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      Residents’ perspectives: Does the Saudi general surgery residency training program apply CanMEDS competencies and prepare future leaders? Translated title: Perspective des résidents : Est-ce que le programme saoudien de formation de résidence en chirurgie générale met en œuvre les compétences CanMEDS et prépare les leaders de demain?

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          Abstract

          Background

          This study investigates leadership skills and Canadian Medical Education Directives for Specialists (CanMEDS) competencies acquisition within the General Surgery Residency Training Program (GSRTP). The Saudi Commission for Health Specialties (SCFHS) incorporates the CanMEDS Competency Framework into its curriculum to prepare the resident for healthcare needs.

          Methods

          This is a descriptive-analytical study. A questionnaire was used to collect data from 117 General Surgery residents (GS) at seven institutes in Jeddah, Saudi Arabia.

          Results

          The GS residents reported an acceptable self-perceived level of Clinical Leadership Skills (mean ± standard deviation). The most dominant skill was working with others (1.98 ± 1.03), followed by demonstrating personal qualities (2.07 ± 0.88), the ability to manage services (2.21 ± 1.37), improving services (2.22 ± 1.84) and last, setting directions (2.39 ± 0.95). Regarding the CanMEDS competencies, the respondents showed a generally positive perception with an “agree” level (Mean = 1.83). Of the CanMEDS competency roles, Collaborator ranked first followed by Professional and then Communicator. Leader competency ranked fourth followed by Health Advocate, Medical Expert and last, Scholar.

          Conclusion

          The GSRTP residents showed satisfactory self-assessed clinical leadership skills and acquirement of the CanMEDS competencies during their training, which will prepare them to lead in the future.

          Translated abstract

          Contexte

          Cette étude se penche sur les compétences en leadership et l’acquisition de compétences CanMEDS (Canadian Medical Education Directives for Specialists - directives canadiennes en formation médicale pour les spécialistes) au sein du GSRTP (programme de formation en résidence en chirurgie générale). La SCFHS (commission saoudienne pour les spécialistes de la santé) intègre le cadre des compétences CanMEDS dans son programme pour préparer les résidents aux besoins en matière de soins de santé.

          Méthodes

          Il s’agit d’une étude descriptive et analytique. Un questionnaire a été utilisé pour collecter des données auprès de 117 résidents en chirurgie générale dans sept instituts médicaux à Djeddah, Arabie saoudite.

          Résultats

          Les résidents en chirurgie générale ont rapporté un niveau perçu acceptable de compétences en leadership clinique (moyenne ± écart type) La compétence la plus dominante était le travail avec les autres (1,98 ± 1,03), suivi par la démonstration de qualités personnelles (2,07 ± 0,88), la capacité de gérer les services (2,1 ± 1,37), l’amélioration des services (2,22 ± 1,84) et, finalement, l’établissement des orientations (2,39 ± 0,95). En ce qui a trait aux compétences CanMEDS, les répondants ont montré une perception généralement positive avec un niveau « d’accord » (moyenne = 1,83). En ce qui a trait aux rôles associés aux compétences CanMEDS, celui de collaborateur s’est classé au premier rang, suivi par celui de professionnel et ensuite de communicateur. Le rôle de chef de file s’est classée quatrième en matière de compétence, suivie de défenseur de la santé, d’expert médical et, finalement, d’érudit.

          Conclusion

          Les résidents du GSRTP ont montré une satisfaction en matière de compétences de leadership clinique autoévaluées et d’acquisition des compétences CanMEDS lors de leur formation, laquelle les préparera à jouer un rôle de premier plan dans l’avenir.

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          Most cited references22

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          The CanMEDS initiative: implementing an outcomes-based framework of physician competencies.

          Outcomes-based education in the health professions has emerged as a priority for curriculum planners striving to align with societal needs. However, many struggle with effective methods of implementing such an approach. In this narrative, we describe the lessons learned from the implementation of a national, needs-based, outcome-oriented, competency framework called the CanMEDS initiative of The Royal College of Physicians and Surgeons of Canada. We developed a framework of physician competencies organized around seven physician "Roles": Medical Expert, Communicator, Collaborator, Manager, Health Advocate, Scholar, and Professional. A systematic implementation plan involved: the development of standards for curriculum and assessment, faculty development, educational research and resources, and outreach. Implementing this competency framework has resulted in successes, challenges, resistance to change, and a list of essential ingredients for outcomes-based medical education. A multifaceted implementation strategy has enabled this large-scale curriculum change for outcomes-based education.
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            Introducing competency-based postgraduate medical education in the Netherlands.

