MF 3 Reflection
Assessment
PC Reflective Physician Portfolio
For your MF3 entry, we would like you to reflect on Physician as Advocate: You have had sessions looking at the physician in an advocate role, globally and locally. Being a physician advocate can take many different forms. In this entry, consider what advocacy means to you. Consider the act of advocating on behalf of others; are there any potential risks or harms in doing so? Please draw on your Family Medicine Longitudinal Experience (FMLE) where you have experienced family physicians practice in any of the many different forms providing care to marginalized, equity-deserving populations, addressing the Social Determinants of Health and collaborating in a multidisciplinary team. How do you envision acting as an advocate in your future career?

Curriculum Block

Part 3 / Professional Competencies 3 / Week 9
- Indicates most relevant

Objectives

General Objectives

Activities

PC Session

Tags

C2LEO
Health Advocate
CanMEDS Roles
Health Advocate Identify the determinants of health of the populations that they serve; Promote the health of individual patients, communities and populations. Respond to individual patient health needs and issues as part of patient care; Respond to the health needs of the communities that they serve; Self-Reflective Practitioner
Curriculum Block
Part 3 Professional Competencies 3 Week 9
Curriculum Week
Part 3 Week 9
Discipline
Family medicine Indigenous Health
Longitudinal Discipline
Black or African American Indigenous Health Priority Groups
MCC Presentations
Indigenous Health
McMaster Program Competencies
2.1 Demonstrate an understanding of what knowledge is, the strengths and limitations of different ways of knowing, and how knowledge is created in historical, cultural and social contexts. 2.2 Apply biomedical scientific principles fundamental to health care for patients and populations. 2.3 Apply principles of clinical sciences to diagnostic and therapeutic decision-making, clinical problem-solving, and other aspects of evidence-based healthcare 2.4 Apply principles of epidemiological sciences to the identification of health problems, risk factors, treatment strategies, resource allocation, and disease prevention/health promotion efforts for patients and populations 2.5 Apply principles of socio-behavioural sciences to the provision of patient care, including assessment of the impact of psychosocial and cultural influences on health, disease, care-seeking, care concordance, care adherence and barriers to and attitudes toward care. 2.6 Understand the process of the dissemination, application, and translation of new health knowledges and practices. 3.1 Solicit and respond to feedback from peers, teachers, supervisors, patients, families, and members of health care teams regarding one’s knowledge, skills, attitudes and professional behaviours 3.2 Integrate feedback, external measures of performance and reflective practices to identify strengths, deficiencies, and limits in one’s knowledge, skills, attitudes and professional behaviours 3.3 Set learning and improvement goals 3.4 Identify and perform learning activities that address one’s gaps in knowledge, skills, and/or attitudes 4.3 Demonstrate sensitivity, honesty, and compassion in difficult conversations, including those about death, end of life, adverse events, bad news, disclosure of errors, and other sensitive topics 4.4 Demonstrate insight and understanding about emotions and human responses to emotions that allow one to develop and manage interpersonal interactions, including the ability to manage one’s own interpersonal responses 6.3 Advocate for quality patient care and optimal patient care systems that support patient- and population-centred care that is safe, timely, efficient, effective, and equitable 8.1 Demonstrate healthy coping mechanisms to respond to stress 8.2 Practice flexibility and maturity in adjusting to change with the capacity to alter one’s behaviour 8.3 Develop the ability to use self-awareness of knowledge, skills, and emotional limitation to seek help appropriately 8.4 Demonstrate awareness and acceptance of different points of view 8.5 Recognize that ambiguity is part of clinical health care and respond by utilizing appropriate resources in dealing with uncertainty
MeSH
Patient Advocacy [N03.706.678] Black or African American [M01.686.477.625.594.594] Clinical Medicine [H02.403.200] Emigrants and Immigrants [M01.189] Health Equity [N05.300.430.383] Indigenous Canadians [M01.270.968.500.600.375] Indigenous Canadians [M01.270.968.500.600.375] Indigenous Peoples [M01.270.968] Patient Advocacy [I01.880.604.631] Prejudice [F01.829.595] Social Determinants of Health [N01.400.675] Social Discrimination [F01.145.813.629]