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. 2012 Dec;17(10):557-60.
doi: 10.1093/pch/17.10.557.

The CanMEDS role of Collaborator: How is it taught and assessed according to faculty and residents?

Elizabeth Berger  1 , Ming-Ka Chan, Ayelet Kuper, Mathieu Albert, Deirdre Jenkins, Megan Harrison, Ilene Harris
Affiliations

The CanMEDS role of Collaborator: How is it taught and assessed according to faculty and residents?

Elizabeth Berger et al. Paediatr Child Health. 2012 Dec.

Abstract
in English, French

Objective: To explore the perspectives of paediatric residents and faculty regarding how the Collaborator role is taught and assessed.

Methods: Using a constructivist grounded theory approach, focus groups at four Canadian universities were conducted. Data were analyzed iteratively for emergent themes.

Results: Residents reported learning about collaboration through faculty role modelling but did not perceive that it was part of the formal curriculum. Faculty reported that they were not trained in how to effectively model this role. Both groups reported a need for training in conflict management, particularly as it applies to intraprofessional (physician-to-physician) relationships. Finally, the participants asserted that current methods to assess residents on their performance as collaborators are suboptimal.

Conclusions: The Collaborator role should be a formal part of the residency curriculum. Residents need to be better educated with regard to managing conflict and handling intraprofessional relationships. Finally, innovative methods of assessing residents on this non-medical expert role need to be created.

Objectif: Explorer les points de vue des résidents et des professeurs de pédiatrie sur l’enseignement et l’évaluation du rôle de collaborateur.

Méthodologie: Au moyen d’une démarche axée sur la théorie constructiviste, les chercheurs ont formé des groupes de travail dans quatre universités canadiennes. Ils ont analysé les données de manière itérative afin d’en faire ressortir les thèmes émergents.

Résultats: Les résidents ont déclaré apprendre la collaboration par l’exemple des professeurs, mais n’avaient pas l’impression qu’elle faisait partie du programme officiel. Les professeurs ont déclaré ne pas avoir de formation sur la manière efficace de démontrer ce rôle. Les deux groupes ont rendu compte d’un besoin de formation en gestion de conflits, notamment dans le cadre des relations intraprofessionnelles (entre médecins). Enfin, les participants ont fait valoir que les méthodes actuelles d’évaluation du rendement des résidents à titre de collaborateurs sont sous-optimales.

Conclusions: Le rôle de collaborateur devrait faire partie intégrante du programme de résidence. Les résidents doivent être mieux formés en matière de gestion de conflits et de relations intraprofessionnelles. Enfin, il faut créer des méthodes novatrices d’évaluation des résidents à l’égard de ce rôle d’expert non médical.

Keywords: CanMEDS roles; Collaboration; Pediatrics; Postgraduate training.

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