title: The CanMEDS role of Collaborator: How is it taught and assessed according to faculty and residents?
abstract: OBJECTIVE
  To explore the perspectives of paediatric residents and faculty regarding how the Collaborator role is taught and assessed.
  
  
  METHODS
  Using a constructivist grounded theory approach, focus groups at four Canadian universities were conducted. Data were analyzed iteratively for emergent themes.
  
  
  RESULTS
  Residents reported learning about collaboration through faculty role modelling but did not perceive that it was part of the formal curriculum. Faculty reported that they were not trained in how to effectively model this role. Both groups reported a need for training in conflict management, particularly as it applies to intraprofessional (physician-to-physician) relationships. Finally, the participants asserted that current methods to assess residents on their performance as collaborators are suboptimal.
  
  
  CONCLUSIONS
  The Collaborator role should be a formal part of the residency curriculum. Residents need to be better educated with regard to managing conflict and handling intraprofessional relationships. Finally, innovative methods of assessing residents on this non-medical expert role need to be created.
authors.affiliation: Division of Pediatric Medicine; ; Wilson Centre for Research in Education, University of Toronto, Toronto, Ontario;
authors.forename: Elizabeth
authors.initials: E
authors.lastname: Berger
authors.forename: Ming-Ka
authors.initials: MK
authors.lastname: Chan
authors.forename: Ayelet
authors.initials: A
authors.lastname: Kuper
authors.forename: Mathieu
authors.initials: M
authors.lastname: Albert
authors.forename: Deirdre
authors.initials: D
authors.lastname: Jenkins
authors.forename: Megan
authors.initials: M
authors.lastname: Harrison
authors.forename: Ilene
authors.initials: I
authors.lastname: Harris
keywords: CanMEDS roles; Collaboration; Pediatrics; Postgraduate training