Canmeds roles and Triple C for Faculty

Report
Family Medicine Program
By the end of this session, faculty will
1. Understand what is meant by competence and the competence trajectory
expected during residency
2. Know and understand the CanMedsFM roleses
3. Recognize the importance of the expected outcomes (objectives), learning
opportunities (clinical and academic), and appropriate assessment
Competence:
“THE ABILITY TO DO
SOMETHING SUCCESSFULLY.”
Competence Trajectory
Benchmarking Document
1. Comprehensive Care
2. Continuing Care & Education
3. Centered in Family Medicine
TRIPLE “C” Competency-based
CURRICULUM
8
The Triple-C
Competency
Based Curriculum
Comprehensive
• Curriculum supports the learner to
achieve the full range of
competencies required for a
graduating physician
• Competencies - defined by
CanMEDS-FM
The Triple-C
Competency
Based Curriculum
Continuity
• Continuity of care - fundamental to
family medicine
• Continuity of education:
– Learning environment
– Supervision
– Curriculum
The Triple-C
Competency
Based Curriculum
Centred in FM
• Family medicine controls/dictates
the curriculum
• Learning context - family medicine
focused, family medicine teachers
• Learning content - family medicine
relevant
Family Medicine Expert
Family physicians are skilled clinicians who provide comprehensive, continuing care to
patients and their families within a relationship of trust. Family physicians apply and
integrate medical knowledge, clinical skills and professional attitudes in their provision
of care. Their expertise includes knowledge of their patients and families in the context
of their communities, and their ability to use the patient-centred clinical method
effectively. As Family Medicine Experts they integrate all the CanMEDS- Family
Medicine (CanMEDS-FM) roles in their daily work.
Communicator
As Communicators, family physicians facilitate the
doctor-patient relationship and the dynamic
exchanges that occur before, during, and after the
medical encounter.
Collaborator
As Collaborators, family physicians work with
patients, families, healthcare teams, other health
professionals, and communities to achieve optimal
patient care.
Health Advocate
• As Health Advocates, family physicians responsibly
use their expertise and influence to advance the
health and well-being of individual patients,
communities, and populations.
Scholar
As Scholars, family physicians demonstrate a lifelong
commitment to reflective learning, as well as the
creation, dissemination, application and translation of
knowledge.
Professional
As Professionals, family physicians are committed to
the health and well-being of individuals and society
through ethical practice, profession-led regulation,
and high personal standards of behaviour.
Manager
As Managers, family physicians are central to the primary health care team
and integral participants in healthcare organizations. They use resources
wisely and organize practices which are a resource to their patient
population to sustain and improve health, coordinating care within the other
members of the health care system.
Comparison of FM-Centered and Traditional
Curriculum
Characteristic
Teachers
Traditional
Experts in specialized area
Type of Learning Development of “miniPromoted
experts” in successive fields;
Discontinuous
Impact on
Residents
Family Medicine centred
Family medicine experts; Experts
in generalism
Integrated learning in longitudinal
manner; application to FM
At times marginalized; Sense Understanding of unique skills;
of inferior skills
sense of professional identity
Clinical
Experiences
• Carefully selected
Family medicine
oriented specialty
experiences
– Explicitly family
medicine oriented
– Discipline-specific
objectives
– Site-specific (based
on local resources)
20
Curriculum Design
CanMEDS-FM
Roles and
Competencies
Curriculum
Goals
Create the curriculum
Measure progress
Family Medicine-Centred
LEARNING OPPORTUNITIES
Clinical Experiences
Academic Program
Other Activities
with
Specific Outcome Objectives
INTEGRATED LEARNING
STRATEGIES
ASSESSMENT
Identify and
categorize outcomes
RESOURCES
Clinical
Teaching Materials
21
Assessment
Competency-based evaluation system,
using :
– Field notes/video reviews
– Procedure log
– Portfolios
– Self-assessment tool
22
Evaluation Objectives
•
•
•
•
•
Clinical Skills
Patient Centred approach
Communication
Professionalism
Selectivity

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