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Vildbrad MD, Lyhne JM. Improvements in CanMEDS competencies for medical students in an interdisciplinary and voluntary setting. Adv Med Educ Pract. 2014;5:499-505doi: 10.2147/AMEP.S74876.
Vildbrad, M. D., & Lyhne, J. M. (2014). Improvements in CanMEDS competencies for medical students in an interdisciplinary and voluntary setting. Advances in medical education and practice, 5499-505. https://doi.org/10.2147/AMEP.S74876
Vildbrad, Mads Dam, and Lyhne, Johanne Marie. "Improvements in CanMEDS competencies for medical students in an interdisciplinary and voluntary setting." Advances in medical education and practice vol. 5 (2014): 499-505. doi: https://doi.org/10.2147/AMEP.S74876
Vildbrad MD, Lyhne JM. Improvements in CanMEDS competencies for medical students in an interdisciplinary and voluntary setting. Adv Med Educ Pract. 2014 Dec 12;5:499-505. doi: 10.2147/AMEP.S74876. eCollection 2014. PMID: 25540602; PMCID: PMC4270304.
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Adv Med Educ Pract. 2014 Dec 12;5:499-505. doi: 10.2147/AMEP.S74876. eCollection 2014.

Improvements in CanMEDS competencies for medical students in an interdisciplinary and voluntary setting.

Advances in medical education and practice

Mads Dam Vildbrad, Johanne Marie Lyhne

Affiliations

  1. International Medical Cooperation Committee, Aarhus University, Aarhus, Denmark.

PMID: 25540602 PMCID: PMC4270304 DOI: 10.2147/AMEP.S74876

Abstract

BACKGROUND: To practice medicine, doctors must master leadership, communication, team management, and collaboration, in addition to medical knowledge. The CanMEDS framework describes seven roles of a doctor, but the six nonmedical expert roles are de-emphasized in the academic medical curriculum. Innovative opportunities are needed for medical students to develop as participants in a world of interdisciplinary health care.

METHODS: We founded a volunteer-based, interdisciplinary, student-run project called SUNDdag (HEALTHday) with 60 students from 12 different educational backgrounds. To evaluate the learning outcomes of the project, we conducted a cross-sectional study using an anonymous, self-administered questionnaire.

RESULTS: Students joined the project due to it being health-promoting, volunteer-based, and interdisciplinary. The medical students reported a significant increase of skills in all seven roles except for "medical expert". They reported an increased understanding of the non-health-related students' skills.

CONCLUSION: In their future careers, medical students must collaborate with health care professionals in a team-based approach to patient care and with non-health-related professionals in administrative tasks. Interdisciplinary volunteer-based initiatives like SUNDdag are potential platforms for medical students to improve their CanMEDS competencies. We encourage students to initiate similar projects and we encourage faculties to support volunteer-based, interdisciplinary initiatives due to their favorable cost-benefit ratio.

Keywords: interprofessional education; medical education; medical students; voluntarism

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