Table 3 Focus group categories
Categories | Subcategories |
|---|---|
Residents want practical resources beyond traditional curriculum | Want concise, evidence-based, clinically relevant information |
Place to practice skills without consequences | |
Medical students at different levels have different learning needs | Preclinical students are focused on tips/skills |
Preclinical students want to practice experience of real world before clerkship | |
Clerks are focused on knowledge/medical expert content | |
Clerks want to practice application of knowledge | |
Difficult to meet needs with any one type of learning resource | |
Appreciated elements of IMCE cases | High quality, comprehensive |
Realistic | |
Practical delivery of clinically relevant details | |
Provides an approach | |
Evidence-based | |
Interactive | |
Optional curriculum resource | |
Suggestions for improvement | Cases are too long, with too many details e.g. scoring systems |
Link to multimedia (videos, images, Apps) | |
Include extra information like scoring systems as optional links | |
Increase interactivity | |
General challenges in the current use of CanMEDS in medical education | The way CanMEDS breaks down the concept of the physician is reductionist, not organic |
Portfolio—allows debriefing on challenging cases, but rigid format | |
CanMEDS is useful for educators to plan curriculum but may be inherently challenging to teach | |
VP cases and CanMEDS | VP cases may be a useful resource to integrate CanMEDS roles |
Simulations cannot replace real world experience of patient care | Some skills are still better learned via practice and experience |