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Royal College/Associated Medical Services CanMEDS Research Development Grant — Recipients

2020

Teresa Chan, MD, FRCPC, MHPE, DRCPSC

Canvassing for CanMEDS: How are the Intrinsic CanMEDS Roles integrated into EPAs?

Teresa Chan
Teresa Chan, MD, FRCPC, MHPE, DRCPSC
Associate Professor, Division of Emergency Medicine and Division of Education & Innovation;
Department of Medicine, Faculty of Health Sciences, McMaster University
Adjunct Scientists in the McMaster Education Research, Innovation and Theory (MERIT),
Assistant Dean in the Program for Faculty Development, Faculty of Health Sciences, McMaster University

This work is important to medical education because…

CanMEDS has become the defining framework for the Canada – and in the transition to our latest paradigm of Competency-Based Medical Education (CBME), we must ensure that we understand how this framework is being perceived by trainees and frontline faculty. Our team is looking forward to completing this study as we feel it will be of great importance to our field as we move ahead on Competence By Design (the RCSPC’s implementation of CBME). Our study aims to discern how the CanMEDS roles integrate within entrustable professional activities, and how the CanMEDS framework ultimately is found within the assessment data that is generated by frontline faculty about trainee performance in the workplace. We hope to generate a new set of metrics that can help to guide program evaluation and improvement – especially on the trainee and faculty fronts so as to ensure that CanMEDS remains a focal point for future postgraduate training in Canada.

Jacqueline Lovatt Stern, MBBS (Hons)

What you wish you knew: Exploring readiness to advocate after transition to specialty practice

Jacqueline Lovatt Stern
Jacqueline Lovatt Stern, MBBS (Hons)
Resident Physician, Division of Physical Medicine and Rehabilitation, University of Ottawa

This work is important to medical education because…

The transition to practice literature suggests that new-in-practice physicians feel under-prepared to enact skills like health advocacy that receive less curricular attention during postgraduate training. The purpose of our research is to understand how current training models translate to early career physicians’ perceived preparedness to advocate. Exploring the challenges they face in applying the health advocate role and the training experiences that shaped their competence, will allow us to identify gaps in postgraduate training and opportunities for continuing professional development. We anticipate that our research will lay the groundwork for a program of research innovating curricula, assessment, coaching, and continuing professional development initiatives for the Health Advocate role. Ultimately, our aim is to make advocacy training more transparent and rigorous, and make assessment of learners’ advocacy more authentic.

2019

Cheryl Lynn Holmes, MD, FRCPC, MHPE

Exploring the Patient's Role in the Medical Learning Environment

Cheryl Lynn Holmes
Cheryl Lynn Holmes, MD, FRCPC, MHPE
Clinical professor, Department of Medicine and Division of Critical Care Associate dean, Undergraduate Medical Education Faculty of Medicine, University of British Columbia

Abstract

How this work will inform research in medical education
Although much has been written about the medical learning environment; the patient, who is the focus of our care, has been systematically excluded from this discourse. Provision of patient-centred care seems to be de-emphasized as time with patients is eroded in busy clinical settings, whereas creating patient-present experiences solidifies the culture of medicine as patient-centred. Research in this area to date is limited, thus an exploration into how patient involvement can improve and influence the medical learning environment is needed. The purpose of this study is to explore the role of the patient as an active participant, with agency, in an authentic medical learning environment from the standpoint of the learner, the faculty and most importantly the patient. We hope to gain insight into the reinforcement of positive professional values, such as patient-centred behaviours and a respectful environment.

Kori LaDonna, PhD

Exploring patient storytelling as a pedagogical strategy for training the Intrinsic CanMEDS Roles

Kori LaDonna
Kori LaDonna, PhD
Assistant professor, Department of Innovation and Medical Education and Department of Medicine, University of Ottawa

Abstract

How this work will inform research in medical education
The intrinsic CanMEDS Roles are essential components of compassionate, patient-centered care; yet, current pedagogical approaches may not sufficiently capture the complexities of tailoring these skills to individual patients. Every patient has a unique story about their health care journey that can provide key insights into gaps in medical training, and there is an increasing appreciation for the value of having patients actively participate as teachers and facilitators of learning. Unfortunately, concerns about feasibility, credibility and ethics limit patients’ formal and systematic engagement across postgraduate medical education. To address this, we’ve partnered with patient advisors at The Ottawa Hospital to design, implement and evaluate a storytelling curriculum to prepare patients to become effective medical educators. Our research is important because it will not only help patients tell stories that may usefully inform intrinsic role training, but it will also build the foundation for greater inclusion of patients in medical education.

2018

  • Anita Cheng, MD, FRCPC, MHPE
  • Taryn Taylor, MD, PhD, FRCSC
  • Katherine Wisener, M.A. Ph.D (Candidate)
  • Yvonne Ying, MD, MSE, Med, MSc (GlobSurg), FRCSC

2017

  • Melissa Duffy, PhD