The CanMeds Role of Collaborator: How Well is it Taught and Assessed According to Faculty and Residents
Bibliographic record
Abstract
Introduction: Collaboration is critical for the cohesive functioning of medical teams and for job satisfaction of health care providers. The role of being a collaborator is part of the CanMEDs competencies set out by the Royal College of Physicians and Surgeons of Canada to guide physician training. \n\nObjective: To explore the perspectives of pediatric residents and faculty about how the role of the collaborator is taught and assessed. \n\nMethods: We conducted focus groups for residents and faculty at The Universities of Toronto, Ottawa, Manitoba and Calgary. Data were analyzed by a single investigator using constant comparative analysis. Areas which were complex were sent to two other investigators for analysis until a consensus was reached.\n\nResults: Residents report learning about interprofessional collaboration by watching their faculty who modeled collaboration both positively and negatively. However, there was no formal teaching on the role of collaborator. Faculty also did not receive any instruction on how to effectively teach this role. Despite the lack of formal teaching, residents and faculty highly valued the role of collaborator. Our participants identified two main areas in need of improvement: conflict management and intraprofessional collaboration. Lastly, both groups agreed that current methods to assess residents on their performance as collaborators are suboptimal. \n\nConclusions: The CanMEDs role of collaborator is highly valued by residents and faculty. Given its importance and the fact that residents are assessed on this skill on a regular basis, it needs to be a formal part of the residency curriculum. We also need to design curriculum to better educate residents about how to manage conflict and how to navigate intraprofessional relations. Lastly, we need to create innovative methods of assessing residents on this non-medical expert role so that they can receive valuable advice on how to improve their performance and enhance their practice as physicians.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.016 | 0.062 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".