Education in Global Health: Experience in Health-Promoting Schools Provides Trainees with Defined Core Competencies

Table 1

The 7 CanMeds goals and key competencies [1]: documented during global health education in a health promoting school program.

CanMEDS role	Key competency	As team leader	During program delivery	Exemplified by HPS	Total
Expert	Consultant	1/7 (14%)	3/7 (43%)	0	3/7 (43%)
	Knowledge, skills	0	0	0	0
	Assessment	0	5/5 100%	0	5/5 (100%)
	Use interventions	1/3 (25%)	3/4 (75%)	0	3/4 (75%)
	Procedures	0	3/5 (60%)	0	3/5 (60%)
	Seek consultation	0	3/3 (100%)	0	3/3 (100%)
Communicator	Relationships with patients	3/6 (50%)	6/6 (100%)	1/6 (17%)	6/6 (100%)
	Obtain information	0	2/2 (100%)	0	2/2 (100%)
	Give info to patients	0	1/1 (100%)	0	1/1 (100%)
	Develop common understanding	1/5 (20%)	3/5 (60%)	2/5 (40%)	4/5 (80%)
	Oral and written report	0	2/3 (67%)	1/3 (33%)	3/3 (100%)
Collaborator	Interprofessional team	6/10 (60%)	1/10 (10%)	10/10 (100%)	10/10 (100%)
	Interprofessional conflict	3/6 (50%)	0	6/6 (100%)	6/6 (100%)
Manager	Contribute to organizational effectiveness	2/4 (50%)	0	3/4 (75%)	4/4 (100%)
	Manage practice and career	0	3/4 (25%)	0	3/4 (25%)
	Allocate health care resources	1/2 (50%)	0	2/2 (100%)	2/2 (100%)
	Administrative, leadership roles	2/3 (67%)	0	2/3 (67%)	3/3 (100%)
Health advocate	Respond to patient health needs	0	0	3/3 (100%)	3/3 (100%)
	Respond to community health needs	0	0	3/3 (100%)	3/3 (100%)
	Determinants of health	0	0	2/2 (100%)	2/2 (100%)
	Promote health	1/6 (17%)	0	3/6 (50%)	3/6 (50%)
Scholar	Ongoing learning	0	0	5/9 (56%)	5/9 (56%)
	Evaluate information and sources	0	0	0	0
	Facilitate learning	4/7 (57%)	0	2/7 (29%)	5/7 (71%)
	Contribute to new knowledge	0	0	6/6 (100%)	6/6 (100%)
Professional	Commitment	1/6 (17%)	3/6 (33%)	2/6 (50%)	3/6 (50%)
	Participate in regulation	0	0	0	0
	Commitment to physician health	0	0	0	0