ANZCA Bulletin - June 2009 - Australian and New Zealand College ...

More documents

Recommendations

Info

fellowship affairsCanMEDS CurriculumFrameworkThe CanMEDS Curriculum Framework– How will it change your life?Recently, I asked a group of anaestheticteachers what the CanMEDS Frameworkmeant to them. I wasn’t trying to trickanyone or show off my own knowledge. Igenuinely wanted to know. The responsethat greeted me was polite silence. Aftera while, one of them volunteered ‘Isn’t itthat list of things in the introduction of themodule book?’ That Fellow was right, ofcourse, but it is also the cornerstone of theANZCA curriculum framework and I hadan expectation that, as such, it should havean impact on the way in which our traineesand their teachers think about all theireducational activities.I have received very similar responses(indifference, bemusement, lack offamiliarity) from other groups of traineesand anaesthetic teachers to whom I havetalked about CanMEDS. Why should it bethe case that so few people know aboutCanMEDS or feel that it has an impact onthe ANZCA training program? CanMEDSwas adopted in 2004 as the curriculumframework for the ANZCA training program.At this stage it was used in its generic format.At its inaugural meeting in August 2008, theCurriculum Review Working Group (CRWG)agreed to use the CanMEDS-2005 frameworkfor the revised curriculum that will bedeveloped. During this curriculum reviewthe framework will be tailored specificallyto contemporary Australasian anaestheticpractice. (see http://www.anzca.edu.au/edu/projects/curriculum-review for furtherdetails of the CRWG).As a community, it is important thatwe develop a curriculum framework forour trainees that is widely understoodand useful in practice. The followingarticle, written by Dr Genevieve Goulding,helps to provide that understanding. Sheexplains the background to the framework,how and why it was developed and howit can be used locally. When the CRWGhas completed its work, I look forwardto sharing with Fellows and Trainees thedetail of our local CanMEDS framework.It is my sincere hope that, in the future,this will be helpful in shaping all teachingdelivered by ANZCA Fellows and learningreceived by ANZCA Trainees. So, whilst theCanMEDS framework may not change yourlife, we do hope that it will have a positiveimpact on your educational practiceand experience.Mary LawsonDirector of EducationWhat is meant by“CanMEDS”?“CanMEDS” is a curriculum frameworkdeveloped for use in medical education. Itsname is derived from “Canadian MedicalEducation Directives for Specialists”.The framework sets the standard for alldomains of professional practice includingthe knowledge, skills and behavioursexpected of specialists in Canada(and those countries that adopt it).CanMEDS was an initiative by theRoyal College of Physicians and Surgeonsof Canada in the 1990s. At that time, theCollege recognised that the healthcareenvironment was undergoing rapidchanges such as patient consumerism,an increasingly regulatory environment,budgetary constraints, access to medicalinformation freely via the internet,higher rates of litigation, new drugs andtechnologies and the explosion of medicalknowledge. These forces were changing thehealthcare delivery environment, and it wasfelt that the roles and abilities of physicians(doctors) urgently needed to adapt tothese changes.After many years of extensiveconsultative process involving doctorsfrom many fields and educators and otherstakeholders such as patient groups, seven“essential physician roles” were defined. 1The CanMEDS Roles: Medical Expert,Communicator, Collaborator, Manager,Health Advocate, Scholar, ProfessionalIt was decided that training in theseroles would provide the basis for medicaleducation to prepare specialist doctors forpractice that could meet patients’ needsin the modern healthcare environment.Universities and specialist training programsin Canada adopted the principles intotheir curricula, and it was not long beforemany other countries followed suit atdifferent levels across the spectrumof medical education.Remembering the North Americanorigins of the CanMEDS, “physician”would in our context equate to “medicalspecialist” and “medical expert” toexpertise in the medical aspects of one’sspecialty rather than specifically tospecialist medicine (what we wouldcall physician specialist practice).56The ANZCA Bulletin June 2009
The CanMEDS Roles are typicallyrepresented by the diagram 2 , the CanMEDS“daisy”. It shows the centrality of the roleof “Medical Expert” with all the otherroles interconnected. Each CanMEDSrole also has a list of “Elements”, whichexplain the role more clearly. The “daisy”is a simplistic representation of thiscomplex framework.©2001-2006 The Royal College of Physicians and Surgeons of Canadawww.rcpsc.medical.orgThe CanMEDS CompetenciesIn 1995, the CanMEDS framework wasrevised 3 to be more than just a descriptionof essential physician roles, and wenton to describe essential competencies.(Competencies are important knowledge,skills and attitudes that can be taught,observed and assessed).Competencies have now been organisedaround the physician roles. In the CanMEDSframework each of the seven Roles has “KeyCompetencies”, and each key competencyhas been further outlined into multiple“Enabling Competencies”. The enablingcompetencies specify the behaviours, skillsand attitudes that must be displayed by thepostgraduate learner.As an example, here is the descriptionof the key competencies for theCommunicator Role:“As Communicators, physicianseffectively facilitate the doctor-patientrelationship and the dynamic exchangesthat occur before, during, and after themedical encounter.” 