Teaching the CanMEDS Health Advocate

64 Pages·2015·10.39 MB·English

Credits
Version: November 14, 2015 eBook Producer
The authors of this eBook have no actual or potential conflict of Rebecca Hogue, PhD Candidate, Faculty of Education,
interest in relation to this work. University of Ottawa
Authors Videographer
Ruth Padmore, MD, FRCPC, PhD, Associate Professor, Hugh Kellam, PhD Candidate, Faculty of Education, University
Department of Pathology and Laboratory Medicine, University of of Ottawa
Ottawa
Graphic Design
Emma J. Stodel, PhD, Learning 4 Excellence
Shawn Phillips, Shift 180
Lindy Samson, MD, FRCPC, Associate Professor, Department of
Pediatrics, University of Ottawa Acknowledgements
Project Lead The authors wish to thank Dr. Colla MacDonald and Dr. Derek
Puddester for their guidance and support in the development of
Derek Puddester, MD, MEd, FRCPC, ACC, Associate Professor,
this eBook, as well as Dr. Jeff Turnbull, Chief of Staff, The Ottawa
Department of Psychiatry and Special Project Lead, Innovation &
Hospital and Dr. Soufiane El Hallani, Dr. Jessica Dunn, and Dr.
Evaluation, Postgraduate Medical Education, Faculty of Medicine,
Alyssa Dupuis, residents in the Faculty of Medicine, University of
University of Ottawa
Ottawa, for sharing their health advocacy experiences in the videos.
Project Manager
Funding
Colla J. MacDonald, EdD, Full Professor, Faculty of Education
The development of this eBook was supported by funds from the
and Special Project Educator, Innovation & Evaluation,
Postgraduate Medical Education Office at the Faculty of Medicine,
Postgraduate Medical Education, Faculty of Medicine, University
University of Ottawa.
of Ottawa
iBooks Tutorial
Editor and Educational Consultant
For a series of short video tutorials on how to get the most out of
Emma J. Stodel, PhD, Learning 4 Excellence
this eBook, see http://ipad-fm.ca/using-ibooks.
i
Postgraduate Medical Education
Faculty of Medicine, University of Ottawa
Room 2115, 451 Smyth Road
Ottawa ON K1H 8M5
Phone: [phone] 
Fax: [phone]
Website: http://www.med.uottawa.ca/postgraduate
Email: [email protected]
Copyright © 2015 by the University of Ottawa
All rights reserved. This material may be reproduced in full for
educational, personal, or public non-commercial purposes only,
with attribution to the source as noted below. Written permission
from the University of Ottawa is required for all other uses,
including commercial use.
How to reference this document:
Padmore R, Stodel EJ, Samson L. Developing the CanMEDS
Health Advocate. Ottawa: University of Ottawa, 2015. Retrieved
from http://www.med.uottawa.ca/Postgraduate/eng/
pgme_ebooks.html
ii
Defining the CanMEDS Health Advocate
1
Introduction
Video: Developing the CanMEDS Health Advocate: Defining the CanMEDS Health Advocate
2
Health Advocate is one of the seven CanMEDS roles that all
training programs are required to teach and evaluate. It is
important to note how all the roles intersect and overlap. The
Health Advocate role can be discussed and practised within each of
the other competencies. In reality, though, we often find ourselves
spending more time emphasizing certain roles at the expense of
others.
Image courtesy of Dr. Ruth Padmore and Dr. Marcio Gomes.

Copyright © 2009 The Royal College of Physicians and Surgeons of Canada. http://
www.royalcollege.ca/portal/page/portal/rc/canmeds. Reproduced with permission.
3
Image adapted by the College of Family Physicians of Canada in 2011 from the
CanMEDS Physician Competency Diagram with permission of the Royal College of
Physicians and Surgeons of Canada. Copyright © 2009. Reproduced with permission
of the CFPC.
4
What do you know about the Health Advocate role?
What do you know about the Health Advocate role?
Question 1 of 12
Health Canada identified 12 key determinants of health. Which of the following is NOT one
of these determinants?

