The Red Book - The College of Family Physicians Canada
The Red Book - The College of Family Physicians Canada The Red Book - The College of Family Physicians Canada
enhanced skills program coordinator. An active liaison between the postgraduate programdirector and the site coordinators must be maintained.Program EvaluationThe academic department must maintain an ongoing review of the residency training programto evaluate the quality of the educational experience and to review the resources available inorder to ensure that maximal benefit is being derived from the integration of the components ofthe program. The opinions of the residents must be among the factors considered in this review.Appropriate faculty/resident interaction and communication must take place in an open andcollegial atmosphere so that a free discussion of the strengths and weaknesses of the program canoccur without hindrance. An important aspect of a successful competency-based educationalprogram is the program’s commitment and ability to monitor itself for quality, particularly withrespect to the learners’ educational outcomes, and to make the necessary curricularmodifications that will result in improved outcomes. This review must be conducted in amanner that respects confidentiality and must include the following:a) An evaluation of each component of the program to ensure that the educationalobjectives are being metb) An evaluation of resource allocation to ensure that resources and facilities are beingutilized with optimal effectivenessc) An evaluation of the teachers in the programd) An evaluation of the outcomes of the residency programs, including, but not limited to:(i) Measurements of resident performance, including degree of variation acrosstraining sites(ii) Feedback from recent graduates who are able to reflect on their training havingacquired a perspective on the requirements of clinical practicePostgraduate Resident Assessment CoordinatorEach program should identify a person or persons who will have the responsibility ofcoordinating resident assessment. The role of resident assessment coordinator could be theresponsibility of a single person or of a committee. The resident assessment coordinator shouldbe a member of the residency postgraduate committee.9
The responsibilities of this individual or committee should include the following:a) Working with the postgraduate committee to make recommendations for overallresident assessment policyb) Coordinating the distribution of resident assessment forms and the collection andcollation of datac) Identifying those areas pertaining to assessment that would benefit from facultydevelopmentd) Providing a resource for reviewing and improving the process of resident assessmente) Maintaining effective liaison with other specialty placements to communicate aboutobjectives and resident assessmentf) Participating in the process of identifying residents who are having problems in thetraining programg) Furnishing feedback to preceptors about the quality of their assessments of theresidents assigned to them. These responsibilities could be shared among a number ofindividuals, including a program committee for resident assessmentFaculty AdvisorEach resident must have a faculty advisor. In many cases the role of Preceptor is merged withthat of Advisor, but all residents should have the option of having an advisor who is not directlyresponsible for assessing that resident.The role of the faculty advisor is to:a) Orient the resident to the discipline of family medicineb) Discuss with the resident the program objectives and the resident’s own learningobjectives, and design an appropriate educational planc) Review this plan regularly and assist the resident in finding the resources within theprogram necessary to meet his or her unique learning needsd) Help the resident to:(i) Reflect on program choices to be made(ii) Understand assessment feedback(iii) Set and revise learning objectives(iv) Define career plans10
- Page 3: Table of ContentsOverview of the Ac
- Page 7 and 8: INTRODUCTION TO THE RED BOOK: FAMIL
- Page 9: ) Designing and implementing learni
- Page 13 and 14: STANDARD B.3: THE LEARNING ENVIRONM
- Page 15 and 16: 3. There must be ready access to a
- Page 17 and 18: Scholarly Activity7. A satisfactory
- Page 19 and 20: services, community services or sem
- Page 21 and 22: common procedures during labour and
- Page 23 and 24: Residents must be given opportuniti
- Page 25 and 26: 5. Assessment processes are more ef
- Page 27: ENHANCED SKILLS: SPECIFIC STANDARDS
- Page 30: FAMILY MEDICINE/EMERGENCY MEDICINE:
- Page 34 and 35: 2. Opportunities for the resident t
- Page 36 and 37: 4. Experience during the third year
- Page 38 and 39: 3. Creating an awareness of the ser
- Page 40 and 41: ResourcesClinical teaching resource
- Page 42 and 43: The family physician is a skilled c
- Page 44 and 45: • An identifiable formal teaching
- Page 46 and 47: The program must ensure adequate ex
- Page 48 and 49: Enabling objectives:• Demonstrate
- Page 50 and 51: CLINICIAN SCHOLAR PROGRAM: STANDARD
- Page 52 and 53: 4. The training environment should
- Page 54 and 55: 2000 roles of medical expert, commu
- Page 56 and 57: 1. Goals of the programThe overall
- Page 58 and 59: Specific objectivesThe resident wil
<strong>The</strong> responsibilities <strong>of</strong> this individual or committee should include the following:a) Working with the postgraduate committee to make recommendations for overallresident assessment policyb) Coordinating the distribution <strong>of</strong> resident assessment forms and the collection andcollation <strong>of</strong> datac) Identifying those areas pertaining to assessment that would benefit from facultydevelopmentd) Providing a resource for reviewing and improving the process <strong>of</strong> resident assessmente) Maintaining effective liaison with other specialty placements to communicate aboutobjectives and resident assessmentf) Participating in the process <strong>of</strong> identifying residents who are having problems in thetraining programg) Furnishing feedback to preceptors about the quality <strong>of</strong> their assessments <strong>of</strong> theresidents assigned to them. <strong>The</strong>se responsibilities could be shared among a number <strong>of</strong>individuals, including a program committee for resident assessmentFaculty AdvisorEach resident must have a faculty advisor. In many cases the role <strong>of</strong> Preceptor is merged withthat <strong>of</strong> Advisor, but all residents should have the option <strong>of</strong> having an advisor who is not directlyresponsible for assessing that resident.<strong>The</strong> role <strong>of</strong> the faculty advisor is to:a) Orient the resident to the discipline <strong>of</strong> family medicineb) Discuss with the resident the program objectives and the resident’s own learningobjectives, and design an appropriate educational planc) Review this plan regularly and assist the resident in finding the resources within theprogram necessary to meet his or her unique learning needsd) Help the resident to:(i) Reflect on program choices to be made(ii) Understand assessment feedback(iii) Set and revise learning objectives(iv) Define career plans10
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