The Red Book - The College of Family Physicians Canada

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STANDARD B.6: ASSESSMENT OF RESIDENT PERFORMANCEThere must be an effective in-training assessment program in place that helps the resident, thepreceptors, and the program plan, and that monitors the progress of individual residentsthroughout their training towards the achievement of the competence expected for the start ofindependent practice. This competence is defined as demonstrating competence in the sixessential skill dimensions and the phases of the clinical encounter, throughout the sevenCanMEDS-FM roles, over a sufficient sample of the priority topics, themes, core procedures,and competencies, as defined by the evaluation objectives and CanMEDS-FM.General Considerations1. The in-training assessment system must be competency-based and mainly formative innature, with honest, helpful, and timely feedback provided to each resident. It should not bepunitive. Emphasis should be placed on gradually achieving mastery in the requiredcompetencies. Assessment and feedback must lead to guided self-assessment, reflection, andrevision of learning plans as necessary.2. Assessment and feedback must not be limited to the end of an activity or a clinicalexperience. They must occur frequently, at least by the middle of a placement, in time forbehaviour change to occur, and, ideally, on a daily basis or immediately after an activity,whenever pertinent. Periodic reviews and summative assessments based on all thedocumented assessments available at the time must be completed. These must include faceto-facemeetings with the resident to review and discuss their progress, both regularly andwhen a specific need arises.3. Assessment and feedback must be documented and reflect resident performance withrespect to the competencies in question. Although both qualitative and quantitative datashould be documented, the emphasis should be on the former.4. All pertinent activities, both clinical and non-clinical, should be assessed, and theassessment should be specific to the activities, clearly reflecting the competency objectives offamily medicine. The level of performance expected for each activity should be clearlydefined and clearly understood by both the resident and the preceptor-assessor. Themethods to be used for assessment must also be clearly defined and mutually understood.23
5. Assessment processes are more effective when based on individual resident learning plans orcontracts. Programs should develop and regularly review a written plan with each residentthat addresses both the educational objectives of the training program and the specificlearning needs and goals of each resident.6. The assessment system should permit very early identification (ie, well before anysummative assessment) or self-identification of residents who are not progressing asexpected. Their training, supervision, and assessment should be modified appropriately andthey should be considered separately until the difficulties are resolved.7. Residents must be informed when serious concerns exist and must be given an opportunityto correct their performance.Specific Considerations1. Assessment must place emphasis on situations and patients with problems that correspondto the range and variety of family medicine practice. It must also concentrate on thecompetencies most important to family medicine as described by the Evaluation Objectivesand CanMEDS-FM.2. Methods of assessment and documentation:a) The principal instrument for assessment should be the preceptor-resident unit. Thisunit should assess a single patient interaction or other clinical or para-clinical situationand document the assessment appropriately. Direct observation is a fundamental tool;however, case discussion and record review are also important for clinical assessments.Assessment of non-clinical activities is important and requires other methods ofdocumentation.b) Other performance assessments of various kinds should also be used whereappropriate, and must be added for residents deemed to be “not progressing asexpected.”c) Field notes and daily assessments:(i) Programs should use field notes (or equivalent) to gather qualitative comments onresident performance during daily clinical practice and should integrate them intotheir regular teaching and supervision. They should generate a sufficient number24
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 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: Residents must be given opportuniti
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

The Red Book - The College of Family Physicians Canada

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