The document discusses various competency frameworks for family physicians in different organizations. It describes the CanMEDS-FM competencies from 2005 and 2009 which include medical expert, communicator, collaborator, manager, health advocate, scholar and professional roles. It also outlines the ACGME family medicine competencies from 2015 which are patient care, medical knowledge, systems-based practice, practice-based learning and improvement, professionalism, and interpersonal and communication skills. Saudi Arabia's national competency framework with 7 domains is also presented. Finally, WONCA's European definition of general practice from 2002, 2005 and 2011 is summarized with core competencies around primary care management, person-centered care, problem solving skills, comprehensive approach, community
6. Components ofthe Family
Medicine Expert Role
Integrate all the CanMEDS-FM roles in order to function
effectively as generalists
Establish and maintain clinical knowledge, skills and attitudes
required to meet the needs of the practice and patient
populationserved
Demonstrate proficient assessment and management of
patients using the patient-centred clinical method
Provide comprehensive and continuing care throughout the life
cycle incorporating appropriate preventive, diagnostic and
Therapeutic interventions
Demonstrate proficient and evidence-based use of procedural
skills
Provide coordination of patient care including collaboration and
consultation with other health professionals and caregivers
7. Communicator
Develop rapport, trust and ethical therapeutic relationships with
patients and families
Accurately elicit and synthesize information from, and
perspectives of, patients and families, colleaguesand other
professionals
Accurately express needed information and explanations to
patients and families, colleagues and other professionals
Develop a common understanding on issues , problems and
plans with Patients and families, colleagues and other
professionals to develop, provide and follow-up on a shared
plan of care
transmit effective oral and written information
8. Collaborator
Participate in a collaborative team-based model
and with consulting health professionals in the
care of patients
Maintain a positive working environment with
consulting health professionals, health care team
members, and community agencies
Engage patients or specific groups of patients and
their families as active participants in their care
9. Manager
Participate in activities that contribute to the
effectiveness of their own practice ,healthcare
organizations and systems
Manage their practice and career effectively
Allocate finite healthcare resources Appropriately
Serve in administration and leadership roles, as
appropriate
10. Health Advocate
Respond to individual patient health needs and
issues as part of patient care
Respond to the health needs of the communities
that they serve
Identify the determinants of health within their
communities Promote the health of individual
patients, communities and populations
11. Scholar
Maintain and enhance professional activities through Ongoing
self-directed learning based on reflective practice
Critically evaluate medical information, its sources, and its
relevance to their practice, and apply this information to
practice decisions
Facilitate the education of patients, families, trainees ,other
health professional colleagues, and the public ,as appropriate
Contributeto the creation, dissemination, application, and
translation of new knowledge and practices
12. Professional
Demonstrate a commitment to their patients,
profession, and society through ethical practice
Demonstrate a commitment to their patients,
profession, and society through participation in
profession-led regulation
Demonstrate a commitment to physician health and
Sustainable practice
Demonstrate a commitment to reflective practice
14. Established in 1972. Responsible for
accrediting the majority of
graduate medical training programs (i.e.,
internships, residencies, and fellowships,
a.k.a. subspecialty residencies) for
physicians in the United.
15. Patient care
Medical Knowledge (MK)
Systems-Based Practice (SBP)
Practice-Based Learning and Improvement
(PBLI)
Professionalism (PROF)
Interpersonal and Communication Skills (C)
16. Patient Care
Cares for Acutely Ill or Injured Patients in Urgent and Emergent
Situations and in All Settings
Cares for Patients With Chronic Conditions
Partners with the Patient, Family, and Community to Improve
Health through Disease Prevention and Health Promotion
Partners with the Patient to Address Issues of Ongoing Signs,
Symptoms, or Health Concerns That Remain Over Time Without
Clear Diagnosis Despite Evaluation and Treatment, in a Patient-
Centered, Cost-Effective Manner.
Performs Specialty-Appropriate Procedures to Meet the Health
Care Needs of Individual Patients, Families, and Communities,
and Is Knowledgeable About Procedures Performed by Other
Specialists to Guide Their Patients' Care
17. Medical Knowledge (MK)
Demonstrates MK of Sufficient Breadth and
Depth to Practice Family Medicine
Applies Critical Thinking Skills in Patient Care
18. Systems-Based Practice (SBP)
Provides Cost-Conscious Medical Care
Emphasizes Patient Safety
Is an Advocate for Individual and Community
Health
Coordinates Team-Based Care
19. Practice-Based Learning and
Improvement (PBLI)
Locates, Appraises, Evidence From Scientific
Studies Related to the Patients' Health
Problems
Demonstrates Self-Directed Learning
Improves Systems in Which the Physician
Provides Care
20. Professionalism (PROF)
Completes the Process of Professionalism
Demonstrates Professional Conduct and
Accountability
Demonstrates Humanism and Cultural
Proficiency
Maintains Emotional, Physical, and Mental
Health, and Pursues Continual Personal and
Professional Growth
21. Interpersonal and
Communication Skills (C)
Develops Meaningful, Therapeutic
Relationships With Patients and Families
Communicates Effectively With Patients,
Families, and the Public
Develops Relationships and Effectively
Communicates With Physicians, Other Health
Professionals, and Health Care Teams
Uses Technology to Optimize
Communication
23. A national competence framework has been
developed by medical schools in the Kingdom of
Saudi Arabia. The framework has seven domains .
