Références aux patients dans les référentiels de compétences CanMEDS 2005 et 2015
DOI :
https://doi.org/10.36834/cmej.74993Résumé
Contexte : La participation des patients dans la formation médicale postdoctorale (FMPD) peut aider les résidents à améliorer leur professionnalisme et leurs compétences en matière de communication et de collaboration. Le référentiel CanMEDS définit les compétences des médecins et oriente les activités d’enseignement et d’évaluation dans la formation médicale postdoctorale. Cependant, la manière dont les patients sont décrits dans le référentiel CanMEDS n’est pas claire et il n’est pas certain que cette description encourage la participation active des patients dans la FMPD. Pour éclairer la description des patients dans les révisions du référentiel CanMEDS, dont la publication est prévue en 2025, notre objectif était d’examiner comment ils sont présentés dans les référentiels CanMEDS de 2005 et 2015.
Méthodes : Nous avons utilisé l’analyse de documents pour examiner les références au terme « patient(s) » dans les référentiels CanMEDS 2005 et 2015.
Résultats : Dans les référentiels CanMEDS de 2005 et 2015, les patients sont mentionnés dans la description de certains rôles, mais ils ne le sont pas dans la description des compétences qui y sont associées. Dans d’autres cas, ni la description du rôle ni celle des compétences correspondantes ne font référence aux patients, ce qui peut minimiser l’importance de la participation de ces derniers. Actuellement, le rôle de promoteur de la santé dans le référentiel de 2015 est le seul qui comprend une description et une référence aux patients comme travaillant avec le médecin à titre de partenaires de soins, et qui favorise ainsi la possibilité de faire participer les patients dans la FMPD.
Conclusion : Les référentiels CanMEDS passés et présents contiennent des incohérences quant à la description des patients comme partenaires potentiels dans la FMPD. La compréhension de ces incohérences peut éclairer la révision de CanMEDS, dont la publication est prévue en 2025.
Statistiques
Références
Soon YE, Murray CM, Aguilar A, Boshoff K. Consumer involvement in university education programs in the nursing, midwifery, and allied health professions: a systematic scoping review. Int J Nurs Stud. 2020;109:103619. https://doi.org/10.1016/j.ijnurstu.2020.103619
Towle A, Bainbridge L, Godolphin W, et al. Active patient involvement in the education of health professionals. Med Educ. 2010;44(1):64–74. https://doi.org/10.1111/j.1365-2923.2009.03530.x
Khalife R, Gupta M, Gonsalves C, et al. Patient involvement in assessment of postgraduate medical learners: a scoping review. Med Educ. 2022. https://doi.org/10.1111/medu.14726
Eady K, Moreau KA. Using parent feedback: a qualitative study of residents’ and physician-educators’ perspectives. Perspect Med Educ. 2018;7(1):33–9. https://doi.org/10.1007/s40037-017-0393-6
Thangarasu S, Renganathan G, Natarajan P. empathy can be taught, and patients teach it best. J Med Educ Curric Dev. 2021;8:23821205211000344. https://doi.org/10.1177/23821205211000346
Sinclair W, Camps L, Bibi F. Looking after children and young people: Ensuring their voices are heard in the pre-registration nursing curriculum. Nurse Educ Pract. 2012;12(4):227–31. https://doi.org/10.1016/j.nepr.2012.03.001
Heidke P, Howie V, Ferdous T. Use of healthcare consumer voices to increase empathy in nursing students. Nurse Educ Pract. 2018;29:30–4. https://doi.org/10.1016/j.nepr.2017.11.007
Wykurz G, Kelly D. Developing the role of patients as teachers: literature review. BMJ. 2002;325(7368):818–21. https://doi.org/10.1136/bmj.325.7368.818
Muir D, Laxton JC. Experts by experience; the views of service user educators providing feedback on medical students’ work based assessments. Nurse Educ Today. 2012;32(2):146–50. https://doi.org/10.1016/j.nedt.2011.08.015
Ahuja AS, Williams R. Involving patients and their carers in educating and training practitioners. Curr Opin Psychiatry. 2005;18(4):374–80. https://doi.org/10.1097/01.yco.0000172054.25284.bb
Stacy R, Spencer J. Patients as teachers: a qualitative study of patients’ views on their role in a community-based undergraduate project. Med Educ. 1999;33(9):688–94. https://doi.org/10.1046/j.1365-2923.1999.00454.x
Towle A & Godolphin W. Patient involvement in health professional education: a bibliography 1975-November 2016. (2016). Retrieved from https://pcpe.health.ubc.ca/node/207
De Rubeis C. Patient and Family Involvement in The Education of Health Professionals Working in Palliative Care: A Scoping Review [Unpublished master’s thesis]. University of Ottawa; 2021.
