The Red Book - The College of Family Physicians Canada

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STANDARD B.4: RESOURCESThere must be sufficient resources, including teaching faculty, the number and variety ofpatients, physical and technical resources, and the supporting facilities and services necessary, toprovide the opportunity for all residents in the program to achieve the defined competencies.Clinical Teaching Sites1. The overall educational experience must provide an adequate patient volume and variety toallow residents an opportunity to experience all aspects of family practice, includingintrapartum care. Teaching practices must allow a resident to acquire the identity of afamily physician. There must be an opportunity for continuity of care to allow residents toobserve the natural progression of disease, as well as a requirement that residents beavailable to and responsible for a group of patients over time. The practice must beorganized in such a manner that residents can build and maintain a defined panel ofpatients. Resident responsibility should be such that patients recognize the resident as oneof their personal physicians and that residents are directly responsible for the delivery ofcare to those patients with whom they are identified.2. Clinical services and other resources used for teaching must be organized to achieve thedesired competencies.a) Teaching staff must exercise the double responsibility of providing high-quality, ethicalpatient care and excellent teaching. Staff members who fail to meet these obligations, asjudged by the internal evaluation procedures of the faculty, should be relieved ofteaching duties.b) Learning experiences that demonstrate how practices respond to population healthneeds must be offered.c) There must be an experience-based learning process that provides training incollaboration with other physicians, particularly in the referral/consultation processand shared models of care.d) A portion of each resident's training should take place in sites involving practitionersfrom other health professions in order to facilitate acquisition of the competenciesnecessary for good interprofessional collaboration.13
3. There must be ready access to a university-level collection of medical texts, journals, andpoint-of-care resources, as well as access to instruction in the use of these resources. Theremust be appropriate access to and instruction in hardware and software for informationmanagement. Residents must also learn to function in clinical settings where such resourcesare not routinely available. The required skills include resource selection and mechanismsfor access (eg, technology vs books) at the point of care to support the delivery of highqualitypatient care.Faculty4. All family physician teachers who have a major responsibility in the teaching andassessment of residents must hold Certification in Family Medicine (CCFP) or hold aspecialist certificate in family medicine from the CMQ, and hold academic appointments inthe university’s department of family medicine.This does not preclude the appointment of family physicians with other or equivalentqualifications. However, any family physician teacher who has an important responsibilityin the teaching and assessment of residents who is appointed to a university department offamily medicine but who does not hold certification in family medicine with the CFPCshould seek certification within four years of appointment.Faculty Evaluation5. Programs must have in place a formal and fair mechanism to evaluate faculty that mustfollow defined and published criteria. This process must have in place a mechanism forobtaining resident comments and other objective criteria related to such areas as teaching,clinical work, and scholarly activity. Faculty evaluation should not be conducted solely forpromotion or disciplinary purposes; rather, it should be done regularly and in a formativemanner, and should encourage the faculty member to perform self-evaluations and setobjectives for his or her own development.Faculty Development6. a) Faculty should be knowledgeable about the principles and theories of teaching andlearning, and other appropriate educational theory and techniques. This must beensured through an effective program of faculty development.14
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 and 12: The responsibilities of this indivi
Page 13: STANDARD B.3: THE LEARNING ENVIRONM
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
Page 64 and 65:
There should be an evaluation proce
Page 66 and 67:
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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