Program directors’ reflections on national policy change in medical education: insights on decision-making, accreditation, and the CanMEDS framework

Background: Outcomes of national policy change impact all levels of the organizational hierarchy. The medical education literature is sparse on how reflections from program directors (PDs) on past large-scale policy changes can inform future policy initiatives. To fill this gap, we conducted a nati...

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Autores principales:	Kelly Dore, Bryce James Mack Bogie, Karen Saperson, Karen Finlay, Parveen Wasi
Formato:	article
Lenguaje:	EN
Publicado:	Canadian Medical Education Journal 2021
Materias:	Education (General) L7-991 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/17415ad5dfbd47d490e8e6805d200a19
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spelling	oai:doaj.org-article:17415ad5dfbd47d490e8e6805d200a192021-12-01T22:35:59ZProgram directors’ reflections on national policy change in medical education: insights on decision-making, accreditation, and the CanMEDS framework10.36834/cmej.704341923-1202https://doaj.org/article/17415ad5dfbd47d490e8e6805d200a192021-06-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/70434https://doaj.org/toc/1923-1202 Background: Outcomes of national policy change impact all levels of the organizational hierarchy. The medical education literature is sparse on how reflections from program directors (PDs) on past large-scale policy changes can inform future policy initiatives. To fill this gap, we conducted a national survey on PDs’ perceptions of, and reflections on, decision-making in medical education, accreditation procedures, and the CanMEDS framework implementation. Methods: The survey was distributed to former Canadian specialty medicine PDs (N = 684). Descriptive analysis was performed on quantitative data, thematic analysis was performed on qualitative comments, and comparisons between the quantitative and qualitative findings were performed to identify areas of convergence and/or divergence. Results: A total of 265 (38.7%) former PDs participated. Quantitative analysis revealed that 52.8% of respondents did not feel involved in decision-making regarding policy changes, 45.1% of respondents did not feel prepared to assess the CanMEDS Roles, and PDs were divided on the reasonableness of accreditation documentation. Qualitative analysis produced four themes: communication, resources, expectations of outcomes, and buy-in. Nine sub-themes were also identified. A high level of convergence was identified across the content, with only four areas of divergence identified. Conclusions: Our findings have the potential to inform future policy and/or accreditation changes. Without the lens of those charged with overseeing the implementation, policy evaluation and quality improvement will remain uninformed. PDs, therefore, bring unique insights into our understanding of national policy changes, and without the voices of these frontline implementers, the true success of policy change implementation will be hindered. Kelly DoreBryce James Mack BogieKaren SapersonKaren FinlayParveen WasiCanadian Medical Education JournalarticleEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 12, Iss 3 (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 Kelly Dore Bryce James Mack Bogie Karen Saperson Karen Finlay Parveen Wasi Program directors’ reflections on national policy change in medical education: insights on decision-making, accreditation, and the CanMEDS framework
description	Background: Outcomes of national policy change impact all levels of the organizational hierarchy. The medical education literature is sparse on how reflections from program directors (PDs) on past large-scale policy changes can inform future policy initiatives. To fill this gap, we conducted a national survey on PDs’ perceptions of, and reflections on, decision-making in medical education, accreditation procedures, and the CanMEDS framework implementation. Methods: The survey was distributed to former Canadian specialty medicine PDs (N = 684). Descriptive analysis was performed on quantitative data, thematic analysis was performed on qualitative comments, and comparisons between the quantitative and qualitative findings were performed to identify areas of convergence and/or divergence. Results: A total of 265 (38.7%) former PDs participated. Quantitative analysis revealed that 52.8% of respondents did not feel involved in decision-making regarding policy changes, 45.1% of respondents did not feel prepared to assess the CanMEDS Roles, and PDs were divided on the reasonableness of accreditation documentation. Qualitative analysis produced four themes: communication, resources, expectations of outcomes, and buy-in. Nine sub-themes were also identified. A high level of convergence was identified across the content, with only four areas of divergence identified. Conclusions: Our findings have the potential to inform future policy and/or accreditation changes. Without the lens of those charged with overseeing the implementation, policy evaluation and quality improvement will remain uninformed. PDs, therefore, bring unique insights into our understanding of national policy changes, and without the voices of these frontline implementers, the true success of policy change implementation will be hindered.
format	article
author	Kelly Dore Bryce James Mack Bogie Karen Saperson Karen Finlay Parveen Wasi
author_facet	Kelly Dore Bryce James Mack Bogie Karen Saperson Karen Finlay Parveen Wasi
author_sort	Kelly Dore
title	Program directors’ reflections on national policy change in medical education: insights on decision-making, accreditation, and the CanMEDS framework
title_short	Program directors’ reflections on national policy change in medical education: insights on decision-making, accreditation, and the CanMEDS framework
title_full	Program directors’ reflections on national policy change in medical education: insights on decision-making, accreditation, and the CanMEDS framework
title_fullStr	Program directors’ reflections on national policy change in medical education: insights on decision-making, accreditation, and the CanMEDS framework
title_full_unstemmed	Program directors’ reflections on national policy change in medical education: insights on decision-making, accreditation, and the CanMEDS framework
title_sort	program directors’ reflections on national policy change in medical education: insights on decision-making, accreditation, and the canmeds framework
publisher	Canadian Medical Education Journal
publishDate	2021
url	https://doaj.org/article/17415ad5dfbd47d490e8e6805d200a19
work_keys_str_mv	AT kellydore programdirectorsreflectionsonnationalpolicychangeinmedicaleducationinsightsondecisionmakingaccreditationandthecanmedsframework AT brycejamesmackbogie programdirectorsreflectionsonnationalpolicychangeinmedicaleducationinsightsondecisionmakingaccreditationandthecanmedsframework AT karensaperson programdirectorsreflectionsonnationalpolicychangeinmedicaleducationinsightsondecisionmakingaccreditationandthecanmedsframework AT karenfinlay programdirectorsreflectionsonnationalpolicychangeinmedicaleducationinsightsondecisionmakingaccreditationandthecanmedsframework AT parveenwasi programdirectorsreflectionsonnationalpolicychangeinmedicaleducationinsightsondecisionmakingaccreditationandthecanmedsframework
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Program directors’ reflections on national policy change in medical education: insights on decision-making, accreditation, and the CanMEDS framework

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