Communicator and collaborator – a Finnish national repeated cross-sectional survey of the two CanMEDS competencies by specialty group

BACKGROUND: The aim of this study was to find out if experience of two acquired competencies, communication skills and collaboration skills, differ by specialty group or graduation year in post-graduate medical training in Finland. METHODS: A repeated cross-sectional survey conducted in 2018 and 2023. For this study a subsample of physicians who completed their specialist training after 2007 (n = 2 772) was extracted. Respondents were categorised into three graduation cohorts: 2008-2012, 2013-2017, and 2018-2023 and asked to assess the perceived adequacy of teaching and guidance during specialization across two CanMEDS competency domains. Differences were examined in five specialty categories: operative specialties, conservative specialties, diagnostic specialties, psychiatric specialties, and general practice along with occupational health. RESULTS: On average, 72% of respondents reported adequate teaching and supervision related to the Communicator role during specialist training. The cohort specialized in 2008-2012 reported insufficient teaching and supervision (OR 1.48; 95% CI 1.20 - 1.82) more frequently than those who completed their specialist training in 2013-2017 (OR 1.01; 95% CI 0.83 - 1.21) across all communicator subdomains. Specialists in operative fields (OR 1.64; 95% CI 1.34-2.00) most frequently reported insufficient teaching and supervision within this role. Correspondingly, related to Collaborator role, 62% of respondents reported adequate teaching and supervision. Compared with the 2008-2012 cohort, the proportion reporting insufficient teaching and supervision in team leadership, consultation, and teamwork skills was significantly lower in the 2013-2017 cohort. Related to this role, child and adolescent psychiatrists less frequently experienced deficiencies in communication skills than adult psychiatrists. CONCLUSIONS: The majority of the respondents were satisfied with the teaching they received during specialist training related to The CanMEDS competency domains Communicator and Collaborator. These skills play an important role in both the development of education and the quality of care across all specialties. However, it seems that within operative specialties the teaching of communication skills and within psychiatry the teaching of consultation skills could be increased.