The framework will guide curriculum development
and assessment in the Kingdom and ensure that
medical education adapts to changing needs. The
creation of a national framework promises the
delivery of equivalent standards between medical
schools while at the same time guaranteeing the
schools' autonomy
24.
25. approach to daily Practice,
Dr and patient,
Dr and community,
communication skills,
professionalism,
Dr and information technology,
Dr and research.
26. We recently adopted a competency based
curriculum based on the CanMEDs model.
We propose that our framework can be a
model for other universities in Saudi Arabia to
consider when shifting to a competency
based curriculum
27.
28. WONCA
is a the first five initials of the
World Organization of National
Colleges, Academies and
Academic Associations of
General Practitioners/Family
Physicians. WONCA's short
name is (World Organization
of Family Doctors.)
WONCA was founded in 1972
and now has over 130 Member
Organisations representing
some 600,000 family doctors
in some 150 countries
29. 2002
These new definitions and the statement of core competencies
are published in order to inform and to contribute to the debate
on the essential role of family medicine within health systems, at
both national and pan –European level
2005
has maintained all the elements of the previous definition.,
Nevertheless, there was a feeling that more work should be done
in order to improve its clarity, so that it would be more easily
understandable. This is the reason why the definition was revised
and a new version created
30. 2011
At the meeting of 2010 minor revision of the European Definition
of General Practice has been done in order to include two new
concepts:
Patient Empowerment and Continuous Quality Improvement.
Promotes patient empowerment” has been included .
Concerning Continuous quality improvement there isn’t a new
bullet in the first definition, because it is not a core characteristic
of general practice but of all the disciplines..
31.
32. Primary Care Management
to manage primary contact with patients, dealing
with unselected problems;
to cover the full range of health conditions;
to co-ordinate care with other professionals in
primary care and with other specialists;
to master effective and appropriate care provision
and health service utilisation;
to make available to the patient the appropriate
services within the health care system;
to act as advocate for the patient
to continuously monitor, asses and improve quality
and safety of care.
33. Person-centred Care
to adopt a person-centred approach in dealing with
patients and problems in the context of patient’s
circumstances;
to develop and apply the general practice
consultation to bring about an effective doctor-
patient relationship, with respect for the patient’s
autonomy;
to communicate, set priorities and act in partnership;
to promote the goals of patient empowerment;
to provide longitudinal continuity of care as
determined by the needs of the patient, referring to
continuing and co-ordinated care management.
34. Specific Problem Solving Skills
to relate specific decision making processes to the prevalence
and incidence of illness in the community;
to selectively gather and interpret information from history-taking,
physical examination,
and investigations and apply it to an appropriate management
plan in collaboration with the patient;
to adopt appropriate working principles. e.g. incremental
investigation, using time as a tool and to tolerate uncertainty;
to intervene urgently when necessary;
to manage conditions which may present early and in an
undifferentiated way;
to make effective and efficient use of diagnostic and therapeutic
interventions.
35. Comprehensive Approach
to manage simultaneously multiple
complaints and pathologies, both acute and
chronic health problems in the individual;
to promote health and well being by applying
health promotion and disease prevention
strategies appropriately;
to manage and co-ordinate health promotion,
prevention, cure, care and palliation and
rehabilitation.
36. Community Orientation
to reconcile the health needs of individual
patients and the health needs of the
community in which they live in balance with
available resources
37. Holistic Approach
to use a bio-psycho-social model taking into
account cultural and existential dimensions
38. Contextual Aspects
(Understanding the context of doctors themselves and the
environment in which they work, including their working
conditions, community, culture, financial and regulatory
frameworks)
Having an understanding of the impact of the local community,
including socio-economic factors, geography and culture, on the
workplace and patient care.
Being aware of the impact of overall workload on the care given
to the individual patient, and the facilities (eg staff, equipment)
available to deliver that care.
Having an understanding of the financial and legal frameworks in
which health care is given at practice level
Having an understanding of the impact of the doctor’s personal
housing and working environment on the care that s/he provides
39. Attitudinal Aspects
(Based on the doctor's professional capabilities, values, feelings
and ethics)
Being aware of one's own capabilities and values - identifying
ethical aspects of clinical practice (prevention/diagnostics/
therapy/factors influencing lifestyles);
Having an awareness of self: an understanding that one’s own
attitudes, and feelings are important determinants of how one
practises
Justifying and clarifying personal ethics;
Being aware of the mutual interaction of work andprivate life and
striving for a good balance between them.
40. Scientific Aspects
(Adopting a critical and research based approach topractice and
maintaining this through continuing learning and quality
improvement)
Being familiar with the general principles, methods, concepts of
scientific research, and the fundamentals of statistics (incidence,
prevalence, predicted value etc.);
Having a thorough knowledge of the scientific backgrounds of
pathology, symptoms and diagnosis, therapy and prognosis,
epidemiology, decision theory, theories of the forming of
hypotheses and problem-solving, preventive health care;
Being able to access, read and assess medical literature
critically;
Developing and maintaining continuing learning and quality
improvement.