Not wanted on the voyage: highlighting intrinsic CanMEDS gaps in Competence by Design curricula

Background: As governing bodies design new curricula that seek to further incorporate principles of competency-based medical education within time-based models of training, questions have been raised regarding the continued centrality of existing CanMEDS competencies. Although efforts have been mad...

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Autores principales: Joan Binnendyk, Rachael Pack, Emily Field, Chris Watling
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Lenguaje:EN
Publicado: Canadian Medical Education Journal 2021
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spelling oai:doaj.org-article:0f3ad23b16194a4fbed357a20be8e9af2021-12-01T22:35:44ZNot wanted on the voyage: highlighting intrinsic CanMEDS gaps in Competence by Design curricula10.36834/cmej.709501923-1202https://doaj.org/article/0f3ad23b16194a4fbed357a20be8e9af2021-09-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/70950https://doaj.org/toc/1923-1202 Background: As governing bodies design new curricula that seek to further incorporate principles of competency-based medical education within time-based models of training, questions have been raised regarding the continued centrality of existing CanMEDS competencies. Although efforts have been made to align these new curricula with CanMEDS, we don’t yet know to what extent these competencies are meaningfully integrated.  Methods: A content analysis approach was used to systematically evaluate national Canadian curricula for 18 residency-training programs and determine the number of times each enabling CanMEDS competency was represented.  Results: Clear trends persisted across all programs. Medical Expert and Collaborator competencies were well integrated into curriculum (81% and 86% mapped to assessment) while competencies related to the Leader, Professional, and Health Advocate roles were less frequently mapped to assessment (41%, 36%, and 40%) and were often absent from the new curricula altogether (59%, 64%, and 60%). Conclusion: Deliberate planning in curriculum development affords the early identification of gaps. These gaps can inform current assessment practice and future curricular development by providing direction for innovation. If we are to ensure that any new curricula meaningfully address all CanMEDS roles, we need to think carefully about how to best teach and assess underrepresented competencies. Joan BinnendykRachael PackEmily FieldChris Watling Canadian Medical Education JournalarticleEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 12, Iss 4 (2021)
institution DOAJ
collection DOAJ
language EN
topic Education (General)
L7-991
Medicine (General)
R5-920
spellingShingle Education (General)
L7-991
Medicine (General)
R5-920
Joan Binnendyk
Rachael Pack
Emily Field
Chris Watling
Not wanted on the voyage: highlighting intrinsic CanMEDS gaps in Competence by Design curricula
description Background: As governing bodies design new curricula that seek to further incorporate principles of competency-based medical education within time-based models of training, questions have been raised regarding the continued centrality of existing CanMEDS competencies. Although efforts have been made to align these new curricula with CanMEDS, we don’t yet know to what extent these competencies are meaningfully integrated.  Methods: A content analysis approach was used to systematically evaluate national Canadian curricula for 18 residency-training programs and determine the number of times each enabling CanMEDS competency was represented.  Results: Clear trends persisted across all programs. Medical Expert and Collaborator competencies were well integrated into curriculum (81% and 86% mapped to assessment) while competencies related to the Leader, Professional, and Health Advocate roles were less frequently mapped to assessment (41%, 36%, and 40%) and were often absent from the new curricula altogether (59%, 64%, and 60%). Conclusion: Deliberate planning in curriculum development affords the early identification of gaps. These gaps can inform current assessment practice and future curricular development by providing direction for innovation. If we are to ensure that any new curricula meaningfully address all CanMEDS roles, we need to think carefully about how to best teach and assess underrepresented competencies.
format article
author Joan Binnendyk
Rachael Pack
Emily Field
Chris Watling
author_facet Joan Binnendyk
Rachael Pack
Emily Field
Chris Watling
author_sort Joan Binnendyk
title Not wanted on the voyage: highlighting intrinsic CanMEDS gaps in Competence by Design curricula
title_short Not wanted on the voyage: highlighting intrinsic CanMEDS gaps in Competence by Design curricula
title_full Not wanted on the voyage: highlighting intrinsic CanMEDS gaps in Competence by Design curricula
title_fullStr Not wanted on the voyage: highlighting intrinsic CanMEDS gaps in Competence by Design curricula
title_full_unstemmed Not wanted on the voyage: highlighting intrinsic CanMEDS gaps in Competence by Design curricula
title_sort not wanted on the voyage: highlighting intrinsic canmeds gaps in competence by design curricula
publisher Canadian Medical Education Journal
publishDate 2021
url https://doaj.org/article/0f3ad23b16194a4fbed357a20be8e9af
work_keys_str_mv AT joanbinnendyk notwantedonthevoyagehighlightingintrinsiccanmedsgapsincompetencebydesigncurricula
AT rachaelpack notwantedonthevoyagehighlightingintrinsiccanmedsgapsincompetencebydesigncurricula
AT emilyfield notwantedonthevoyagehighlightingintrinsiccanmedsgapsincompetencebydesigncurricula
AT chriswatling notwantedonthevoyagehighlightingintrinsiccanmedsgapsincompetencebydesigncurricula
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