Tomorrows doctors: Medical

1
Tomorrows doctors Medical Dental Students
Understanding the Roles of the Qualified
Professional
Hillary Widdifield, Tony Ryan, Eleanor OSullivan
Tomorrows doctors
Department of Paediatrics Child Health, and
Dental School, Cork University Hospital1
Abstract   Introduction The Royal College of
Physicians Surgeons of Canada developed a
competency framework to assist future specialists
in responding to challenges as health care
providers. The CanMeds project described 7
essential roles of Specialist Physicians include
Health Advocate, Manager, Scholar, Medical
Expert, Professional, Communicator and
Collaborator (HMSEPC2). The object of the current
study was to investigate whether medical students
and dental students in Ireland recognised these
essential roles.   Methods Medical and dental
students (year 1 and year 4) were asked to mind
map the responsibilities of qualified
doctors/dentists. The comments on the mind map
were applied to one of the 7 CanMed roles.
  Results Students had the greatest number of
responses referring to the Medical Expert (257)
and Professional (227) roles. This was followed
by Communicator (130), Scholar (107) and Health
Advocate (82) roles. There were relatively few
responses relating to Manager (12) and
Collaborator (i.e. teamwork) roles (30). There
were no differences in responses between Dental
Students and Medical Students and between 1st
year and 4th year students. Similarly there were
no differences between the responses of Irish
students (n 95 68) and International students
(n 45 32) Conclusion Students are aware of
their role as Medical or Dental experts
(diagnostic and therapeutic skills) for ethical
and effective patient care (professional role).
They are somewhat aware of the Communicator,
Scholar and Health Advocate roles. In general
they have little concept of the importance of
management skills (utilising resources
effectively), and of collaboration (teamwork and
consulting effectively with other physicians and
Health care Professionals). Medical and Dental
Educators and Curriculum Committees should
address these important deficiencies.

• The Royal College of Physicians and Surgeons of
  Canada proposed 7 competencies for their doctors
  of tomorrow (below). We organized them into the
  mnemonic HMSEPC2
• Our Aims
• to see if students understand their future
  roles
• to determine which roles are underappreciated
• To determine which roles should be taught
  explicitedly

METHODS
Examples of Student Responses Visit schools to
run healthy lifestyle workshop Health
advocate Run an efficient and patient-friendly
practice Manager. Participating in
continuing education programs Scholar Proper
diagnosis and treatment Medical
Expert Honest when describing diagnosis and
treatment Professional Knowing whats going
on in my patients lives Communication Disc
ussing diagnosis treatment with specialists
Collaboration


Results 128 students Irish 95
(68) International 45 (32) .

• Distribution of comments on mind maps
• (484 comments from 128 students)
• Medical Expert 257
• Professional 227
• Communicator 130
• Scholar 107
• Health Advocate 82
• Manager 12
• Collaborator 30

1.Health Advocate Identify the important
determinants of health affecting patients- 2.
ManagerUtilize resources effectively to balance
patient care, learning needs, outside
activities 3. ScholarDevelop a personal
continuing education strategy contribute to
development of new knowledge 4. Expert Develop
a personal continuing education strategy
contribute to development of new knowledge 5.
ProfessionalDeliver highest quality care with
integrity, honesty and compassion 6.
CollaboratorConsult effectively contribute
effectively to other interdisciplinary team
activities 7. CommunicatorEstablish
therapeutic relationships- listen effectively

• CONCLUSIONS
• Students are aware of their role as Medical
  or Dental Eexperts
• They are somewhat aware of the Communicator,
  Scholar and Health Advocate roles.
• They have little concept of the importance
  of management skills (utilising resources
  effectively), and of collaboration (teamwork).
• Implications
• We cannot rely on the Hidden Curriculum to
  teach the competencies required by the 20th
  century physician
• We can use CANMEDS as overarching principles
  to formulate the medical curriculum,
• We can also use the CANMEDS framework in
  teaching, learning and assessment of Medical
  Students, the Doctors of Tomorrow.