3Key Competencies forthe Communicator Role1. Develop rapport, trust and ethicaltherapeutic relationships with patientsand families2. Accurately elicit and synthesizerelevant information and perspectivesof patients and families, colleaguesand other professionals3. Accurately convey relevant informationand explanations to patients andfamilies, colleagues and otherprofessionals4. Develop a common understandingon issues, problems and plans withpatients and families, colleaguesand other professionals to developa shared plan of care5. Convey effective oral and writteninformation about a medical encounterEach of the five key competencies listedabove has enabling competencies whichexpand on exactly what is required(17 in total). For example, the enablingcompetencies for point 4 taken from theCommunicator Role are listed below:4. Develop a common understandingon issues, problems and planswith patients, families, and otherprofessionals to develop a sharedplan of care4.1 Effectively identify and exploreproblems to be addressed from apatient encounter, including thepatient’s context, responses,concerns, and preferences4.2 Respect diversity and difference,including but not limited to theimpact of gender, religion andcultural beliefs on decision-making4.3 Encourage discussion, questions,and interaction in the encounter4.4 Engage patients, families, andrelevant health professionalsin shared decision-making todevelop a plan of care4.5 Effectively address challengingcommunication issues such asobtaining informed consent,delivering bad news, andaddressing anger, confusionand misunderstandingMany of the specialist medical collegesof Australia (including ANZCA) haveincorporated the CanMEDS framework intotheir curricula, with some adaptations.The FANZCA program is undergoingan extensive review, and the revisedprogram will more explicitly incorporatethe framework, with Key and Enablingcompetencies as described above, pertinentto Australasian anaesthesia, included inthe curriculum.Trainees and IMGS undertaking theFANZCA Final Examination would benefitfrom reading the CanMEDS frameworkand ANZCA Code of Professional Conduct 4for a clear idea of the standard and rangeof abilities that are expected to have beenachieved by the end of training to deliverquality care as a specialist.A full description of the CanMEDSframework can be found at:http://rcpsc.medical.org/canmeds/Dr Genevieve GouldingANZCA CouncillorChair IMGS CommitteeDeputy Chair Education & TrainingCommitteeReferences:1. The Royal College of Physicians and Surgeonsof Canada, RCPSC: The CanMEDS ProjectOverview (2005). http://rcpsc.medical.org/canmeds/CanMeds-summary_e.pdf2. The Royal College of Physicians and Surgeonsof Canada, RCPSC: Website. http://rcpsc.medical.org/canmeds/3. Frank, JR. (Ed). 2005. The CanMEDS 2005physician competency framework. Betterstandards. Better physicians. Better care.Ottawa: The Royal College of Physicians andSurgeons of Canada.4. The ANZCA Code of Professional Conduct2007. http://www.anzca.edu.au/resourcesguidelines/Code-of-Conduct.pdfThe ANZCA Bulletin June 2009 57
Page 3 and 4:
12 27 20 36ContentsThe ANZCA Bullet
Page 5 and 6:
NewsSafety of AnaesthesiaReportThe
Page 7 and 8: Simulation-based sedationcourse for
Page 9 and 10: anzca Research AwardThe Lennard Tra
Page 11 and 12: Annual General MeetingminutesMinute
Page 13 and 14: 4. Declaration of the PollsCouncil
Page 15 and 16: Snapshot1657 Full registrants 152 F
Page 17 and 18: The ANZCA Bulletin June 2009 15
Page 19 and 20: The College Ceremony; Dr James Sart
Page 21 and 22: ASM photo galleries and videosof th
Page 23 and 24: Leading the debate onthe future of
Page 25 and 26: BroadeningrolesDr Vanessa BeavisWe
Page 27 and 28: “Commencing medical students are
Page 29 and 30: An anaesthetist-ledPerioperativeCar
Page 31 and 32: advertisementThe ANZCA Bulletin Jun
Page 33 and 34: Hobart AnaesthesiaGroupThe Hobart A
Page 35 and 36: Mater Private Hospital,SydneyOver t
Page 37 and 38: large number of anaesthetic colleag
Page 39 and 40: and we often split that into two si
Page 41 and 42: DC: As someone who’s slightly fur
Page 43 and 44: profileDr Vanessa Beavis:From South
Page 45 and 46: philanthropyThe ANZCA FoundationAn
Page 47 and 48: advertisementRoyal Melbourne Hospit
Page 49 and 50: Trauma, surgery,obstetrics and blee
Page 51 and 52: Changes to medicaloxygen connection
Page 53 and 54: Wai Ka MingLaurent Anthony WallaceP
Page 55 and 56: ANZCACurriculum ReviewThe Why, Who,
Page 57: advertisement142_ANT_Agilia_HP_Ad d
Page 61 and 62: fellowship affairsContinuing Profes
Page 63 and 64: Australian and New Zealand College
Page 65 and 66: Essential guide to generic skills /
Page 67 and 68: RegionsAustralian CapitalTerritoryT
Page 69 and 70: RegionsContinuedQueenslandThe Facul
Page 71 and 72: Western AustraliaThe WA 2009 Autumn
Page 73 and 74: April 2009Stefan Andre LOMBAARDChri
Page 75 and 76: advertisementASURA 2009Australasian
Page 77 and 78: advertisementPRACTICAL AIRWAYMANAGE
Page 79 and 80: Joint Faculty of Intensive Care Med
Page 85 and 86: Faculty of Pain MedicineDean’s Me
Page 87 and 88: Faculty of Pain MedicineOrganisatio
Page 89 and 90: Faculty of Pain MedicineThe symposi
Page 91 and 92: Dr Carolyn Arnold, A/Prof Leigh Atk
Page 93 and 94: Faculty of Pain MedicineDean’s Re
Page 95 and 96: Faculty of Pain MedicineHonorary Fe
Page 97 and 98: FELLOWSHIP AFFAIRSProfessionaldocum
Page 99 and 100: Australian and New Zealand Collegeo
Page 101: October 16-182009 Fpm Spring Meetin
Page 104: Christchurch 2010
show all

ANZCA Bulletin - June 2009 - Australian and New Zealand College ...

Create successful ePaper yourself

Delete template?

Save as template?