Accepted Type
Oral
Code
OD1-2-2
Acceptance Declaration
Accept
Additional Information
I declare I have no actual or potential conflict of interest in relation to this program.
MINI ABSTRACT DESCRIPTION
The AFMC Distributed Medical Education (DME) Resource Working Group sponsored Delphi consensus study on DME was undertaken to seek a consensus definition of DME, define key features of DME, and evaluate priorities for DME to expand. Although no consensus definition was reached, five essential features of DME were identified. Three top priority areas required to help develop DME nationally were identified.
Was this work accepted for CCME 2020?
no
Category
General Call (Workshop, Oral Presentation, Poster Presentation)
Type
Oral
Sub Type
Education Research
Will the presenter be a:
Other
Presenter Other
Faculty
Affiliation
Considered for Poster
yes
Title
Essential Features and Priorities for Distributed Medical Education: The Final Delphi Results (Part 1)
Length of Presentation
Background/Purpose
The AFMC Distributed Medical Education (DME) Resource Working Group sponsored Delphi consensus study on DME was undertaken to seek a consensus definition of DME, define key features of DME, and evaluate priorities for DME to expand.
Methods
The study used a consensus methodology in the form of a modified Delphi involving all 17 Canadian medical schools. Key themes were established through round 1. Rounds 2 and 3 pursued a definition of DME as well as ranking priority areas for further development of DME, essential features, internal/external pressures, and opportunities/barriers to DME. Semi-structured interviews were used in round two to establish context and provide clarity around themes.
Results
Rounds one, two and three had 88, 42, and 24 participants, respectively. Twenty-one semi-structured interviews were conducted. Although no consensus definition was reached, five essential features of DME were identified. They include: increased contribution of distributed sites to local governance (91.7%), engagement of local community physicians (88.1%), expansion of specialty training to distributed sites (87.5%), increased access to professional learning in community (82.9%), and the flow of faculty development funding directly to distributed sites (70.9%). The top three priority areas required to help develop DME nationally include developing social accountability metrics (58.3%), expanding distributed site authority over fiscal and teaching resources (54.2%), and establishing metrics to demonstrate comparable and equitable programs (50%).
Conclusion
The DME community is a heterogenous enterprise. The Delphi study shows that local ownership, autonomy, as well as community engagement are considered key features in DME programming. Developing social accountability metrics and accreditation are perceived as keys to DME's future.
Keyword 1
Distributed Medical Education
Keyword 2
Delphi
Keyword 3
Key features
Level of Training
General
Abstract Themes
Distributed Medical Education
Additional Theme (First choice)
Leadership
Additional Theme (Second Choice)
Additional Theme (Third Choice)
Authors
Presenter
Charles Penner
Term 1
Yes
Term 2
Yes
Term 3
Yes
Term 4
Yes
Term 5
Yes
