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. 2014 Dec 16:14:262.
doi: 10.1186/s12909-014-0262-5.

Examining the educational value of a CanMEDS roles framework in pediatric morbidity and mortality rounds

Donna L Johnston  1 , Anne Rowan-Legg  2 , Stanley J Hamstra  3
Affiliations

Examining the educational value of a CanMEDS roles framework in pediatric morbidity and mortality rounds

Donna L Johnston et al. BMC Med Educ. .

Abstract

Background: In order to determine whether the CanMEDS roles could be helpful in solidifying knowledge during clinical training, we examined quality of care issues identified during morbidity and mortality (M&M) rounds.

Methods: During the M&M rounds, following the case presentation, there was a pause and attendees were asked to identify quality of care issues that were present in the case. The attendees were assigned to a CanMEDS prompted group or non-prompted group. Following the rounds, the issues were identified, coded according to CanMEDS role, and compared between groups.

Results: A total of 111 individuals identified a total of 350 issues; 57 individuals were in the CanMEDS-prompted group and 54 were in the unprompted group. The mean number of issues identified was significantly higher in the CanMEDS-prompted group compared to the unprompted group (3.7 versus 2.6, p = 0.039). There were significantly more issues raised in the prompted group for the roles of communicator, collaborator, scholar and professional.

Conclusions: Using CanMEDS roles as prompts, attendees at M&M rounds identify more quality of care issues than if not given a prompt. Use of the CanMEDS framework may assist learners to consolidate the linkage between expected training objectives and the complexities of clinical practice.

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Figures

Figure 1
Figure 1
Data collection sheet for unprompted group.
Figure 2
Figure 2
Data collection sheet for CanMEDS prompted group.
See this image and copyright information in PMC

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