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Administration and leadership competencies: establishment of a national consensus for emergency medicine

Published online by Cambridge University Press:  01 April 2015

Brent Thoma
Affiliation:
Emergency Medicine, University of Saskatchewan, Saskatoon, SK
Julien Poitras
Affiliation:
Departement de medecine familiale et de medecine d'urgence, Universite Laval, QC
Rick Penciner
Affiliation:
Division of Emergency Medicine, University of Toronto, Toronto, ON
Jonathan Sherbino
Affiliation:
Division of Emergency Medicine, McMaster University, Hamilton, ON
Brian R. Holroyd
Affiliation:
Department of Emergency Medicine, University of Alberta, Edmonton, AB
Robert A. Woods*
Affiliation:
Emergency Medicine, University of Saskatchewan, Saskatoon, SK
*
Correspondence to: Dr. Robert A. Woods, Royal University Hospital 2689, 103 Hospital Drive, Saskatoon, SK S7N OW8; rob.woods@usask.ca.

Abstract

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Introduction: The Royal College of Physicians and Surgeons of Canada requires emergency medicine (EM) residency programs to meet training objectives relating to administration and leadership. The purpose of this study was to establish a national consensus on the competencies for inclusion in an EM administration and leadership curriculum.

Methods: A modified Delphi process involving two iterative rounds of an electronic survey was used to achieve consensus on competencies for inclusion in an EM administration and leadership curriculum. An initial list of competencies was compiled using peer-reviewed and grey literature. The participants included 14 EM residency program directors and 43 leadership and administration experts from across Canada who were recruited using a snowball technique. The proposed competencies were organized using the CanMEDS Physician Competency Framework and presented in English or French. Consensus was defined a priori as >70% agreement.

Results: Nearly all (13 of 14) of the institutions with an FRCPC EM program had at least one participant complete both surveys. Thirty-five of 57 (61%) participants completed round 1, and 30 (53%) participants completed both rounds. Participants suggested an additional 16 competencies in round 1. The results of round 1 informed the decisions in round 2. Fifty-nine of 109 (54.1%) competencies achieved consensus for inclusion.

Conclusions: Based on a national modified Delphi process, we describe 59 competencies for inclusion in an EM administration and leadership curriculum that was arranged by CanMEDS Role. EM educators may consider these competencies when designing local curricula.

Résumé

Introduction: Le Collège royal des médecins et chirurgiens du Canada exige que les programmes de résidence en médecine dˊurgence (MU) contiennent des objectifs de formation en matière dˊadministration et de pouvoir dˊinfluence. Lˊétude visait à établir un consensus national sur les compétences à inclure dans un programme d’études concernant l’administration et le pouvoir d’influence en MU.

Méthode: Une enquête électronique fondée sur une version modifiée de la méthode Delphi et comptant deux tours a servi à établir un consensus sur les compétences à inclure dans un programme d’études concernant l’administration et le pouvoir d’influence en MU. Une première liste a été dressée à l’aide de la documentation évaluée par les pairs et de la documentation parallèle. Les participants comprenaient 14 directeurs de programme de résidence et 43 experts en administration et en pouvoir d’influence, qui provenaient de toutes les régions du pays et qui avaient été sélectionnés selon la technique de «boule de neige». La liste des compétences proposées suivait la structure du Cadre des compétences CanMEDS et avait été dressée en français et en anglais. L’atteinte d’un consensus a été fixée, a priori, à un taux d’entente supérieur à 70%.

Rèsultats: Presque tous les établissements (13 sur 14) offrant un programme en vue de l’obtention du titre de FRCPC en MU comptait au moins un représentant qui s’était rendu jusqu’à la fin des deux enquêtes: 35 représentants sur 57 (61%) avaient achevé le premier tour et 30 représentants (53%) les deux tours. Les participants ont suggéré d’ajouter 16 autres compétences au premier tour. Les résultats du premier tour ont permis d’éclairer les décisions prises au deuxième tour. Au total, 59 compétences sur 109 (54.1%) ont fait l’objet de consensus quant à leur inclusion dans le programme.

Conclusions: Seront présentées 59 compétences retenues dans une enquête menée selon une version modifiée de la méthode Delphi, à l’échelle du pays, en vue de leur inclusion dans un programme d’études concernant l’administration et le pouvoir d’influence en MU, et établies selon les rôles CanMEDS. Les éducateurs en MU peuvent tenir compte de ces compétences dans l’élaboration de leur programme local d’études.

Type
Original Research
Copyright
Copyright © Canadian Association of Emergency Physicians 2015 

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