Canada within undergraduate medical education. ResultsTo date, OC has completed the scoping review and the competency set. The Education Action Team is in the process of developing the survey tools to assess the current delivery of obesity medical education in Canada. ConclusionThe evidenced-based report card will support advocacy to refine and enhance future educational initiatives with the overall goal of improving patient care for individuals living with obesity. The process being applied in Canada may also be applicable and modified for other regions to assess and better obesity medical education.