Abadel FT, Hattab AS. Patients’ assessment of professionalism and communication skills of medical graduates. BMC Med Educ. 2014;14(1). https://doi.org/10.1186/1472-6920-14-28
Greco M, Brownlea A, McGovern J, Cavanagh M. Consumers as educators: implementation of patient feedback in general practice training. Health Commun. 2000;12(2):173–93. https://doi.org/10.1207/S15327027HC1202_4
Ikkos G. Engaging patients as teachers of clinical interview skills. The Psychiatrist. 2003; 27(8):312–15. https://doi.org/10.1192/pb.27.8.312.
Thomson AN. Reliability of consumer assessment of communication skills in a postgraduate family practice examination. Med Educ. 1994;28(2):146–50. https://doi.org/10.1111/j.1365-2923.1994.tb02535.x
Branch VK, Graves G, Hanczyc M, Lipsky PE. The utility of trained arthritis patient educators in the evaluation and improvement of musculoskeletal examination skills of physicians in training. Arthritis Care Res. 1999;12(1):61–9. https://doi.org/10.1002/1529-0131(199902)12:1<61::AID-ART10>3.0.CO;2-G
Dugoff L, Everett MR, Vontver L, Barley GE. Evaluation of pelvic and breast examination skills of interns in obstetrics and gynecology and internal medicine. Am J Obstet Gynecol. 2003;189(3):655–8. https://doi.org/10.1067/S0002-9378(03)00892-5
Hamburger S, Guthrie D, Smith PG, Shaffer K. Teaching the pelvic examination in an internal medicine residency program. West J Med. 1981;134(6):547–8.
Fornari A, Anderson M, Simon S, Korin E, Swiderski D, Strelnick AH. Learning social medicine in the Bronx: an orientation for primary care residents. Teach Learn Med. 2011 Jan 12;23(1):85–9. https://doi.org/10.1080/10401334.2011.536898
Appel DJ, Hoffman MW, Speller NB, Weiner PL, Meryash DL. Parents as teachers: an integral component of a developmental and behavioral pediatrics curriculum. J Dev Behav Pediatr. 1996;17(2):105–6. https://doi.org/10.1097/00004703-199604000-00008
Blasco PA, Kohen H, Shapland C. Parents-as-teachers: design and establishment of a training programme for paediatric residents. Med Educ. 1999;33(9):695–701. https://doi.org/10.1046/j.1365-2923.1999.00334.x
Moreau KA, Eady K, Frank JR, et al. A qualitative exploration of which resident skills parents in pediatric emergency departments can assess. Med Teach. 2016;38(11):1118–24. https://doi.org/10.3109/0142159X.2016.1170783
Agrawal S, Capponi P, López J, et al. From surviving to advising: a novel course pairing mental health and addictions service users as advisors to senior psychiatry residents. Acad Psychiatry. 2016 Jun 1;40(3):475–80. https://doi.org/10.1007/s40596-016-0533-z
Babu KS, Law-Min R, Adlam T, Banks V. Involving service users and carers in psychiatric education: what do trainees think? Psychiatr Bull. 2008;32(1):28–31. https://doi.org/10.1192/pb.bp.107.015354
Donaghy F, Boylan O, Loughrey C. Using expert patients to deliver teaching in general practice. Br J Gen Pract. 2010;60(571):136–9. https://doi.org/10.3399/bjgp10X483346
Colbert CY, Mirkes C, Cable CT, Sibbitt SJB, VanZyl GO, Ogden PE. The patient panel conference experience: what patients can teach our residents about competency issues: Acad Med. 2009;84(12):1833–9. https://doi.org/10.1097/ACM.0b013e3181bf27db
Hobson WL, Avant-Mier R, Cochella S, et al. Caring for the underserved: using patient and physician focus groups to inform curriculum development. Ambul Pediatr. 2005;5(2):90–5. https://doi.org/10.1367/A04-076R.1
Fadden G, Shooter M, Holsgrove G. Involving carers and service users in the training of psychiatrists. Psychiatr Bull. 2005;29(7):270–4. https://doi.org/10.1192/pb.29.7.270
Snaman JM, Kaye EC, Cunningham MJ, et al. Going straight to the source: a pilot study of bereaved parent-facilitated communication training for pediatric subspecialty fellows. Pediatr Blood Cancer. 2017;64(1):156–62. https://doi.org/10.1002/pbc.26089
Moreau KA, Eady K, Tang K, et al. The development of the PARENTS: a tool for parents to assess residents’ non-technical skills in pediatric emergency departments. BMC Med Educ. 2017;17(1):1–10. https://doi.org/10.1186/s12909-017-1042-9
Parham D, Reed D, Olicker A, et al. Families as educators: a family-centered approach to teaching communication skills to neonatology fellows. J Perinatol. 2019 Oct;39(10):1392–8. https://doi.org/10.1038/s41372-019-0441-7
