Core Competencies for Students Entering Medical School: Reaching Pan-Canadian Consensus for Inclusive and Accessible Medical Education.

IF 5.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Cheryl L Holmes, Laura Yvonne Bulk, Naomi Lear, Lynn Ashdown, Quinten K Clarke, Laura Farrell, Rachel Giddings, Lisa Graves, Julia Ersilia Hanes, George Kim, Michael Quon, Saleem Razack, Francesco A Rizzuti, Ginger Ruddy, Alex Scott, Erene Stergiopoulos, Lee Toner, Laura Nimmon
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引用次数: 0

Abstract

Abstract: A socially accountable physician workforce must include disabled learners and providers. However, current Canadian Technical Standards (TS) for medical school admissions create barriers to their inclusion. These standards overlook advances in assistive technology, universal design, evolving inclusion practices, and legal protections. Replacing the TS required consensus, but traditional methods of achieving consensus on disability inclusion risk reinforcing ableism in medical education. To address challenges with existing TS, the Association of Faculties of Medicine of Canada (AFMC) formed the "Re-envisioning TS Working Group," using a novel consensus approach grounded in disability inclusion and critical disability discourse. Guided by transparency, accessibility, and respect for disability as diversity, the group prioritized engagement with disabled physicians, educators, scholars, and learners. The WG followed five stages: (1) identifying key concepts and reviewing literature on TS reform and ableism; (2) examining relevant legislation and case law; (3) drafting functional Core Competencies; (4) consulting partners across the medical education continuum; and (5) presenting outcomes to the AFMC Board, highlighting a commitment to disability inclusion in undergraduate medical education. The AFMC Board unanimously endorsed the "Report on Re-Envisioning Technical Standards," including the "Desired Outcomes" and the "Core Competencies for Entering Medical Students." The AFMC's adoption of functional Core Competencies is a significant step toward inclusion and support for learners with disabilities in Canadian medical education. Medical schools should adopt these competencies, combat ableism, and invest in universal design to promote access. Accommodation support should extend from admission through postgraduate training to independent practice. Finally, efforts to foster an inclusive culture and contribute to a healthy, diverse physician workforce must be evaluated as part of medical schools' social accountability mandate.

学生进入医学院的核心能力:达成全加拿大共识的包容和无障碍的医学教育。
摘要:对社会负责的医生队伍必须包括残疾学习者和提供者。然而,目前的加拿大医学院入学技术标准(TS)为他们的入学设置了障碍。这些标准忽视了辅助技术、通用设计、不断发展的包容实践和法律保护方面的进步。取代TS需要达成共识,但在残疾包容问题上达成共识的传统方法有可能强化医学教育中的残疾歧视。为了应对现有TS的挑战,加拿大医学院协会(AFMC)成立了“重新设想TS工作组”,采用一种基于残疾包容和批判性残疾话语的新共识方法。在透明、无障碍和尊重残疾的多样性的指导下,该小组优先考虑与残疾医生、教育工作者、学者和学习者的接触。工作小组分五个阶段进行:(1)识别关键概念,并回顾有关TS改革和残疾歧视的文献;(二)审查有关立法和判例法;(3)起草职能核心竞争力;(4)在整个医学教育体系中咨询合作伙伴;(5)向AFMC董事会介绍成果,强调在本科医学教育中纳入残疾人的承诺。AFMC董事会一致通过了“关于重新设想技术标准的报告”,其中包括“预期结果”和“进入医学院学生的核心能力”。AFMC采用功能核心能力是加拿大医学教育向包容和支持残疾学习者迈出的重要一步。医学院应该采用这些能力,对抗残疾歧视,并投资于通用设计以促进入学。住宿支持应该从入学到研究生培训再到独立实践。最后,作为医学院社会责任任务的一部分,必须对促进包容性文化和促进健康、多样化医生队伍的努力进行评估。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Academic Medicine
Academic Medicine 医学-卫生保健
CiteScore
7.80
自引率
9.50%
发文量
982
审稿时长
3-6 weeks
期刊介绍: Academic Medicine, the official peer-reviewed journal of the Association of American Medical Colleges, acts as an international forum for exchanging ideas, information, and strategies to address the significant challenges in academic medicine. The journal covers areas such as research, education, clinical care, community collaboration, and leadership, with a commitment to serving the public interest.
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