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Welcome to the Department of Medicine CanMEDS page. We built this page as a resource for teachers who are looking for practical information on CanMEDS. It contains some general information on the CanMEDS framework but more importantly has practical advice developed by DOM teachers for teachers on how to better teach and evaluate these roles. Each role has its own page, authored by a CanMEDS "Champion" in the Department who has put together a one-stop resource including some key information on the role, practical tips on how to teach and evaluate it, references, tools as well as information on how to contact them for further information or advice. On each page you will find a button to submit a tip or best practice for other teachers to use.
Please check the site out and let us know what you think. We'd appreciate any suggestions on how to make it even better. You can contact us via email: Kevin Imrie at email@example.com, or Chi-Ming Chow at firstname.lastname@example.org.
General CanMEDS information
What is CanMEDS?
CanMEDS is a framework for medical education that sets clear and high standards for essential competencies expected of physician specialists in Canada.
How was it developed? (A brief history of CanMEDS)
The CanMEDS initiative got started in the early 90's. Forces such as patient consumerism, Government regulation and the explosion of medical knowledge led the Royal College of Physicians and Surgeons of Canada (RCPSC) to explore a new framework for competency-based education. Work started in earnest on building the framework in 1993. Pilot projects began in 1996 leading into the implementation phase from 1997-2002. We are currently in the faculty development phase which began in 2002. The framework was recently revised in 2005 to clarify the definitions and provide "key" and "enabling" competencies for each role.
What is expected of our programs?
The University of Toronto residency programs will be reviewed by the RCPSC in April of 2007. At that time is is expected that our residents and faculty will be familiar with the CanMEDS framework and that each of our programs will be formally teaching each of the roles. In addition, it is expected that we will be in the process of developing tools to evaluate each of the roles. The RCPSC is not expecting perfection, but concrete steps should have been taken to address each of the roles.
What can our teachers do?
The medical expert role is the most time-consuming role to teach and evaluate and so we expect that much of your efforts will be directed to teaching the expert content of your specialty. We do hope that each teacher will spend some time with their students addressing non-expert roles. This does not have to be highly formal; involving residents in the day to day aspects of your practice that involve communication, collaboration, advocacy, management, scholarship or professionalism can often be more useful than formal didactic sessions. We are not expecting every teacher to become an expert in teaching each of the non-medical expert roles. Try picking one non-expert role and incorporate some of the techniques into your teaching on the wards or in the clinic (or come up with your own).
How can I find out more?
You can get much more detailed information on the CanMEDS framework on the RCPSC website at http://rcpsc.medical.org/canmeds/ . This site includes a pdf version of the full 2005 Framework document along with a detailed bibliography and a best practices section.
The Department would like to thank the champions for each of the roles who put together the resources for each of the roles, Mike Hutcheon and Jodi McIlroy who helped to develop the strategy for implementing CanMEDS into our programs, and to Chi-Ming Chow for building the web site.
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