Skip to end of metadata
Go to start of metadata

Current Meeting Proposed Agenda

 October 14, 2010 (Ayelet, Cynthia, Marcel, Pam)

  1. Plans for Toronto and 2011 CCME: review St. John's etc.
  2. Plans for the data from St. John's
Past Meetings 

March 12, 2010

  1. Progress to date: (a) Marcel's U of S pilot project and (b) recruitment of MUN scholars
  2. Plans for St. John's (a) format (b) personnel (c) budget - food and travel?

January 6, 2010 

  1. Agenda and previous meeting notes (1) Introducing Jim Connor, MUN
  2. Progress to date (1) Pier and AMS - deferred, (2) U of S mini-preliminary communications skills meeting (3) Pam`s U of A mini-symposium, 4) workshop format and invitees including how we spend the budget generously provided by the Dean of MUN as a direct result of Jim's lobbying efforts (5) Toronto research event at CCME 2011: ideas etc. (6) institutional membership to ABSAME (Julu 1-June 30 2010) so I will wait for July to register us. Who`s interested in going to Savannah Oct 13-17, 2010 for the conference?
  3. Group name (so to better impress those who read our CVs) (1) National AHSSM Research Group (2) AHSSM: National CanMEDS 'Foundations' Research Group (3) others?
Past meetings

December 3, 2009

  1. Agenda and previous meeting notes
  2. Progress to date (1) Marcel's support meetings in Ottawa Nov 11 and conversation with Joan Evans, (2) Pier and AMS, (3) Marcel's mini-preliminary communications skills meeting
  3. Action Items from the last meeting
  4. Workshop format (1) agenda, (2) invitees
  5. Institutional Membership for ABSAME (US$500): ( includes 5 individuals all who get a subscription to their journal etc. ( with one free conference registration: Oct 13-17, 2010; Savannah, GA:
  6. Next steps and meeting 

September 22, 2009

  1. Agenda
  2. Progress to date (1) post-conference workshop accepted (2) Future of medical education commissioned paper (3) ...
  3. Action Items from the last meeting (Krista's list)
  4. Workshop format (1) agenda, (2) invitees, (3) mini-workshops in home institutions
  5. Funding (1) letters, (2) Marcel's trip to Ottawa
  6. Next steps and meeting

CanMEDS Roles


Possible research questions:

  1. What kinds of knowledge underpin the skills and attitudes that students, residents, and practicing physicians need in order to be highly effective Communicators with patients, their families, other health care providers and society at large? (biological sciences, social and behavioural sciences AND arts and humanities)
  2. How are these kinds of knowledge taught? (lecture, seminar, reflection, experiential...)
  3. How were the process and outcomes of the post-conference workshop viewed by its participants? Did the workshop successfully develop a new approach to understanding and teaching the CanMEDS role of Communicator? Would this process be useful with respect to the other CanMEDS roles? (process evaluation)

Post-Conference Workshop May 5, 2010

Format (8:00-12:00 noon)
  1. 30 min: Gather, food and refreshments available
  2. 15 min: Opening welcome, introductions, and orientation
  3. 30 min: Small group explorations (recorded): communication skills medical educator(s) matched with behavioural/social scientist(s), arts, humanities scholar(s): what are the behavioural and social science and humanities and arts that match with a specific component/element of core communiation skills/competencies?
  4. 30 min X x: Repeat small group sessions above with behavioural/social scientist(s), arts, humanities scholar(s) moving to a different table to talk to communicatin skills medical educators about a different component/element of core communiation skills/competencies. (Repeat as needed.)
  5. 15 min: Break
  6. 60 min: Large group forum: small group summaries of key points raised and discussion
  7. 30 min: Conclusion, next steps, and evaluation of the post-conference workshop by participants (an open-ended survey) with possible follow-up in the future.

As Communicators, physicians effectively facilitate the physician-patient relationship and the dynamic exchanges that occur before, during and after the medical encounter.

Key competencies

Physicians are able to ...

