CanMEDS角色與醫學生臨床情境認知之相容性探究

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.