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developing competencies in medical education International - - PowerPoint PPT Presentation
developing competencies in medical education International - - PowerPoint PPT Presentation
Educational pathways and developing competencies in medical education International Experience Dr Richard JAMES HRH Consultant WHO, Viet Nam Content History of medical education Health Professional Education Pathway Development of
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Developments in Medical Education Early 20th century
Early 20th century Curricular reform and a move to a science based curriculum Late 20th Century New learning methods 21st Century Patient and population centeredness, competency based curricula
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Health Professional Education Pathway (1)
Under- graduate training Post-graduate training Continued Professional Development
Qualified Workforce Competent Workforce
Health workforce pool
Regulatory framework: accreditation, licensing and certification Primary institution Secondary institution
Eligible graduates
Graduate Examination
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Health Professional Education Pathway (2)
Under- graduate training Post-graduate Specialist training Continued Professional Development
Qualified Workforce Competent Workforce
Health workforce pool
Regulatory framework: accreditation, licensing, certification Primary institution Secondary institution
Eligible graduates
National Licensing Examination [Graduate - or - Exit Exam] Community Health Needs Competency- Based Curriculum Competencies Assessment of Competencies PG Specialist Competencies Regulation Body [Medical Council] Future Needs
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Development of Competency Frameworks for Doctors
Country examples include regulatory and accreditation bodies producing the competencies required to become a doctor:
UK General medical Council (GMC) Canada Canadian Medical Education Directives for Specialties (CanMEDS) USA Accreditation Council for Graduate Medical Education (ACGME)
Other examples of drafting by Government Ministries, Universities and legislative advisors produce frameworks and legal guidance
- Vietnam - Decision 1854 [May 2015]
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Cambodia Laos PDR Viet Nam China** Canada UK
Scientific foundations for medical practice Medical knowledge Application of Medical Knowledge Information and Management Communicator Medical technique service Provisions and management of patient care Patient care and clinical Skills Medical Care Clinical skills and patient care Collaborator Medical diagnosis norm Professional and Personal behaviors Professional behaviour Professional Practice Professionalism Manager Teaching and training skills Interpersonal and communication skills Communicati
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Cooperation Interpersonal Communication Health Promoter Interpersonal communication Pubic Health Health promotion and disease prevention Scholar Teamwork Medical Ethics Academic research Professionalism Professionalism Teamwork Medical expert Master of medical knowledge
Competency framework for Doctors – Country Comparisons table
**Liu Z, Tian L, Chang Q, Sun B, Zhao Y (2016) A Competency Model for Clinical Physicians in China: A Cross-Sectional Survey. PLoS ONE 11 (12):
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Cambodia Laos PDR Viet Nam China** Canada UK
Scientific foundations for medical practice Medical knowledge Application of Medical Knowledge Information and Management Communicator Medical technique service Provisions and management of patient care Patient care and clinical Skills Medical Care Clinical skills and patient care Collaborator Medical diagnosis norm Professional and Personal behaviors Professional behaviour Professional Practice Professionalism Manager Teaching and training skills Interpersonal and communication skills Communicati
- n and
Cooperation Interpersonal Communication Health Promoter Interpersonal communication Pubic Health Health promotion and disease prevention Scholar Teamwork Medical Ethics Academic research Professionalism Professionalism Teamwork Medical expert Master of medical knowledge
**Liu Z, Tian L, Chang Q, Sun B, Zhao Y (2016) A Competency Model for Clinical Physicians in China: A Cross-Sectional Survey. PLoS ONE 11 (12):
Competency framework for Doctors – Country Comparisons table
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Cambodia Laos PDR Viet Nam China** Canada UK
Scientific foundations for medical practice Medical knowledge Application of Medical Knowledge Information and Management Communicator Medical technique service Provisions and management of patient care Patient care and clinical Skills Medical Care Clinical skills and patient care Collaborator Medical diagnosis norm Professional and Personal behaviors Professional behaviour Professional Practice Professionalism Manager Teaching and training skills Interpersonal and communication skills Communicati
- n and
Cooperation Interpersonal Communication Health Promoter Interpersonal communication Pubic Health Health promotion and disease prevention Scholar Teamwork Medical Ethics Academic research Professionalism Professionalism Teamwork Medical expert Master of medical knowledge
**Liu Z, Tian L, Chang Q, Sun B, Zhao Y (2016) A Competency Model for Clinical Physicians in China: A Cross-Sectional Survey. PLoS ONE 11 (12):
Competency framework for Doctors – Country Comparisons table
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Health Professional Education Pathway
– Postgraduate and Continuing Medical Education
Under- graduate training Post-graduate training Continued Professional Development
Qualified Workforce Competent Workforce
Health workforce pool
Regulatory framework: accreditation, licensing and certification
Primary institution Secondary institution
Eligible graduates
National Licensing Examination
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Post Graduate Academic and Clinical Pathways (1)
Academic tracks in many countries MD-PhD dual degrees of 7-8 years including: Pre-clinical curriculum 2yrs PhD graduate training 3-5yrs Clinical rotations 2yrs Masters or PhDs in basic sciences, clinical research and public health is offered to medical graduates and Bachelor Science graduates
- Subsequent careers (academia, research, biotech,
pharmaceutical industry, health policy)
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Post Graduate Academic and Clinical Pathways (2)
⚫ Define policy objectives of PGME, with clarity of roles for clinical and academic specialists within the health system. ⚫ Platform for those representing medical specialties desirable (example: the Societies/Colleges system) ⚫ Strict requirements and planning for entrants into PG specialist training - academic requirements, numbers, curriculum and suitable facilities. ⚫ Health workforce planning to inform enrolment
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Post Graduate Academic and Clinical Pathways (3)
⚫ Clinical practice accompanied by licensing requirements and a review or re-licensing process
- CME update/maintain clinical knowledge
- Regular clinical practice required
⚫ Close coordination between ministries and departments
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Summary
- Historical context of competencies and CBME
- Competent health professionals are important for
quality and patient safety
- Fit for future – planning health professional education
now, for future needs
- Postgraduate medical education
- Importance for health professionals to have specialist
competencies
- Importance to clearly define the clinical and research
track – each with own competencies
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