The Red Book - The College of Family Physicians Canada

More documents

Recommendations

Info

STANDARD B.5: CLINICAL, ACADEMIC, AND SCHOLARLY CONTENT OFTHE PROGRAMThe goal of the residency program is to develop family physicians who are competent to beginthe independent practice of comprehensive family medicine anywhere in Canada. Residencyeducation must provide both the clinical and academic/scholarly content to enable learners toachieve this level of competence. The CFPC has provided resources to assist programs indesigning curricula that reflect a competency-based approach to family medicine education. Thefollowing documents provide programs with a guide to the competencies that must be acquired,and with the clinical and academic experiences that enable residents to acquire them:1. The CanMEDS-FM Competency Framework2. Defining competence for the purposes of certification by the College of Family Physiciansof Canada: The evaluation objectives in family medicine3. The Scope of Training for Family Medicine Residency Domains of Clinical Care andEvolving Professional Competencies4. The Triple C CurriculumThe Clinical Context for LearningFamily medicine residency training programs must model comprehensive care that is centred infamily medicine and must train residents to this standard. The focus must be on comprehensivefamily practice, with the provision of continuing care to an identified group of patients.Continuity is an important principle in family medicine education: continuity of patientand family care, continuity in the educational environment, and continuity of instruction andteachers.The curriculum should be flexible to allow residents to develop the special skills they willneed to practise in widely varied settings. As previously noted, training should occur primarily infamily practice settings taught and supervised by family medicine faculty. Other medicalspecialty services offer unique clinical resources that can be used to facilitate and enhance thefamily practice experience. Such experiences need not be provided as blocks of time but can andshould be integrated as much as possible into the family medicine context of learning. Theseexperiences should reflect the clinical domains that describe the comprehensive nature of familymedicine and include work in ambulatory and inpatient services or day hospitals, emergency17
services, community services or seminars with marginalized populations, and scholarly work. Ifresidents are not taught by family medicine faculty, they should be placed in a clinical context inwhich the preceptors understand and respect the role and the educational needs of familymedicine learners. The family medicine residency program must plan and approve theseexperiences in consultation with the other specialty departments involved.Family medicine residency training must occur in clinical settings that enable residents tolearn the competencies required. The experiences arising from time immersed in family practicesettings are vital to the development of a resident’s overall competence and identity as a familyphysician. Family practice settings must provide residents with the opportunity to experienceboth the roles of the family physician and the scope of family practice. Residents must be able toestablish a small practice of their own for which they would assume major responsibility forintegrating the full care of those patients with whom they have continuing relationships. Familypractice experiences should be organized to reflect appropriate patterns of practice, and residentsmust work together with and be supervised by effective family physician role models. It isexpected that residents will be engaged in core family medicine clinical experiences throughouttheir training program.While the curriculum must always provide for a sufficient continuity of learning contextand continuity of preceptors, sufficient exposure to different contexts of practice that reflectdifferent population health needs must also be provided.Just as practising family physicians work largely in office settings, so residents must bebased primarily in family practice office settings. Residents must provide clinical care acrossdifferent settings: hospital, long-term care facilities, and home care settings, as well as in theoffice. Residents must provide care to patients at every stage of life, from birth to death. Thisincludes care of children and adults, men and women, the elderly, and palliation and end-of-lifecare. A sufficient clinical experience in a rural practice setting must be provided to all residentsto ensure that the competencies and experience necessary to serving the needs of ruralcommunities are acquired.In order to learn the comprehensive nature of family medicine, family practice–basedpatient care activities must comprise the majority of the resident’s clinical experience. Ideally, aresident’s family practice experience would make up more than half of a resident’s clinicalexperience each week, with the exception of off-service experiences that might require more18
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 and 16: 3. There must be ready access to a
Page 17: Scholarly Activity7. A satisfactory
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
show all

The Red Book - The College of Family Physicians Canada

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?