Understanding, teaching and assessing the elements of the CanMEDS Professional Role: Canadian Program Directors’ views

Abstract

Background: Physicians are required to maintain and sustain professional roles during their careers, making the Professional Role an important component of postgraduate education. Despite this, this role remains difficult to define, teach and assess.

Objective: To (a) understand what program directors felt were key elements of the CanMEDS Professional Role and (b) identify the teaching and assessment methods they used.

Methods: A two-step sequential mixed method design using a survey and semi-structured interviews with Canadian program directors.

Results: Forty-six program directors (48% response rate) completed the questionnaire and 10 participated in interviews. Participants rated integrity and honesty as the most important elements of the Role (96%) but most difficult to teach. There was a lack of congruence between elements perceived to be most important and most frequently taught. Role modeling was the most common way of informally teaching professionalism (98%). Assessments were most often through direct feedback from faculty (98%) and feedback from other health professionals and residents (61%). Portfolios (24%) were the least used form of assessment, but they allowed residents to reflect and stimulated self-assessment.

Conclusion: Program directors believe elements of the Role are difficult to teach and assess. Providing faculty with skills for teaching/assessing the Role and evaluating effectiveness in changing attitudes/behaviors should be a priority in postgraduate programs.

Acknowledgements

We would like to thank the Royal College of Physicians and Surgeons of Canada for their funding and support of the project.

Declaration of interest: The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.