1. Develop rapport, trust and ethical therapeutic relationships with patients and families;

2. Accurately elicit and synthesize relevant information and perspectives of patients and families, colleagues and other professionals;

3. Accurately convey relevant information and explanations to patients and families, colleagues, and other professionals;

4. Develop a common understanding on issues, problems and plans with patients and families, colleagues and other professionals to develop a shared plan of care;

5. Convey effective oral and written information about a medical encounter.

Definition and Key Competencies: Excerpt from The CanMEDS Assessment Tools Handbook: An introductory guide to assessment methods for the CanMEDS competencies. Copyright © 2006 by The Royal College of Physicians and Surgeons of Canada.

Timeline to CCME May 2010 and beyond!

May 19th: More thoughts from Marcel:

Late June 2009 teleconference meeting of working group (that's us, we do the work): some convergence on

Agenda (sort of) 

  • check in from everyone (introductions and thoughts/comments)
  • basic plan and timeline (see below):
  • approach to the session; inclusion/exclusion criteria; position papers and pre-reading; goals and processes
  • research question(s)
  • funding, partners, long term plans
  • Association for the Behavioral Sciences and Medical Education (Annals of Behavioral Sciences and Medical Education) so far focuses on BehSc curricula rather than theory to support specific roles and training. The conference in Santa Fe, NM might be a great chance to learn (Oct 8-10); perhaps there are people there that might have literature or be able to put something together linking communication skills specifically to social science and humanities.
  • U of S was looking at a program of humanities and social sciences in medicine (stalled, but I am trying to contact the people behind it)

 Early September 2009 teleconference: setting the framework and finalizing some details

  • post-conference workshop plan for submission including some suggestions of which experts to invite
  • post post-conference workshop follow-up and plans
  • research question(s) and design proposal(s)
  • publication ideas
  • funding progress

Early December 2009 teleconference:

  • post-conference workshop plans and funding including invitees (Joan Evans)
  • research design, publication ideas and plans

Early February 2010:

  • post-conference workshop plans and funding
  • research design, publication ideas and plans

Early April 2010:

  • post-conference workshop plans
  • research design, publication ideas and specific plans for publication

May 2010 post-conference workshop on relevant specific scientific theories, concepts, and principles that underpin the role of communicator as well as experiences to address the affective domain (the heart and soul as well as the brain).

Mid-June 2010:

  • de-briefing of the post-conference workshop
  • follow-up on data analysis and interpretation, publication
  • preliminary plans for other such workshops
  • reports to funding partners

Some initial thoughts from Marcel:

Ask for position papers from discipline experts on the relevant specific scientific theories, concepts, and principles so that at the conference people can respond to them.

  • [AK]----if that turns out to be too much to ask (discipline people may not have the time or potentially the interest in our context enough to write something like that from scratch), could we ask for annotated bibliographies for some things?

How would a modified Delphi technique look like and will that methodology help us to answer our research question?

  • [CA]  are you talking about an email questionnaire etc... in which case we would need to first define the issue/problem, create the questionnaire and then assign a communications manager to handle the data as it comes in.

How do we evaluate the post-conference workshop? What do we publish?

Who will fund this and how do we get their attention?

  • [AK]----I agree with Nick/Brian that this fits into the second FMEC challenge/issue -- 'basic sciences' -- so if we frame it like that maybe we should go to the FMEC implementation cttee (at least part of which is Jay Rosenfield here in Toronto) for some money? Then once we had that the next issue would be whom to ask at the RCPSC and CFPC for small amounts -- will we need alot for the pilot 'communicator'-only bit? -- no matter what, we need their sponsorship even if the amount is token. Finally I think we should ask CAME (Glen, I guess, and he can tell us the proper channels) to help sponsor whatever happens at the conference -- they're trying to boost the profile of this conference and this can only be good for it, IMHO.
  • [CA]  not sure if CAME will have funds to put towards this but it is of course worth asking.  We could put together a formal grant application.  At UBC there is something called the TLEF grant which supports educational research and innovation.  I could investigate the deadlines etc for this competition. It might be helpful if we pitch it as a multi-institutional project.  Do other Universites have similar in house granting systems for med ed?
  • No labels

1 Comment

  1. I have a bibliography resource that may be useful to use ... go to over 200 references on arts, humanities and social sciences in medical education ... all the best! Pam