Moreau KA, Eady K, Jabbour M. Exploring residents’ reactions to and use of parent feedback in a pediatric emergency department: A grounded theory study. Med Teach. 2019;41(2):207–14. https://doi.org/10.1080/0142159X.2018.1460658
Naylor S, Harcus J, Elkington M. An exploration of service user involvement in the assessment of students. Radiography. 2015;21(3):269–72. https://doi.org/10.1016/j.radi.2015.01.004
Takahashi S, Abbott C, Oswald A & Frank, JR. (Eds.). CanMEDS teaching and assessment tools guide. [Internet]. 2015; Available from https://cmfdlibrary.librarika.com/search/detail/4900390. [Accessed on Feb 19, 2022]
Carraccio C, Englander R, Van Melle E, et al. Advancing competency-based medical education: a charter for clinician–educators. Acad Med. 2016;91(5):645–9. https://doi.org/10.1097/ACM.0000000000001048
Frank JR. (Ed). The CanMEDS 2005 physician competency framework. Better standards. Better physicians. Better care. Ottawa: The Royal College of Physicians and Surgeons of Canada; 2005
Frank JR, Snell L, Sherbino J, editors. CanMEDS 2015 Physician Competency Framework. Ottawa: Royal College of Physicians and Surgeons of Canada; 2015.
Glasersfeld E von. Radical constructivism: a way of knowing and learning. London: Routledge Falmer. 2002.
Savvides N, Al-Youssef J, Colin M, Garrido C. Journeys into inner/outer space: reflections on the methodological challenges of negotiating insider/outsider status in international educational research. Res Comp Int Educ. 2014; 1;9(4):412–25
Bowen GA, Document analysis as a qualitative research method. Qual Res J. 2009; 9(2): 27-40. https://doi.org/10.3316/QRJ0902027
Hsieh H-F, Shannon SE. Three approaches to qualitative content analysis. Qual Health Res. 2005;15(9):1277–88. https://doi.org/10.1177/1049732305276687
The Royal College of Physicians and Surgeons of Canada. CanMEDS // Framework. [Internet]. Available from: https://canmeds.royalcollege.ca/en/framework [Accessed on Feb 7, 2022].
Merriam-Webster Dictionary. Interaction. [Internet]. 2022. https://www.merriam-webster.com/dictionary/interaction [Accessed Feb 12, 2022]
El-Haddad C, Hegazi I, Hu W. A patient expectations questionnaire for determining criteria for entrustment decisions. Med Teach. 2021;43(9):1031–8. https://doi.org/10.1080/0142159X.2021.1907324
Moreau K, Eady K, Jabbour M. Patient involvement in resident assessment within the Competence by Design context: a mixed-methods study. Can Med Educ J. 2019;10(1):e84–102. https://doi.org/10.36834/cmej.56881
Jha V, Quinton ND, Bekker HL, Roberts TE. Strategies and interventions for the involvement of real patients in medical education: a systematic review. Med Educ. 2009;43(1):10–20. https://doi.org/10.1111/j.1365-2923.2008.03244.x
Adam HL, Giroux CM, Eady K, Moreau KA. A qualitative study of patients’ and caregivers’ perspectives on educating healthcare providers. Can Med Educ J. 2021;12(4):7–16. https://doi.org/10.36834/cmej.71541
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
(c) Tous droits réservés Holly L Adam, Kaylee Eady, Katherine A Moreau 2022
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International.
La soumission d’un manuscrit original à la revue constitue une indication qu’il s’agit d’un travail original, qu’il n’a jamais été publié et qu’il n’est pas envisagé pour publication dans une autre revue. S’il est accepté, il sera publié en ligne et ne pourra l’être ailleurs sous la même forme, à des fins commerciales, dans quelque langue que ce soit, sans l’accord de l’éditeur.
La publication d’une recherche scientifique a pour but la diffusion de connaissances et, sous un régime sans but lucratif, ne profite financièrement ni à l’éditeur ni à l’auteur.
Les auteurs qui publient dans la Revue canadienne d’éducation médicale acceptent de publier leurs articles sous la licence Creative Commons Paternité - Pas d’utilisation commerciale, Pas de modification 4.0 Canada. Cette licence permet à quiconque de télécharger et de partager l’article à des fins non commerciales, à condition d’en attribuer le crédit aux auteurs. Pour plus de détails sur les droits que les auteurs accordent aux utilisateurs de leur travail, veuillez consulter le résumé de la licence et la licence complète.
