CanMEDS 2005: The Physician as Scholar

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CanMEDS 2005 The Physician as Scholar

• Susan E. Tallett
• Jay Rosenfield

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Objectives of workshop on Scholar role

• Define scholar role and competencies
• Describe ways to teach and assess these
  competencies
• Discuss experiences of workshop participants
• Provide resources

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The Physician as Scholar

• Definition
• As scholars,
• physicians demonstrate a lifelong
• commitment to reflective learning,
• as well as the creation,
• dissemination, application and
• translation of medical knowledge.

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The Physician as Scholar

• Description
• Physicians engage in lifelong pursuit of
  mastering their domain of expertise
• As learners, continually learning and modeling
  this for others.
• Through their scholarly activities, contributing
  to creation, dissemination, application, and
  translation of medical knowledge.
• As teachers, facilitating education of students,
  patients, colleagues, and others.

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The Physician as Scholar Key Competencies

• Maintain and enhance professional activities
  through ongoing learning.
• Critically evaluate information and its sources,
  and apply this appropriately to practice
  decisions.
• Facilitate the learning of patients, families,
  students, residents, other health professionals,
  the public and others as appropriate.
• Contribute to the creation, dissemination,
  application, and translation of new medical
  knowledge and practices.

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Maintain and enhance professional activities
through ongoing learning.

• Describe the principles of maintenance of
  competence.
• Describe the principles and strategies for
  implementing a personal knowledge management
  system.
• Recognize and reflect learning issues in
  practice.
• Conduct a personal practice audit.

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Maintain and enhance professional activities
through ongoing learning.

• Pose an appropriate learning question.
• Access and interpret the relevant evidence.
• Integrate new learning into practice.
• Evaluate the impact of any change in practice.
• Document the learning process.

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Ongoing Learning

• Knowledge
• -lectures, workshops, CQI projects
• -personal needs assessment (subjective- readings,
  discussion with peers, learning logs etc
  objective- formal exams, quizzes, external
  measures)
• -experience-reflection

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Ongoing Learning

• Evaluation
• -subjective- perceptions, reflective exercises
  in practice, portfolios
• -objective- patient outcomes, formal quizzes,
  personal learning project assessment toolschart
  reviews, report cards, peer review
• -early participation in maintenance of competence
  programs

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Critically evaluate information and its sources,
and apply this appropriately to practice
decisions.

• Describe the principles of critical appraisal.
• Critically appraise retrieve evidence in order to
  address a clinical question.
• Integrate critical appraisal conclusions into
  clinical care.

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Critical AppraisalTeaching Strategies

• Knowledge
• Database searching course
• Critical appraisal seminar series
• Journal club
• (Masters Clinical Epidemiology)

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Critical AppraisalTeaching Strategies

• Seminar series
• How to search Medline
• Introduction to critical appraisal
• Diagnostic tests
• Prognosis
• Etiology/causation
• Therapy
• Canadian Medical Association Journal 124
  (5)555-8, (6)703-10,
• (7)869-72, (8)985-90, (9)1156-62

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Critical AppraisalTeaching Strategies

• Skills
• Evidenced-based presentations journal clubs,
  research rounds etc
• Clinical encounters

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Critical AppraisalEvaluation Strategies

• Evaluation
• On rotations Iter- does resident seek/appraise
  evidence to support clinical care?
• Presentations at rounds/ journal club- assessment
  by faculty in written format
• Written test /OSCE
• Literature review for scholarly project

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Facilitate learning

• Describe principles of learning relevant to
  medical education.
• Collaboratively identify the learning needs and
  desired learning outcomes of others.
• Select effective teaching strategies and content
  to facilitate others learning.

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Facilitate learning

• Demonstrate an effective lecture or presentation.
  
• Assess and reflect on a teaching encounter.
• Provide effective feedback.
• Describe the principles of ethics with respect to
  teaching.

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Teaching to teach strategies

• Knowledge
• Seminar series
• Qualities of the excellent teacher
• Giving formal presentations
• One-on-one teaching and supervision
• Leading small groups and seminars
• Evaluations and giving feedback
• Mentoring
• Ethical issues in teaching/learning
• Power point session
• Teaching Improvement Project Systems (TIPS)

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Teaching to teach strategies

• Skills
• Role modeling
• Practice with feedback
• On rotations (senior-junior-medical student)
• Formal presentations
• Formal medical student teaching
• Patient/family teaching in clinical encounters
• Evaluation of teachers

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Evaluation of teaching

• ITER Did the resident
• Identify the learning needs of the students?
• Give feedback to the learners?
• Teach effectively one-on-one during clinical care
  (admissions etc)?
• Present an effective lecture/seminar at rounds?

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Evaluation of teaching

• Evaluation
• Evaluation verbal/written after presentations
• Evaluations from medical student sessions e.g.
  ASCM
• Video-taped encounter with feedback
• Objective structured teaching encounter (OSTE)
• Observed patient encounter re management/treatment
  plans

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Contribute to the creation, dissemination,
application, and translation of new medical
knowledge and practices.

• Describe the principles of research and scholarly
  inquiry.
• Describe the principles of research ethics.
• Pose a scholarly question.
• Conduct a systematic search for evidence.
• Select and apply appropriate methods to address
  the question.
• Appropriately disseminate the findings of a
  study.

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Contribution to Knowledge

• Knowledge
• -scholarly research projects
• -workshops
• -literature/database searching courses
• -individual learning plan development
• -proposals for ethics review
• -data analysis, interpretation, write-up,
  presentation

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Contribution to Knowledge

• Evaluation
• -scholarly measures e.g. grants, presentations,
  publications, abstracts etc
• -journal clubs-literature reviews
• -ethics approvals
• -analysis of search strategies