Gaboury Isabelle, Ouellet Kathleen, Xhignesse Marianne, St-Onge Christina
Department of Family Medicine and Emergency Medicine, Faculty of Medicine and Health Sciences, Université de Sherbrooke, Quebec, Canada.
Center for Health Profession Education, Faculty of Medicine and Health Sciences, Université de Sherbrooke, Quebec, Canada.
Can Med Educ J. 2018 Nov 12;9(4):e26-e34. eCollection 2018 Nov.
Challenges associated with the use of the CanMEDS physician competency framework (CanMEDS) have been the subject of several studies. Most of these have focused on the adoption of specific roles in an Anglophone context. This study aims to investigate how Francophone postgraduate medical education (PGME) program directors have integrated the CanMEDS framework into their programs.
We invited Francophone PGME program directors to participate in group interviews aimed at exploring their experiences using the CanMEDS framework. We used an open-ended interview guide and realized a thematic analysis of the transcripts.
We held five group interviews between February and December 2014 with 17 Francophone program directors representing 13 out of a maximum of 62 different specialties/subspecialties. Although program directors endorsed the framework, its integration was seen as challenging, particularly the assessment of non-medical expert roles. To overcome these challenges, they relied on common strategies including a longitudinal approach to the framework, improving inter-program collaboration, and subcontracting the teaching of certain roles.
While integrating the CanMEDS framework into their programs, Francophone program directors struggled with teaching and assessing non-medical expert roles and ensuring their longitudinal integration over time. Directors relied on various strategies, some of which (e.g., subcontracting) may ultimately limit the adoption of the framework as a whole. ___.
与使用加拿大医学教育认证委员会医师能力框架（CanMEDS）相关的挑战一直是多项研究的主题。其中大多数研究聚焦于在英语环境中采用特定角色。本研究旨在调查法语区研究生医学教育（PGME）项目主任如何将CanMEDS框架融入其项目。
我们邀请法语区PGME项目主任参与小组访谈，旨在探讨他们使用CanMEDS框架的经验。我们使用了开放式访谈指南，并对访谈记录进行了主题分析。
2014年2月至12月期间，我们与17位法语区项目主任进行了五次小组访谈，他们代表了最多62个不同专业/亚专业中的13个。尽管项目主任认可该框架，但将其融入项目被视为具有挑战性，尤其是对非医学专家角色的评估。为克服这些挑战，他们依靠一些常见策略，包括对该框架采用纵向方法、加强项目间合作以及分包某些角色的教学。
在将CanMEDS框架融入其项目的过程中，法语区项目主任在教授和评估非医学专家角色以及确保这些角色随时间纵向融入方面面临困难。主任们依靠各种策略，其中一些策略（如分包）可能最终会限制整个框架的采用。
