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3111.1 – Specialists in clinical medicine

Specialists in clinical medicine diagnose and treat diseases and physiological or psychiatric disorders and act as consultants to other physicians. Residents in training to become specialist physicians in clinical medicine are included in this group.

Profile

Example titles Help

  • Anesthetist
  • Cardiologist
  • Clinical immunologist-allergist
  • Dermatologist
  • Diagnostic radiologist
  • Emergency physician
  • Endocrinologist
  • Gastroenterologist
  • Geriatrician
  • Hematologist
  • Nephrologist
  • Neurologist
  • Oncologist
  • Orthopedist
  • Pediatrician
  • Physiatrist
  • Pneumologist
  • Psychiatrist
  • Radiation oncologist
  • Respirologist
  • Rheumatologist

Main characteristics Help

  • General learning ability to apply medical knowledge in the diagnosis and treatment of diseases and physiological and psychiatric disorders
  • Verbal ability to use medical terminology and communicate with the public and other health care professionals
  • Numerical ability to prescribe and administer medications
  • Innovative interest in co-ordinating information about patients' conditions by ordering and interpreting laboratory tests, X-rays and other diagnostic procedures; may conduct medical research
  • Social interest in mentoring patients by providing treatment for physiological and psychiatric disorders
  • Directive interest in precision working to prescribe drugs and treatments, and refer patients for surgery; and in acting as consultants to other physicians

Aptitudes Help

One of five levels assigned for each factor, with levels representing normal curve distribution of the labour force:

G
General learning ability
V
Verbal ability
N
Numerical ability
S
Spatial perception
P
Form perception
Q
Clerical perception
K
Motor co-ordination
F
Finger dexterity
M
Manual dexterity

Levels legend
  1. The highest 10% of the working population
  2. Upper third, exclusive of the highest 10%
  3. Middle third of the working population
  4. Lowest third, exclusive of the lowest 10%
  5. Lowest 10% of the working population

An individual's overall capacity to learn the skills needed to perform job duties is based on his or her specific aptitudes for acquiring information and transforming it into action.

General learning ability G-1

Ability to 'catch on' or understand instructions and underlying principles; to reason and make judgments.

Verbal ability V-1

Ability to understand the meaning of words and the ideas associated with them, and to use them effectively; to comprehend language, to understand relationships between words and to understand the meaning of whole sentences and paragraphs; to present information or ideas clearly.

Numerical ability N-2

Ability to carry out arithmetical processes quickly and accurately.

Spatial perception S-2

Ability to think visually about geometric forms and comprehend the two dimensional representation of three dimensional objects; to recognize the relationships resulting from the movement of objects in space. May be used in such tasks as blueprint reading and in solving geometry problems. Frequently described as the ability to 'visualize' objects of two or three dimensions.

Form perception P-2

Ability to perceive pertinent detail in objects and in pictorial and graphic material; to make visual comparisons and discriminations and to see slight differences in shapes and shadings of figures and widths and lengths of lines.

Clerical perception Q-3

Ability to perceive pertinent detail in verbal or tabular material; to observe differences in copy, to proofread words and numbers, and to avoid perceptual errors in arithmetical computation.

Motor co-ordination K-3

Ability to co-ordinate eyes, hands and fingers rapidly and accurately when required to respond with precise movements.

Finger dexterity F-2

Ability to move the fingers and manipulate small objects with the fingers rapidly and/or accurately.

Manual dexterity M-2

Ability to move the hands easily and skillfully; to work with the hands in placing and turning motions.

Interests Help

Three of five descriptive factors, assigned in order of predominance and lower case rating indicating weaker representation:

D
Directive
I
Innovative
M
Methodical
O
Objective
S
Social

Innovative I

Innovative persons like to explore things in depth and arrive at solutions to problems by experimenting. They are interested in initiating and creating different ways to solve questions and present information. They enjoy scientific subjects. Innovative persons prefer to be challenged with new and unexpected experiences. They adjust to change easily.

