Abstracts
Abstract
In 2020 the Medical Council of Canada created a task force to make recommendations on the modernization of its practices for granting licensure to medical trainees. This task force solicited papers on this topic from subject matter experts. As outlined within this Concept Paper, our proposal would shift licensure away from the traditional focus on high-stakes summative exams in a way that integrates training, clinical practice, and reflection. Specifically, we propose a model of graduated licensure that would have three stages including: a trainee license for trainees that have demonstrated adequate medical knowledge to begin training as a closely supervised resident, a transition to practice license for trainees that have compiled a reflective educational portfolio demonstrating the clinical competence required to begin independent practice with limitations and support, and a fully independent license for unsupervised practice for attendings that have demonstrated competence through a reflective portfolio of clinical analytics. This proposal was reviewed by a diverse group of 30 trainees, practitioners, and administrators in medical education. Their feedback was analyzed and summarized to provide an overview of the likely reception that this proposal would receive from the medical education community.
Résumé
En 2020, le Conseil médical du Canada a créé un groupe de travail chargé de formuler des recommandations sur la modernisation de ses pratiques d’octroi du titre de licencié aux stagiaires en médecine. À cette fin, le groupe de travail a sollicité la contribution d’experts en la matière. Dans le présent document conceptuel, nous proposons de réorienter l’approche traditionnelle axée sur l’évaluation sommative par des examens à enjeux élevés vers l’intégration de la formation, la pratique clinique et la réflexion. Plus précisément, nous proposons un modèle d’octroi progressif du titre de compétence en trois étapes : un titre pour les stagiaires qui ont démontré qu’ils possèdent les connaissances nécessaires pour commencer leur formation en tant que résident étroitement supervisé, un titre de transition pour les stagiaires ayant un portfolio d’apprentissage réflexif qui démontre la compétence clinique requise pour entamer une pratique indépendante avec du soutien et certaines limites, et un titre permettant la pratique pleinement indépendante et non supervisée pour ceux dont le portfolio réflexif démontre une compétence en analyse clinique. Cette proposition a été examinée par un groupe diversifié de 30 stagiaires, praticiens et gestionnaires en éducation médicale. Leurs commentaires ont été analysés et résumés pour donner une idée de l’accueil que la proposition serait susceptible de recevoir de la part du milieu de l’éducation médicale.
Appendices
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