CanMEDS角色與醫學生臨床情境認知之相容性探究

Translated title of the contribution: CanMEDS roles as framework for analyzing Taiwanese medical students’ reflective journals: an exploratory research for cross-cultural compatibility

唐功培, 康以諾, 何建志, 曾櫻枝, 林宗達, 林時宜, 陳建宇

Research output: Contribution to journalArticle

Abstract

In order to develop a training program for continuous reflective learning in TMU within CanMEDS roles framework, we conduct this exploratory research. This Study aims at evaluating the compatibility of the CanMEDS roles descriptions with local clinical setting. Method of this study was the template analysis and content analysis approach with purposive sampling. Research objects were 149 reflective journals of Year-6 medical students(M/F = 45/12). To ensure the interrater reliability, the journals were cross checked by four researchers. The finding indicates that CanMEDS key competencies have no apparent cultural incompatibility in Taiwanese clinical and educational contexts. Only one(0.7%) scenario cannot fit in with the CanMEDS framework. The role expectation for a good Communicator and Medical Expert were mostly emphasized. In most scenarios, more than one role were involved. Regarding to the connections among various roles, we find out that the scenarios that contain scholar role expectation has significantly low correlation with the role expectation of communicator. The medical teacher should consider therefore more local scenarios for taking into account these both roles.
Original languageTraditional Chinese
Pages (from-to)21-28
Number of pages8
Journal中榮醫教
Issue number18
Publication statusPublished - 2015

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role expectation
medical student
scenario
communicator
incompatibility
training program
content analysis
expert
teacher
learning

Keywords

  • CanMEDS roles
  • cross-cultural compatibility
  • Reflective writing
  • Clinical context

Cite this

CanMEDS角色與醫學生臨床情境認知之相容性探究. / 唐功培; 康以諾; 何建志; 曾櫻枝; 林宗達; 林時宜; 陳建宇.

In: 中榮醫教, No. 18, 2015, p. 21-28.

Research output: Contribution to journalArticle

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