            Medical boards around the world face the challenge of creating competency-based postgraduate training programs. Recent legislation requires that all postgraduate medical training programmes in The Netherlands be reformed. In this article the Dutch Advisory Board for Postgraduate Curriculum Development shares some of their experiences with guiding the design of specialist training programs, based on the Canadian Medical Educational Directives for Specialists (CanMEDS). All twenty-seven Dutch Medical Specialty Societies take three steps in designing a curriculum. First they divide the entire content of a specialty into logical units, so-called 'themes'. The second step is discussing, for each theme, for which tasks trainees have to be instructed, guided, and assessed. Finally, for each task an assessment method is chosen to focus on a limited number of CanMEDS roles. This leads to a three step training cycle: (i) based on their in-training assessment and practices, trainees will gather evidence on their development in a portfolio; (ii) this evidence stimulates the trainee and the supervisor to regularly reflect on a trainee's global development regarding the CanMEDS roles as well as on the performance in specific tasks; (iii) a personal development plan structures future learning goals and strategies. The experiences in the Netherlands are in line with international developments in postgraduate medical education and with the literature on workplace-based teaching and learning.
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              CanMEDS evaluation in Canadian postgraduate training programmes: tools used and programme director satisfaction.

              The Royal College of Physicians and Surgeons of Canada (RCPSC) CanMEDS framework is being incorporated into specialty education worldwide. However, the literature on how to evaluate trainees in the CanMEDS competencies remains sparse. The goals of this study were to examine the assessment tools used and programme directors' perceptions of how well they evaluate performance of the CanMEDS roles in Canadian postgraduate training programmes. We conducted a web-based survey of programme directors of RCPSC-accredited training programmes. The survey consisted of two questions. Question 1 was designed to establish which assessment tools were used to assess each of the CanMEDS roles. Question 2 was intended to assess programme directors' perceived satisfaction with CanMEDS evaluation in their programmes. A total of 149 of the eligible 280 programme directors participated in the survey. Programme directors used a variety of assessment tools to evaluate trainees in CanMEDS competencies. Programmes used more tools to evaluate the Medical Expert (mean = 4.03, standard deviation [SD] = 1.59) and Communicator (mean = 2.36, SD = 1.02) roles. Programme directors used the fewest tools for the Collaborator (mean = 1.75, SD = 1.10) and Manager (mean = 1.75, SD = 1.18) roles. More than 92% of the programmes used in-training evaluation reports to evaluate all the CanMEDS roles. Programme directors were satisfied with their evaluation of the Medical Expert role, but less so with assessment of the other CanMEDS competencies. This study demonstrates that Canadian postgraduate training programmes use a variety of assessment tools to evaluate the CanMEDS competencies. Programme directors are neutral or concerned about how the CanMEDS roles other than that of Medical Expert are evaluated in their programmes. Further efforts are required to establish best practice in CanMEDS evaluation.
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                Author and article information

                Journal
                Can Med Educ J
                Can Med Educ J
                CMEJ
                Canadian Medical Education Journal
                Canadian Medical Education Journal
                1923-1202
                08 August 2020
                07 December 2020
                December 2020
                : 11
                : 6
                : e24-e30
                Affiliations
                [1 ]Tulane University, School of Medicine, New Orleans, USA
                [2 ]Rabigh Medical College, King Abdulaziz University, Jeddah, Saudi Arabia
                [3 ]Al Noor Specialist Hospital, Makkah, Saudi Arabia
                [4 ]International Medical Center, Jeddah, Saudi Arabia
                [5 ]King Abdulaziz University, Jeddah, Saudi Arabia
                [6 ]King Faisal Specialist Hospital, Dammam, Saudi Arabia
                [7 ]King Faisal Specialist Hospital & Research Center, Jeddah, Saudi Arabia
                Author notes
                Correspondence: Deena Hadedeya, MD., M.H.S, Tulane School of Medicine, Department of Surgery; 1430 Tulane Ave, SL-22 New Orleans, LA 70112; phone: (917)-349-5673; email: deena.hadedeya@ 123456gmail.com
                Article
                CMEJ-11-e024
                10.36834/cmej.68488
                7749697
                33349751
                59ed376b-3d81-48ac-bf8c-a8292584139d
                © 2020 Hadedeya, Ageely, Alsaleh, Aref, Al-Sharql, Al-Horani, Hamour; licensee Synergies Partners

                This is an Open Journal Systems article distributed under the terms of the Creative Commons Attribution License ( http://creativecommons.org/licenses/by/2.0) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited

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