RT Journal Article
SR Electronic
T1 Defining competency-based evaluation objectives in family medicine
JF Canadian Family Physician
JO Can Fam Physician
FD The College of Family Physicians of Canada
SP e217
OP e224
VO 58
IS 4
A1 Laughlin, Tom
A1 Wetmore, Stephen
A1 Allen, Tim
A1 Brailovsky, Carlos
A1 Crichton, Tom
A1 Bethune, Cheri
A1 Donoff, Michel
A1 Lawrence, Kathrine
YR 2012
UL http://www.cfp.ca/content/58/4/e217.abstract
AB Objective To provide a pragmatic approach to the evaluation of communication skills using observable behaviours, as part of a multiyear project to develop competency-based evaluation objectives for Certification in family medicine. Design A nominal group technique was used to develop themes and subthemes and to identify positive and negative observable behaviours that demonstrate competence in communication in family medicine. Setting The College of Family Physicians of Canada in Mississauga, Ont. Participants An expert group of 7 family physicians and 1 educational consultant, all of whom had experience in assessing competence in family medicine. Group members represented the Canadian context with respect to region, sex, language, community type, and experience. Methods The group used the nominal group technique to derive a list of observable behaviours that would constitute a detailed operational definition of competence in communication skills; multiple iterations were used until saturation was achieved. The group met several times a year, and membership remained unchanged during the 4 years in which the work was conducted. The iterative process was undertaken twice—once for communication with patients and once for communication with colleagues. Main findings Five themes, 5 subthemes, and 106 positive and negative observable behaviours were generated. The subtheme of charting skills was defined using a key-features analysis. Conclusion Communication skills were defined in terms of themes and observable behaviours. These definitions were intended to help assess family physicians’ competence at the start of independent practice.