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Applying CanMEDS to Academic Afternoons

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The Practice of Radiology Education

The CanMEDS framework of the Royal College of Physicians and Surgeons of Canada outlines comprehensive content which must be included in all residency training programs in Canada. (Frank 2005) In existence since 1996, this framework emphasizes the importance of training physicians to meet both the needs of individual patients as well as society as a whole, through the development of program curriculum specifically addressing seven physician roles. The CanMEDS Roles include: medical expert, communicator, collaborator, manager, health advocate, scholar, and professional. This competency framework mandates development of specialty-specific curriculum and inclusive resident evaluation, in order to adequately prepare residents for certification and independent practice. The roles define the essential components for physician competency and ongoing professional development, preparing learners for the demands of the specialty, societal expectations, and the challenges of future practice. The American Accreditation Council for Graduate Medical Education (ACGME) requires similar broad-based core competency training in residency education curriculum, including six general competencies: patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems-base practice (ACGME 2008). To address these training requirements, programs must include specialty-specific ethics topics in their radiology residency curriculum (Oljeski et al. 2004). The shift from an almost exclusive educational focus on medical expertise highlights the increasing recognition that physician training needs to specifically address more comprehensive skills and professional behaviors. Although the CanMEDS Roles are not new or particularly unique, the framework challenges programs to expand their focus and approach to formal educational training in residency, more so than has been conventionally emphasized in the past. Roles overlap, but the overall scheme and content to be included in program curriculum must include all seven roles.

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Authors and Affiliations

  1. Henderson General Hospital, 711 Concession St., Hamilton, ON, L8V 1C3, Canada

    Karen Finlay (Staff Radiologist, Associate Professor of Radiology)

  2. McMaster University, 1200 Main Street West, Hamilton, ON, L8N 3Z5, Canada

    Karen Finlay (Staff Radiologist, Associate Professor of Radiology)

  3. Diagnostic Radiology Residency Program, Department of Medical Imaging, University of Toronto, Musculoskeletal Imaging, Sunnybrook Health Sciences Centre, 2075 Bayview Ave, Toronto, ON, M5G 1X5, Canada

    Linda Probyn (Program Director, Assistant Professor, Staff Radiologist)

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Correspondence to Karen Finlay .

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Finlay, K., Probyn, L. (2010). Applying CanMEDS to Academic Afternoons. In: The Practice of Radiology Education. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-03234-9_3

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  • DOI: https://doi.org/10.1007/978-3-642-03234-9_3

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  • Print ISBN: 978-3-642-03147-2

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