Social S

Social persons like dealing with people. They enjoy caring for and assisting others in identifying their needs and solving their concerns. Social persons like working and co-operating with others. They prefer to be involved in work that requires interpersonal contact.

Directive D

Directive persons like to take charge and control situations. They like to take responsibility for projects that require planning, decision making and co-ordinating the work of others. They are able to give direction and instructions easily. They enjoy organizing their own activities. They see themselves as independent and self-directing.

Data, people, and things Help

Data

0
Synthesizing
1
Co-ordinating
2
Analyzing
3
Compiling
4
Computing
5
Copying
6
Comparing
7
N/A
8
Not Significant

People

0
Mentoring
1
Negotiating
2
Instructing - Consulting
3
Supervising
4
Diverting
5
Persuading
6
Speaking - Signaling
7
Serving - Assisting
8
Not significant

Things

0
Setting up
1
Precision working
2
Controlling
3
Driving - Operating
4
Operating - Manipulating
5
Tending
6
Feeding - Offbearing
7
Handling
8
Not significant
Data Co-ordinating 1

Determining time, place and sequence of operations or actions to be taken based on analysis of data; executing determinations and/or reporting events.

People Mentoring 0

Dealing with individuals in terms of their total personalities in order to advise, counsel and/or guide them with regard to problems that may be resolved by legal, scientific, clinical, spiritual and/or other professional principles.

Things Precision working 1

Using the body and/or equipment to move, guide, place, install and/or interface with objects, in order to attain specifications and precise standards. Considerable judgment is required to select, adjust and utilize appropriate tools, products and/or materials to accomplish specified objectives.

Physical activities Help

V - Vision

1
Close visual acuity
2
Near vision
3
Near and far vision
4
Total visual field

H - Hearing

1
Limited
2
Verbal interaction
3
Other sound discrimination

L - Limb co-ordination

0
Not relevant
1
Upper limb co-ordination
2
Multiple limb co-ordination

C - Colour discrimination

0
Not relevant
1
Relevant

B - Body position

1
Sitting
2
Standing and/or walking
3
Sitting, standing, walking
4
Other body positions

S - Strength

1
Limited
2
Light
3
Medium
4
Heavy
Vision Vision V-2

The use of sight in the work performed. The levels are organized in terms of the visual field involved in the performance of the work.

2 - Near vision

Work activities are performed near the worker. The scope of the visual field is broader than in Close visual acuity (1).

Examples:

  • reading and interpreting drawings and specifications
  • using computer keyboards and reading computer monitors
  • repairing automobile engines
  • setting up and operating machine tools
Colour discrimination Colour discrimination C-1

The use of colour descrimination to identify, distinguish and match colours and different shades of the same colours.

1 - Relevant

Colour discrimination is relevant in the performance of the work.

Examples:

  • observing signals while operating vehicles
  • installing, testing and repairing electrical wiring
  • restoring and conserving museum and art gallery artifacts
  • designing, constructing and repairing dentures
Hearing Hearing H-3

The use of hearing in the work performed. The levels are organized in terms of the type of auditory discrimination involved in the performance of the work.

3 - Other sound discrimination

Work activities involve the identification, assessment and/or production of sound. Verbal interaction (2) is included in this level.

Examples:

  • leading bands, orchestras and choirs during musical rehearsals and performances
  • administering audiometric tests to diagnose the degree of hearing impairment
  • testing automotive systems and components using testing devices to isolate faults
  • commanding fishing vessels by operating navigational instruments
Body position Body position B-3*

Primary type of posture or body movement involved in performing the work. These postures or body movements range from simple to complex and from sedentary to mobile.

Limb co-ordination Limb co-ordination L-1

The use of limbs in performing work.

1 - Upper limb co-ordination

Work activities involve co-ordination of upper limbs.

Examples:

  • keyboarding
  • performing maintenance services such as oil changes, lubrications and tune-ups
  • operating video cameras
  • instructing students in sign language
Strength Strength S-1

The use of strength in the handling of loads such as pulling, pushing, lifting and/or moving objects during the work performed.

1 - Limited

Work activities involve handling loads up to 5 kg.

