Most AHD hours (78%) focused on medical expert competencies.
The remaining hours covered non medical expert competencies in scholarly activities (16%), management skills (4%) and professional skills (2%).
It was our belief that M & M rounds have the potential to serve as excellent educational tools for examining other, non-medical expert competencies.
The map provided easy visualization of structured teaching activities that occurred at AHD, as well as an opportunity to continuously review the format (didactic versus non-didactic) and nature of teaching (medical versus non medical expert competencies).
The impact of the map on formal curriculum planning was assessed by the percentage of AHD coverage that represented core competencies in internal medicine, the extent of topic duplication, the amount of didactic versus non-didactic teaching sessions, and the amount of teaching on non medical expert competencies as mandated by the national accreditation bodies.
In addition to clinical rotations, formal curriculum delivery is done through academic half days (AHD) which are held weekly for four hours and aimed to cover the topics in various medical specialties as well as the non-medical expert competencies such as communication, collaboration, bioethics, evidence-based medicine, and quality improvement, etc.
The experiences in Adolescent Medicine reflected residents' learning, notably gains in the "non-expert" as well as "medical expert" physician competencies.
Pediatric residents' experiences of their clinical rotations in Adolescent Medicine reflected their learning, notably gains in the "non-expert' as well as "medical expert" physician competencies.
Though unclear if and how each of these elements led to the next, residents, through their experiences, built their "non-expert" physician competencies in addition to their "medical expert" physician competencies in an interprofessional team environment.
In other words, this rotation not only assisted residents in becoming the "medical expert" but also assisted residents in developing some of the "non-expert" physician competencies that postgraduate medical education programs aim to achieve.