A. Luck
B. Gender
C. Education and literacy
D. Healthy child development
E. Biology and genetic endowment
Check Answer
5
References www.royalcollege.ca/portal/page/portal/rc/resources/
publications/oe_news/vol4_2/ss_milestones
1. Canadian Medical Association. Health care in Canada: What
8. Royal College of Physicians and Surgeons of Canada.
makes us sick? 2013. Available from: http://www.cma.ca/
Competence by Design (CBD): Moving towards competency-
multimedia/CMA/Content_Images/Inside_cma/Advocacy/
based medical education; 2014. Available online: http://
HCT/What-makes-us-sick_en.pdf
www.royalcollege.ca/portal/page/portal/rc/resources/cbme
2. Chamberlain LJ, Wu S, Lewis G et al. A multi-institutional
9. Verma S, Bandiera G. Health Advocate. In: Bandiera G,
medical educational collaborative: Advocacy training in
Sherbino J, Frank JR, editors. The CanMEDS assessment tools
California pediatric residency programs. Acad Med, Mar
handbook. 1st ed. Ottawa, ON: The Royal College of Physicians
2013;88(3):314-321. Available from: http://
and Surgeons of Canada; 2006. Available for purchase online:
www.ncbi.nlm.nih.gov/pubmed/23348081
http://www.royalcollege.ca/portal/page/portal/rc/canmeds/
3. College of Physicians and Surgeons of Ontario. Principles of
resources/publications
practice and duties of physicians. Available from: http://
www.cpso.on.ca/Policies-Publications/The-Practice-Guide-
Medical-Professionalism-and-Col/Principles-of-Practice-and-
Duties-of-Physicians
4. Frank JR, Snell L, Sherbino J. Draft CanMEDS 2015 physician
competency framework – Series IV. Ottawa: The Royal College
of Physicians and Surgeons of Canada; 2015 March. Available
from: http://www.royalcollege.ca/portal/page/portal/rc/
common/documents/canmeds/framework/
canmeds2015_framework_series_IV_e.pdf
5. Public Health Agency of Canada. What determines health?
Available from: http://www.phac-aspc.gc.ca/ph-sp/
determinants/index-eng.php
6. Royal College of Physicians and Surgeons of Canada.
CanMEDS. Available from: http://www.royalcollege.ca/
portal/page/portal/rc/canmeds
7. Royal College of Physicians and Surgeons of Canada. Specialty-
specific milestones provide clear and transparent learning
path. MedEd Insight. 2013 July;4(2). Available from: http://
6
Challenges in defining the Health Advocate role
Ever since the physician Health Advocate role was introduced,
clinicians and educators have spent more time and energy
Challenges in defining the Health
debating its definition than they have working on how to
Advocate role
optimally practice and teach it. The lack of consensus around the
definition of the role and the broadness of its scope has led to
!  Is advocacy the same as health advocacy?
trepidation amongst physicians about embracing and practising
!  Is the health advocate role for physicians different
the role. It is perceived to be difficult to integrate the teaching of
from the advocate role for: the Health Advocate role into the clinical setting. Rather than
!  Other professions? getting bogged down in definitions, one can view the challenges
!  Other health professions? in defining the role, as well as the breadth of the role, as
permission to explore its many potential facets and various ways
!  Diversity of definition and breadth of scope
in which it can be practised and taught.
!  Permission to find ways to discuss it in all aspects of your
work and teaching
In addition, the broad definition and scope of the Health
Advocate role has enabled physicians to find common ground in
which to work with their patients, other professions, and
organizations to optimize the health of individual patients,
Health Advocate
communities, and populations.About Professionalism, Faculty
of Medicine, University of Ottawa: http://www.med.uottawa.ca/
students/md/professionalism/eng/about.html
7