Examples:

  • examining and analyzing financial information
  • selling insurance to clients
  • conducting economic and technical feasibility studies
  • administering and marking written tests

Environmental conditions Help

Location

L1
Regulated inside climate
L2
Unregulated inside climate
L3
Outside
L4
In a vehicle or cab

Hazards

H1
Dangerous chemical substances
H2
Biological agents
H3
Equipment, machinery, tools
H4
Electricity
H5
Radiation
H6
Flying particles, falling objects
H7
Fire, steam, hot surfaces
H8
Dangerous locations

Discomforts

D1
Noise
D2
Vibration
D3
Odours
D4
Non-toxic dusts
D5
Wetness
Hazards Biological agents H2

Potential hazards to which the worker may be exposed. The codes provide an indication of the type(s) of hazard(s) most likely to be present in the workplace environment. They are not a measure of frequency, duration or degree of exposure to hazards, but an indication of the presence or absence of a particular hazard in the work environment.

H2 - Biological agents

Exposure to infectious bacteria and viruses as a result of indirect contact with, or direct handling of, infectious materials or micro-organisms that may cause illness.

Examples:

  • treating sick animals
  • providing nursing care
  • investigating outbreaks of food and environment-related diseases and poisonings
  • conducting microbiological tests and laboratory analyses
Hazards Radiation H5

Potential hazards to which the worker may be exposed. The codes provide an indication of the type(s) of hazard(s) most likely to be present in the workplace environment. They are not a measure of frequency, duration or degree of exposure to hazards, but an indication of the presence or absence of a particular hazard in the work environment.

H5 - Radiation

Exposure to ionizing radiation such as X-rays and radioactive substances or non-ionizing radiation such as radio frequencies and infrared, ultraviolet or visible light that may affect health adversely.

Examples:

  • taking dental X-rays
  • preparing and administering radioactive drugs
  • operating welding equipment (ultraviolet)
  • controlling the flow of air traffic using radar monitors, radio and other equipment (radio frequencies)
  • conducting atmospheric research (visible laser light)
  • creating glass objects (infrared)
Location Regulated inside climate L1

The work performed is carried out indoors in a regulated environment, indoors in an unregulated environment, outdoors or in a vehicle. In many occupations, the Main Duties may be performed in more than one location. Therefore, a group may have more than one Location code, for example:

  • firefighting and fire prevention duties
  • maintenance of interior/exterior of buildings
  • managing operations and paperwork of farms

L1 - Regulated inside climate

A normal controlled environment such as an office, hospital or school.

Employment requirements Help

Education/training Help

1
No formal education or training requirements
2
Some high school education and/or on the job training or experience
3
High school
4
Course work, training, workshops and/or experience related to the occupation
5
Apprenticeship, specialized training, vocational school training
6
College, technical school (certificate, diploma)
7
Undergraduate degree
8
Post-graduate or professional degree
+
Additional requirement beyond education and training
R
Regulated requirement(s)
8+, R

Specialist physicians:

  • A bachelor's degree
    or
    in Quebec, completion of a college program and one year of pre-medicine university studies is usually required.
  • Graduation from an approved medical school and specific specialty training are required.
  • Completion of the certifying examinations of the Royal College of Physicians and Surgeons of Canada
    and
    licensing by the provincial or territorial licensing authority are required.

Specialists in clinical medicine:

  • Four to five years of specialty residency training are required.
  • Two years of subspecialty training may also be required.

Workplaces/employers Help

  • Hospitals
  • Private practices

Occupational options Help

  • Progression to management positions is possible with experience.

Exclusions Help

Remarks Help

  • For some occupations in this group, Body position 4(Other body positions) may also apply
  • For some occupations in this group, Hazards H5(Radiation) may also apply

Breakdown summary

Broad occupational category
3 – Health occupations
Skill level
A – Occupations usually require university education
Major group
31 – Professional occupations in health (except nursing)
Minor group
311 – Physicians, dentists and veterinarians
Unit group
3111 – Specialist physicians
Version
2016.3
Date modified: