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2. Click to edit Master subtitle style The CanMEDS Teaching and Assessment Tools Guide - A Sneak Peek September 30, 2015 Susan Glover Takahashi, MA(Ed) PhD, Sr Editor, Anna Oswald, MD, MMEd, FRCPC, Editor, Cynthia Abbott, M.Pl., Editor CanMEDS Tools Guide

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4. Objectives At the end of this session you will be able to: Describe a new resource to support program directors and faculty responsible for implementing the CanMEDS 2015 Physician Competency Framework; Explain the purpose, content and ‘anatomy’ of CanMEDS 2015 Tools Guide; and Select teaching or assessment tools from CanMEDS 2015 Tools Guide.

5. Context for the CanMEDS Tools Guide CanMEDS 2015 is the foundational project of Competence by Design (CBD) CanMEDS 2015 will be released at ICRE in Vancouver, BC (October 2015)

6. How the Tools Guide helps you prepare for CBD & CBME CBD will be rolled-out in phases for all disciplines (in cohorts) over the next 7 years In the meantime, ALL programs will implement CanMEDS 2015 as part of a first step toward CBME This Tools Guide helps implement the key concepts of CBME: o Learner’s competence will progress over time; o Your role as a teacher is to help your learner continue to progress along continuum; o The importance of using assessment as a strategy to support and inform further learning; and o The importance of teaching and assessing in the workplace.

7. Integrating CanMEDS into the workplace You do not need to find ‘extra time’ to teach and assess the CanMEDS Intrinsic Roles BEST is to incorporate it into everyday practice As much as possible, the learning, teaching and assessment of the core skills and competencies of the CanMEDS Roles need to be part of everyday work

8. Purpose of the CanMEDS Tools Guide Clarify important educational concepts in everyday language Provide a selection of teaching and assessment tips and tools that you can use and modify according to your needs. Support learning, teaching, and assessment of the core skills and competencies of the CanMEDS Roles as part of the everyday resident work. Foster emphasis on learning, teaching, assessing, and providing feedback IN the workplace.

9. Features of the CanMEDS Tools Guide A stand-alone, practical, introductory teaching & assessment resource for competency-based education Developed with help of 50 contributors Intended to Support implementation of CanMEDS 2015 Promote ongoing innovation across the continuum of medical education Foundational resource WITH suggested/sample content and tools

10. Caveats Not intended to be a systematic review of its topic areas For/about residency education If your context is different, these tools may be adaptable Pragmatic/practical We left an in-depth review of medical education techniques and theories to others

11. Question Period 11 Please send us your questions via the “questions box” in GoToWebinar. If your question is not answered during the webinar, we will answer it offline.

12. Anatomy of each chapter The 7 Role chapters have a common ‘anatomy’ 1.Why the Role matters 2.What the Role looks like in daily practice 3.Preparing to teach the Role 4.Hints, tips, and tools for teaching the Role 5.Hints, tips, and tools for assessing the Role 6.Suggested resources 7.Other resources Chapter Appendix with the teaching tools and assessment tools

13. 1. Why the Role matters Provides a high-level overview outlining the key features of the Role and the impact or outcomes of competence is this area Generally includes 3-5 points

14. 2. What the Role looks like in daily practice Helps describe how each Role is UNIQUE Presents a set of “Trigger” words Helps make connection between Role and daily practice Includes Role definition, description and key competencies from CanMEDS 2015 Framework Describes key terms that learners and teachers should master to understand the evidence that underpins the role

15. 3. Preparing to teach the Role Plain language primer on the fundamentals of the Role Starts by describing some common misconceptions about the Role to ‘set the record straight’ Addresses content introduced in the CanMEDS 2015 version of the Framework Describes key and important topics including frameworks and models from the literature Introduces the content that is important to all specialties

16. 4. Hints, tips and tools for teaching the Role Presents practical tips on how teach the Role Emphasizes workplace teaching & ways to include CanMEDS teaching in day-to-day practice Provides list of ‘ready to use’ or easy to modify sample teaching tools Includes the URL to direct you to easy-to-customize (free) electronic versions of some of the teaching tools for Role Includes workshop materials for an academic half day (e.g. PowerPoint for Role, small group activities) as well as workplace teaching tools (e.g. case reports) Features a “Role Summary Sheet” - a 2 page summary of the Role for teachers & learners (aka cheat sheet)

17. 5. Hints, tips & tools to assess the Role Features practical tips on how to assess Role Addresses some common barriers to performance & includes strategies for improvement Emphasizes the importance of feedback and coaching Provides list of ‘ready to use’ or easy to modify sample assessment tools Includes a URL to direct you to easy-to-customize (free) electronic versions of some of the Assessment Tools for this Role (e.g. in.doc and.pdf formats)

18. Resources for the Role 6. Suggested resources Features a short list of the hand-picked most important, resources that have been annotated for your convenience May also include relevant sample videos (e.g. YouTube links) 7. Other resources Lists of other important favourite articles, books, websites, etc. suggested by authors

19. Appendix Teaching Tools Ready to use and easy to customize tools for the Role incl notes to learners Approximately 5-8 tools per Role Assessment Tools Ready to use and easy to customize tools for the Role includes answer keys if appropriate Approximately 3-5 tools per Role

20. Available electronically Electronic versions of many of the tools in the Tools Guide will be available via the Royal College website and it’s new online resource called CanMEDS Interactive When you do reproduce and modify the tools, please maintain the footer that acknowledges the source of the materials

21. Question Period 21 Please send us your questions via the “questions box” in GoToWebinar. If your question is not answered during the webinar we will answer it offline.

22. Samples, samples, samples We provide tools for teaching and assessment Are samples you can use ‘as is’ ◦ photocopied from a hard copy, or ◦ printed from an electronic format OR you can adapt them to reflect your content area, discipline or context of practice

23. Using the tools To use the tools, Clarify the teaching and assessment goals of your specific context, Select the right tools to match the particular needs and goals of your specific context, and Combine Roles and tools in an effective and efficient manner.

24. T6. Preparing a case report on health advocacy habits

26. T7. Summary Sheet for the Health Advocate Role En anglais seulement

27. A1. Health Advocate Multisource Feedback

28. Objective Structured Clinical Exam (OSCE)

29. Question Period 29 Please send us your questions via the “questions box” in GoToWebinar. If your question is not answered during the webinar we will answer it offline.

30. Assessment Plans Best to have an assessment plan that includes multiple assessment tools & strategies Monitor learners’ progress towards competence via sampling throughout residency ◦ different clinical settings or work locations, ◦ different types of patients and clinical problems, ◦ different times in residency, and ◦ multiple assessment tools & variety of assessors.

31. Assessing CanMEDS Rol es There is a misconception that the Royal College expects faculty to assess all seven of the CanMEDS Roles in every assessment activity You do not need to teach and assess each of the CanMEDS Roles all of the time Suggest you focus on 2-3 Roles in each case, activity, task, rotation etc…

32. Role of Assessment In CBME, frequent assessments, coaching and feedback are important tools to improving competence As a teacher, your job is to help your residents learn Assessment is also a valuable tool for learning Assessments for learning Assessments of learning

33. Timing October 2015 launch at ICRE (Vancouver, BC) of CanMEDS Physician Competency Framework CanMEDS Milestones online tool CanMEDS Teaching and Assessment Tools Guide

35. Accessing the Tools Guide Guide available at the CanMEDS booth (#301/303) at ICRE Guide available online in early November CanMEDSstore.com Amazon.com Online access to tools via Royal College website and new online tool called CanMEDS Interactive

36. Question Period 36 Please send us your questions via the “questions box” in GoToWebinar. If your question is not answered during the webinar we will answer it offline.

37. Acknowledgments THANKS to the many, many authors who made working on this their professional and personal PRIORITY. THANKS to Tammy Hesson, Megan McComb, Caroline Clouston, Kristopher Tharris & the CanMEDS Team for their dedication to the success of the project.

38. For more information Follow us on: www.facebook.com/TheRoyalCollege https://twitter.com/Royal_College www.linkedin.com Or visit our website: www.royalcollege.ca/cbd www.royalcollege.ca/canmeds

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