Faire une place pour l'enseignement du leadership dans la formation médicale prédoctorale au Canada
DOI :
https://doi.org/10.36834/cmej.73216Résumé
Même si le besoin d’un leadership médical efficace est clair, la conception et l’implantation d’un cursus et de stratégies d’évaluations sur la compétence de leadership en éducation médicale prédoctorale demeure à optimiser. Dans le cadre de l’examen de ses stratégies d’évaluation de la formation médicale prédoctorale, le Conseil médical du Canada (CMC) a sollicité des énoncés de position portant sur divers aspects, y compris sur les rôles CanMEDS intrinsèques. Cet article s’appuie sur la soumission des auteurs concernant l’évaluation du leadership faite pour le CMC. Prenant le modèle de développement de cursus de Kern comme guide, nous avons examiné le paysage de l’enseignement du leadership dans la formation prédoctorale au Canada par le biais d’une analyse environnementale de la littérature scientifique et grise, des cadres et des ressources de leadership canadiens et d’une consultation avec des leaders parmi les étudiants et le corps professoral. L’enseignement du leadership dans les programmes est très variable et bien souvent, les apprenants ne sont pas au courant des possibilités offertes. En conséquence, nous suggérons des processus d’élaboration de cursus, y compris des stratégies d’enseignement en lien avec les sujets importants, l’enseignement, l’évaluation des apprenants et l’évaluation de programme. La formation au leadership ne peut pas demeurer un élément de la liste « à faire » pour l’éducation médicale prédoctorale. Une telle formation nécessite une attention et un investissement ciblés afin de favoriser la construction continue de l’identité de futurs bons médecins.
Statistiques
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