Promoting medical competencies through a didactic tutor qualification programme – a qualitative study based on the CanMEDS Physician Competency Framework
Abstract Background In peer-led tutorial courses, qualified medical students (“tutors”) provide their peers with opportunities to deepen their theoretical knowledge effectively and to practice clinical skills already in preclinical semesters. At the Medical Faculty of Heidelberg University, a struct...
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| Format: | Article |
| Language: | English |
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BMC
2019-06-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s12909-019-1636-5 |
| _version_ | 1819063083261231104 |
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| author | Angelika Homberg Jan Hundertmark Jürgen Krause Merle Brunnée Boris Neumann Svetla Loukanova |
| author_facet | Angelika Homberg Jan Hundertmark Jürgen Krause Merle Brunnée Boris Neumann Svetla Loukanova |
| author_sort | Angelika Homberg |
| collection | DOAJ |
| description | Abstract Background In peer-led tutorial courses, qualified medical students (“tutors”) provide their peers with opportunities to deepen their theoretical knowledge effectively and to practice clinical skills already in preclinical semesters. At the Medical Faculty of Heidelberg University, a structured medical didactic qualification programme prepares and trains future tutors for their responsibilities. This programme consists of four modules: 1. medical didactics and group leadership, 2. subject-specific training, 3. performance of tutorial courses as well as 4. collegial advice and reflection on the tutors’ activities. The aim of this study is to systematically analyse and present the development of role competencies for medical tutors based on the CanMEDS Physician Competency Framework through the didactic qualification programme. Methods We applied a qualitative research approach to detect CanMEDS role competencies acquisition within the tutor qualification programme. The CanMEDS framework describes key competencies, grouped thematically under seven professional roles. Two tutors and three training coordinators independently assigned the individual modules of the tutor qualification programme to the key competencies of the CanMEDS framework. Tutors and training coordinators compared and discussed the allocations within the groups in a consensus finding process. All authors analysed the findings in order to find out the so-called “hidden curriculum”. The views of both groups are presented separately. Results The training programme promotes the acquisition of competencies in all seven CanMEDS roles. The roles of the scholar and the leader are promoted in all modules. In addition, the first and fourth module focus predominately on the role of the collaborator, the second on the role of the medical expert and communicator, and the fourth on the role of the professional. Conclusions The systematic analysis through assignment of the CanMEDS roles to the individual modules of the tutor qualification programme documents the comprehensive acquisition of competencies, not only with regard to the tutor activity, but generally with regard to the later role of the physician. The reflection on one’s own competency acquisition can support the promotion of corresponding competencies in the qualification programme and their transfer into the professional practice later. |
| first_indexed | 2024-12-21T15:09:02Z |
| format | Article |
| id | doaj.art-863b8268568a4b3d8d9b9fad2c8bc0cb |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-12-21T15:09:02Z |
| publishDate | 2019-06-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-863b8268568a4b3d8d9b9fad2c8bc0cb2022-12-21T18:59:21ZengBMCBMC Medical Education1472-69202019-06-011911810.1186/s12909-019-1636-5Promoting medical competencies through a didactic tutor qualification programme – a qualitative study based on the CanMEDS Physician Competency FrameworkAngelika Homberg0Jan Hundertmark1Jürgen Krause2Merle Brunnée3Boris Neumann4Svetla Loukanova5Department of General Practice and Health Services Research, University Hospital HeidelbergDepartment of General Practice and Health Services Research, University Hospital HeidelbergDepartment of General Practice and Health Services Research, University Hospital HeidelbergDepartment of General Practice and Health Services Research, University Hospital HeidelbergAbteilung Schlüsselkompetenzen und Hochschuldidaktik, Heidelberg UniversityDepartment of General Practice and Health Services Research, University Hospital HeidelbergAbstract Background In peer-led tutorial courses, qualified medical students (“tutors”) provide their peers with opportunities to deepen their theoretical knowledge effectively and to practice clinical skills already in preclinical semesters. At the Medical Faculty of Heidelberg University, a structured medical didactic qualification programme prepares and trains future tutors for their responsibilities. This programme consists of four modules: 1. medical didactics and group leadership, 2. subject-specific training, 3. performance of tutorial courses as well as 4. collegial advice and reflection on the tutors’ activities. The aim of this study is to systematically analyse and present the development of role competencies for medical tutors based on the CanMEDS Physician Competency Framework through the didactic qualification programme. Methods We applied a qualitative research approach to detect CanMEDS role competencies acquisition within the tutor qualification programme. The CanMEDS framework describes key competencies, grouped thematically under seven professional roles. Two tutors and three training coordinators independently assigned the individual modules of the tutor qualification programme to the key competencies of the CanMEDS framework. Tutors and training coordinators compared and discussed the allocations within the groups in a consensus finding process. All authors analysed the findings in order to find out the so-called “hidden curriculum”. The views of both groups are presented separately. Results The training programme promotes the acquisition of competencies in all seven CanMEDS roles. The roles of the scholar and the leader are promoted in all modules. In addition, the first and fourth module focus predominately on the role of the collaborator, the second on the role of the medical expert and communicator, and the fourth on the role of the professional. Conclusions The systematic analysis through assignment of the CanMEDS roles to the individual modules of the tutor qualification programme documents the comprehensive acquisition of competencies, not only with regard to the tutor activity, but generally with regard to the later role of the physician. The reflection on one’s own competency acquisition can support the promotion of corresponding competencies in the qualification programme and their transfer into the professional practice later.http://link.springer.com/article/10.1186/s12909-019-1636-5Medical educationPeer teachingCompetenciesTutor trainingProcedural skillsRole competencies |
| spellingShingle | Angelika Homberg Jan Hundertmark Jürgen Krause Merle Brunnée Boris Neumann Svetla Loukanova Promoting medical competencies through a didactic tutor qualification programme – a qualitative study based on the CanMEDS Physician Competency Framework BMC Medical Education Medical education Peer teaching Competencies Tutor training Procedural skills Role competencies |
| title | Promoting medical competencies through a didactic tutor qualification programme – a qualitative study based on the CanMEDS Physician Competency Framework |
| title_full | Promoting medical competencies through a didactic tutor qualification programme – a qualitative study based on the CanMEDS Physician Competency Framework |
| title_fullStr | Promoting medical competencies through a didactic tutor qualification programme – a qualitative study based on the CanMEDS Physician Competency Framework |
| title_full_unstemmed | Promoting medical competencies through a didactic tutor qualification programme – a qualitative study based on the CanMEDS Physician Competency Framework |
| title_short | Promoting medical competencies through a didactic tutor qualification programme – a qualitative study based on the CanMEDS Physician Competency Framework |
| title_sort | promoting medical competencies through a didactic tutor qualification programme a qualitative study based on the canmeds physician competency framework |
| topic | Medical education Peer teaching Competencies Tutor training Procedural skills Role competencies |
| url | http://link.springer.com/article/10.1186/s12909-019-1636-5 |
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