Intégrer la formation, la pratique et la réflexion dans un nouveau modèle d’évaluation de la compétence des diplômés en médecine au Canada : un document conceptuel à l’intention du Conseil médical du Canada
DOI :
https://doi.org/10.36834/cmej.73717Résumé
En 2020, le Conseil médical du Canada a créé un groupe de travail chargé de formuler des recommandations sur la modernisation de ses pratiques d’octroi du titre de licencié aux stagiaires en médecine. À cette fin, le groupe de travail a sollicité la contribution d’experts en la matière. Dans le présent document conceptuel, nous proposons de réorienter l’approche traditionnelle axée sur l’évaluation sommative par des examens à enjeux élevés vers l’intégration de la formation, la pratique clinique et la réflexion. Plus précisément, nous proposons un modèle d’octroi progressif du titre de compétence en trois étapes : un titre pour les stagiaires qui ont démontré qu’ils possèdent les connaissances nécessaires pour commencer leur formation en tant que résident étroitement supervisé, un titre de transition pour les stagiaires ayant un portfolio d’apprentissage réflexif qui démontre la compétence clinique requise pour entamer une pratique indépendante avec du soutien et certaines limites, et un titre permettant la pratique pleinement indépendante et non supervisée pour ceux dont le portfolio réflexif démontre une compétence en analyse clinique. Cette proposition a été examinée par un groupe diversifié de 30 stagiaires, praticiens et gestionnaires en éducation médicale. Leurs commentaires ont été analysés et résumés pour donner une idée de l’accueil que la proposition serait susceptible de recevoir de la part du milieu de l’éducation médicale.
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(c) Tous droits réservés Teresa M Chan, Shawn Dowling, Kara Tastad, Alvin Chin, Brent Thoma 2022
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