Intrinsically important: rebranding faculty development as a unifying key concept for CanMEDS 2025

Mia Lang; Lara Hazelton; Teresa M Chan; Ruth Chen; Karen Leslie

doi:10.36834/cmej.75261

Intrinsically important: rebranding faculty development as a unifying key concept for CanMEDS 2025

Authors

Mia Lang University of Alberta https://orcid.org/0000-0001-9212-4593
Lara Hazelton Dalhousie University https://orcid.org/0000-0001-9947-8247
Teresa M Chan McMaster University http://orcid.org/0000-0001-6104-462X
Ruth Chen McMaster University https://orcid.org/0000-0002-4886-1702
Karen Leslie University of Toronto https://orcid.org/0000-0001-6039-7079

DOI:

https://doi.org/10.36834/cmej.75261

Author Biographies

Mia Lang, University of Alberta

Professor, Department of Pediatrics
Associate Dean Faculty Development

Lara Hazelton, Dalhousie University

Professor, Deputy Dept. Head and Director of Education, Dalhousie Dept. of Psychiatry

Co-Director of Faculty Development, Dalhousie Faculty of Medicine

Teresa M Chan, McMaster University

Assistant Professor at McMaster University

Karen Leslie, University of Toronto

Professor, Department of Pediatrics, University of Toronto

References

Ellaway R, Bates J. Distributed medical education in Canada. Can Med Educ J. 2018 Mar 27;9(1):e1–5. https://doi.org/10.36834/cmej.43348

Frank JR. CanMEDS 2015 Physician Competency. 2015.

Mcleod PJ, Steinert Y. The evolution of faculty development in Canada since the 1980s: Coming of age or time for a change? Med Teach 2010 Jan 1;32(1):e31–5. https://doi.org/10.3109/01421590903199684

Nagji A, Leslie K, Wong E, Myhre D, Young M, Chan MK. Something’s missing from my education: Using a cross sectional survey to examine the needs and interest of Canadian medical students relating to their roles as teachers and educators. Can Med Educ J. 2017 Jun 30;8(3):e21–9. https://doi.org/10.36834/cmej.36725

Patocka C, Meyers C, Delaney JS. Residents-as-teachers: a survey of Canadian specialty programs. CJEM. 2011;13(5):319–24. https://doi.org/10.2310/8000.2011.110372

Johnston A, Malhi R, Cofie N et al. Currencies of recognition: What rewards and recognition do Canadian distributed medical education preceptors value?

MedEdPublish. 12:12. https://doi.org/10.12688/mep.17540.1

AFMC. CACMS standards and elements standards for accreditation of medical education programs leading to the MD degree. 2022 p. 25. Report No. March. Available from: https://www.afmc.ca/pdf/CACMS_Standards_and_Elements_June_2014_Effective_July12015.pdf

The Royal College of Physicians and Surgeons of Canada Canadian Residency Accreditation Consoritum (CanRAC). CanERA General Standards of Accreditation for Residency Programs. 2020. Available from: https://www.royalcollege.ca/rcsite/documents/canera/general-standards-accreditation-for-residency-programs-e [Accessed on Jul 6, 2022].

Walsh A, Antao V, Bethune C, et al. Fundamental teaching activities in family medicine: a framework for faculty development. 2015.

The Royal College of Physicians and Surgeons of Canada Clinician Educator Diploma (CE-d) Available from: https://www.royalcollege.ca/rcsite/credentials-exams/exam-eligibility/clinician-educator-diploma-e [Accessed Apr 28, 2022].

Downloads

Published

2022-09-19 — Updated on 2023-03-21

How to Cite

Lang M, Hazelton L, Chan TM, Chen R, Leslie K. Intrinsically important: rebranding faculty development as a unifying key concept for CanMEDS 2025. Can. Med. Ed. J [Internet]. 2023 Mar. 21 [cited 2024 Dec. 18];14(1):117-20. Available from: https://journalhosting.ucalgary.ca/index.php/cmej/article/view/75261

Download Citation

Issue

Vol. 14 No. 1: CanMEDS 2025 Special Issue

Section

Commentary and Opinions

License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Submission of an original manuscript to the Canadian Medical Education Journal will be taken to mean that it represents original work not previously published, that it is not being considered elsewhere for publication. If accepted for publication, it will be published online and it will not be published elsewhere in the same form, for commercial purposes, in any language, without the consent of the publisher.

Authors who publish in the Canadian Medical Education Journal agree to release their articles under the Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 Canada Licence. This licence allows anyone to copy and distribute the article for non-commercial purposes provided that appropriate attribution is given. For details of the rights an author grants users of their work, please see the licence summary and the full licence.