Examining the educational value of a CanMEDS roles framework in pediatric morbidity and mortality rounds View Full Text


Ontology type: schema:ScholarlyArticle      Open Access: True


Article Info

DATE

2014-12

AUTHORS

Donna L Johnston, Anne Rowan-Legg, Stanley J Hamstra

ABSTRACT

BACKGROUND: In order to determine whether the CanMEDS roles could be helpful in solidifying knowledge during clinical training, we examined quality of care issues identified during morbidity and mortality (M&M) rounds. METHODS: During the M&M rounds, following the case presentation, there was a pause and attendees were asked to identify quality of care issues that were present in the case. The attendees were assigned to a CanMEDS prompted group or non-prompted group. Following the rounds, the issues were identified, coded according to CanMEDS role, and compared between groups. RESULTS: A total of 111 individuals identified a total of 350 issues; 57 individuals were in the CanMEDS-prompted group and 54 were in the unprompted group. The mean number of issues identified was significantly higher in the CanMEDS-prompted group compared to the unprompted group (3.7 versus 2.6, p = 0.039). There were significantly more issues raised in the prompted group for the roles of communicator, collaborator, scholar and professional. CONCLUSIONS: Using CanMEDS roles as prompts, attendees at M&M rounds identify more quality of care issues than if not given a prompt. Use of the CanMEDS framework may assist learners to consolidate the linkage between expected training objectives and the complexities of clinical practice. More... »

PAGES

262

References to SciGraph publications

Identifiers

URI

http://scigraph.springernature.com/pub.10.1186/s12909-014-0262-5

DOI

http://dx.doi.org/10.1186/s12909-014-0262-5

DIMENSIONS

https://app.dimensions.ai/details/publication/pub.1052999341

PUBMED

https://www.ncbi.nlm.nih.gov/pubmed/25511475


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