The Red Book - The College of Family Physicians Canada

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) Program directors, faculty, other teachers, and residents should be educated aboutappropriate behaviour in the learning environment and about intimidation and otherabusive behaviour.c) Each department of family medicine must plan and implement faculty developmentactivities for its teachers.(i) Faculty development should be appropriate to the departmental context. That is,faculty development activities should be planned according to the department’smission, goals, and objectives.(ii) Available resources in the larger university setting should also be considered inprogram planning.(iii) Faculty development should be faculty centred. Faculty development should bebased on the needs of individual full-time and part-time teachers, and shouldencourage a commitment to their self-directed and lifelong learning.(iv) Faculty development programming should include a variety of content areas,teaching methods, and activities in order to meet diverse departmental needs, andshould be evaluated on an ongoing basis.(v) Faculty development should be actively supported and promoted. Eachdepartment should allocate human and financial resources to faculty developmentprogramming in order to ensure its success. Moreover, each department shoulddevelop an appropriate administrative structure to oversee the development andimplementation of faculty development programming, and should collaborate withkey players in the university and other professional organizations to ensure thatappropriate faculty development opportunities are available.15
Scholarly Activity7. A satisfactory level of research and scholarly activity must be maintained among thedepartmental faculty identified with the program, as evidenced by the following:a) Peer-reviewed research fundingb) Publication of original research in peer-reviewed journals and/or publication of reviewarticles, etc.c) Involvement by faculty and residents in current research projectsd) Recognized innovation in medical education, clinical care, or medical administration16
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 and 14: STANDARD B.3: THE LEARNING ENVIRONM
Page 15: 3. There must be ready access to a
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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