Dermatology postgraduate training in Canada: CanMEDS competencies.

Medical residency education and the development of formalized training objectives in Canada have evolved continuously, especially with the introduction of the Canadian Medical Education Directions for Specialists (CanMEDS) competencies by the Royal College of Physicians and Surgeons of Canada (RCPSC) in 1996. In order to evaluate the effectiveness of implementation of CanMEDS competencies in Canadian postgraduate dermatology training programs from the residents' perspective, a comprehensive national survey of all Canadian core dermatology residents was conducted in June 2004. One hundred percent of core (PGY3-5) dermatology residents across the country (n = 48) completed the survey. Forty eight percent of residents were familiar with the CanMEDS competencies. Within the CanMEDS framework, the competencies were felt to be taught adequately by the following proportion of residents: medical expert (78 %), professional (66 %), communicator (52 %), collaborator (48 %), health advocate (48 %), scholar (48 %), and manager (28 %), with notable differences based on the year of training. This is the first national Canadian survey examining dermatology postgraduate education from the residents' perspective with a focus on CanMEDS competencies. While the RCPSC CanMEDS project implementation is presently in the faculty development phase, further work must be accomplished to enhance awareness of CanMEDS competencies and to incorporate these into dermatology residency programs across the country. Particular targeting of the roles perceived to be poorly taught is needed.

National appraisal of dermatology residency training: a Canadian study.

OBJECTIVES: To provide the first comprehensive assessment of dermatology residency training in Canada based on the residents' perspective; to examine and elucidate trends in current residents' envisioned career paths and aspirations. DESIGN: A national survey conducted in June 2004. PARTICIPANTS: All Canadian dermatology residents. MAIN OUTCOME MEASURES: Cross-sectional analysis of (1) satisfaction with and importance placed by the trainees on the various curriculum components as measured by a 5-point Likert-type scale and (2) current residents' career and practice plans. RESULTS: One hundred percent of dermatology residents across the country (n = 48) responded to the survey. The greatest discrepancies between ranked importance and corresponding satisfaction were observed for the teaching from faculty (both didactic and clinic based) and for the practice management exposure and training. Residents were most satisfied with dermatopathology education (score, 4.4 of 5.0) and least satisfied with cosmetic dermatology (2.7 of 5.0) and dermoscopy training (2.8 of 5.0). Men indicated more interest than women in academics (71% [n = 12] vs 45% [n = 14]), research (41% [n = 7] vs 16% [n = 5]), and teaching (71% [n = 12] vs 42% [n = 13]), while female residents were more inclined toward pediatric dermatology (42% [n = 13] vs 29% [n = 5]) and cosmetic dermatology (48% [n = 15] vs 29% [n = 5]). An overall trend of decreased interest in academic and hospital-based practice was noted with progression through residency training. CONCLUSIONS: This study provides a current picture of dermatology postgraduate education in Canada from the residents' perspective. Above all, dermatology residents desire more teaching (clinic, didactic, and practice management) and mentorship from their faculty. Recruitment and retention of women in academic dermatology may benefit from early intervention during residency. The data are intended to assist dermatology programs with development, evaluation, and improvement of their curricula and can serve as a reference point to gauge future trends.