The Red Book - The College of Family Physicians Canada

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STANDARD B.2: GOALS AND OBJECTIVESThe goals of the residency program and the competencies to be acquired by residents must beclearly worded.1. Clearly defined competency-based curriculum outcomes that reflect the six essential skilldimensions of competence and the CanMEDS–Family Medicine (CanMEDS-FM) rolesmust be in place and must be consistent with the CFPC Triple C Curriculum.2. The specific educational outcomes and competencies that are to be achieved in eacheducational experience must be defined.3. All residents must receive a copy of the curriculum goals and the desired learnercompetency outcomes on beginning the program. All faculty in the program must alsoreceive a copy.4. The statement of goals and competency outcomes must be reviewed at least every two yearsby the postgraduate program director and the residency program committee to determinethe continued appropriateness of the goals and to ensure they are reflected in theorganization of the program and the assessment of the residents.11
STANDARD B.3: THE LEARNING ENVIRONMENTThere must be an organized program of educational experiences, both mandatory and elective,designed to provide each resident with the opportunity to fulfill the educational requirementsand achieve the competencies defined by the program.1. The program must be organized such that residents are given increasing professionalresponsibility, under appropriate supervision, according to their level of training,ability/competence, and experience.2. Service responsibilities, including educational experiences provided by other clinical servicesor departments, must be assigned in a manner that ensures residents are able to attain theireducational objectives, recognizing that many objectives can be met only by the directprovision of patient care.Service demands must not interfere with the ability of the residents to follow theacademic program.3. The program must provide an equivalent opportunity for each resident to take advantage ofthose elements of the program best able to meet his or her educational needs.4. The program should provide an adequate opportunity for residents to pursue electiveeducational experiences.5. The program must provide a learning environment that is safe and supportive of itsresidents. Faculty/resident interaction and communication must occur in an open andcollegial atmosphere, such that the tenets of acceptable professional behaviour and theassurance of dignity in the learning environment are maintained at all times.Discussion about the strengths and weaknesses of a program must occur freely and in amanner that is without repercussions to residents. An accessible and non-threateningmechanism must be in place to ensure that allegations of unprofessional behaviour hindering thelearning environment can be investigated impartially. Program directors, faculty, other teachers,and residents must be educated about appropriate behaviour in the learning environment andspecifically, against intimidation and other abusive behaviour.12
Page 3: Table of ContentsOverview of the Ac
Page 7 and 8: INTRODUCTION TO THE RED BOOK: FAMIL
Page 9 and 10: ) Designing and implementing learni
Page 11: The responsibilities of this indivi
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
Page 60 and 61: General objective 8(Principle #4 -
Page 62 and 63:
) Have completed a mandatory schola
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There should be an evaluation proce
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Definition:• Specific issue(s) ar
Page 68 and 69:
GUIDELINES FOR AN APPEAL OF AN ACCR
Page 70 and 71:
CFPC Board shall designate one of t
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The Red Book - The College of Family Physicians Canada

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