Puddester Derek, MacDonald Colla J, Clements Debbie, Gaffney Jane, Wiesenfeld Lorne
Faculty of Medicine, University of Ottawa, 451 Smyth Road, Ottawa, ON, K1H 8M5, Canada.
Faculty of Education, University of Ottawa, 145 Jean Jacques Lussier, Ottawa, ON, K1N 6N5, Canada.
BMC Med Educ. 2015 Jun 5;15:100. doi: 10.1186/s12909-015-0375-5.
The Royal College of Physicians and Surgeons of Canada and the College of Family Physicians of Canada mandate that faculty members demonstrate they are evaluating residents on all CanMEDS (Canadian Medical Education Directions for Specialists) roles as part of the accreditation process. Postgraduate Medical Education at the University of Ottawa initiated a 5-year project to develop and implement a comprehensive system to assess the full spectrum of CanMEDS roles. This paper presents the findings from a needs assessment with Program Directors, in order to determine how postgraduate medical faculty can be motivated and supported to evaluate residents on the intrinsic CanMEDS roles.
Semi-structured individual interviews were conducted with 60 Postgraduate Program Directors in the Faculty of Medicine. Transcribed interviews were analyzed using qualitative analysis. Once the researchers were satisfied the identified themes reflected the views of the participants, the data was assigned to categories to provide rich, detailed, and comprehensive information that would indicate what faculty need in order to effectively evaluate their residents on the intrinsic roles.
Findings indicated faculty members need faculty development and shared point of care resources to support them with how to not only evaluate, but also teach, the intrinsic roles. Program Directors expressed the need to collaborate and share resources across departments and national specialty programs. Based on our findings, we designed and delivered workshops with companion eBooks to teach and evaluate residents at the point of care (Developing the Professional, Health Advocate and Scholar).
Identifying stakeholder needs is essential for designing effective faculty development. By sharing resources, faculties can prevent 'reinventing the wheel' and collaborate to meet the Colleges' accreditation requirements more efficiently.
加拿大皇家内科医师与外科医师学院以及加拿大家庭医师学院规定，在认证过程中，教员必须证明他们正在对住院医师在所有加拿大医学教育专家方向（CanMEDS）角色方面进行评估。渥太华大学的研究生医学教育启动了一个为期5年的项目，以开发和实施一个全面的系统来评估CanMEDS角色的各个方面。本文介绍了对项目主任进行需求评估的结果，以确定如何激励和支持研究生医学教员对CanMEDS的内在角色进行评估。
对医学院的60名研究生项目主任进行了半结构化的个人访谈。对转录的访谈进行定性分析。一旦研究人员确信所确定的主题反映了参与者的观点，就将数据归类，以提供丰富、详细和全面的信息，表明教员为了有效地评估住院医师的内在角色需要什么。
结果表明，教员需要教员发展和共享的医疗资源点，以支持他们不仅如何评估，而且如何教授内在角色。项目主任表示需要跨部门和全国性专业项目进行合作和共享资源。根据我们的研究结果，我们设计并举办了研讨会，并配有配套电子书，以便在医疗现场对住院医师进行教学和评估（培养专业人员、健康倡导者和学者）。
确定利益相关者的需求对于设计有效的教员发展至关重要。通过共享资源，各学院可以避免“重新发明轮子”，并更有效地合作以满足学院的认证要求。
