Advertisement

Acquiring Competencies in Radiology: The CanMEDS Model

  • R. K. ChhemEmail author
  • L. M. Samson
  • J. R. Frank
  • J. Dubois
Chapter
  • 1.1k Downloads

Over the past decade and a half, the CanMEDS initiative has become the Royal College of Physicians and Surgeons of Canada’s flagship standards document in Canada. Described fundamentally as an initiative focused on improving patient care, the framework evolved through ongoing collaboration with hundreds of Royal College Fellows, family physician educators, educationalists, and other contributors (Frank 2005). In 2001, a diagram of CanMEDS was created to capture both the elements and the interconnectivity among the elements (see Fig. 1).

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Albanese MA, Mejicano G, Mullan P, Kokotailo P, Gruppen L (2008) Defining characteristics of educational competencies. Med Educ 42:248–255PubMedCrossRefGoogle Scholar
  2. Baerlocher MO, Asch MR (2006) The interventional radiologist as “Clinician”: What does it mean? CanMEDS for the interventional radiologist. CARJ 57:25–29Google Scholar
  3. Bandiera G, Sherbino J, Frank JR (2006) The CanMEDS assessment tools handbook. An introductory guide to assessment methods for the CanMEDS competencies. The Royal College of Physicians and Surgeons of Canada, OttawaGoogle Scholar
  4. Carraccio C, Wolfsthal SD, Englander R, Ferentz K, Martin C (2002) Shifting paradigms: From Flexner to competencies. Acad Med 77:361–367PubMedCrossRefGoogle Scholar
  5. Cole G (2005) The definition of “portfolio”. Med Educ 39:1141PubMedCrossRefGoogle Scholar
  6. Frank JR (2005) The CanMEDS 2005 physician competency framework. Better standards, better physicians, better care. The Royal College of Physicians and Surgeons of Canada, OttawaGoogle Scholar
  7. Frank JR, Vanoss D (2007) The CanMEDS initiative: In preventing and outcomes-based framework of physician competencies. Med Teach 29:642–647PubMedCrossRefGoogle Scholar
  8. Frank JR, Jabbour M et al (1996) Skills for the new millennium: Report of the societal needs working group: CenMEDS 2000 project. The Royal College of Physicians and Surgeons of Canada, OttawaGoogle Scholar
  9. Glassik CE (2000) Boyer’s expanded definitions of scholarship, the standards for assessing scholarship, and the elusiveness of the scholarship of teaching. Acad Med 75:877–880CrossRefGoogle Scholar
  10. Gordon J (2003) Assessing students’ personal and professional development using portfolios and interviews. Med Educ 37:335–340PubMedCrossRefGoogle Scholar
  11. Harden RM (2002a) Developments in outcome-based education. Med Teach 24:117–120PubMedCrossRefGoogle Scholar
  12. Harden RM (2002b) Learning outcomes and instructional objectives: Is there a difference? Med Teach 24:151–155PubMedCrossRefGoogle Scholar
  13. Jenkins A, Unwin D (2001) How to write learning outcomes. http://www.ncgia.ucsb.edu/education/curricula/giscc/units/format/outcomes.html. Accessed 15 December 2002
  14. Snadden D, Thomas ML (1998) The use of portfolio learning in medical education. Med Teach 20:190–199vGoogle Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2009

Authors and Affiliations

  • R. K. Chhem
    • 1
    Email author
  • L. M. Samson
    • 2
  • J. R. Frank
    • 3
  • J. Dubois
    • 4
  1. 1.Department of Medical Imaging, Schulich School of Medicine and DentistryUniversity of Western OntarioLondonCanada
  2. 2.Royal College of Physicians & Surgeons of CanadaOttawaCanada
  3. 3.Office of Education - CanMEDSRoyal College of Physicians and Surgeons of CanadaOttawaCanada
  4. 4.Faculté de medicine Radiologie, oncologie et médecine nucléaireCentre de Recherche du CHU Sainte-JustineMontrealCanada

Personalised recommendations