The Red Book - The College of Family Physicians Canada
The Red Book - The College of Family Physicians Canada The Red Book - The College of Family Physicians Canada
3. Creating an awareness of the services available in the community with utilization of a teamapproach4. Creating the skills for community leadership in the development of geriatric services andhealth promotion.The core objectives for the program must be covered within a six-month period. The 12-month program will provide an additional six months of training in which residents may meetadditional specific educational objectives in geriatrics. The training should be based on the fourprinciples of family medicine:The doctor-patient relationship is central to the role of the family physician.The resident must develop and demonstrate appropriate attitudes toward the elderly inproviding care. The resident should be familiar with the role of and impact on thefamilies/caregiver in the management of the elderly, and be able to recognize and manageeffectively the problems of the families/caregiver caring for the elderly. The resident shoulddemonstrate knowledge of and insight into common ethical and legal issues in the care of theelderly.The family physician is an effective clinician.The resident must have theoretical knowledge of and practical experience in commonclinical problems and approaches in the elderly.Family medicine is community-based.The resident must actively use and interact with community resources to enhance patientmanagement.The family physician is a resource to a defined practice population.The resident must be able to access appropriate materials and resources and apply them inthe practice to the patient’s benefit. The resident will understand the unique position of thefamily physician to promote research that respects patient involvement. The resident will be ableto select and access evidence from the medical literature to answer patients’ questions.The organization of the teaching program should include a combination of vertical (block)and horizontal experiences, which include the following elements:• A seminar program specifically for residents• Participation of residents in university geriatric journal clubs, rounds, seminars, etc.37
• The realization of a research project or an in-depth literature review with presentation atthe end of training• Opportunities to develop skills in teaching and making presentations• The resident must be exposed to and have opportunities to participate in programdevelopment or administration (eg, program planning committees, medical advisorycommittees, quality assurance committees)Program OrganizationCare of the elderly programs are encouraged to develop the training program in collaborationwith university divisions of geriatric medicine. The coordinator will be appointed by thedepartment of family medicine, will report to the program director in enhanced skills for familypractice, and will be a member of the postgraduate education committee of the residencytraining in enhanced skills for family practice and may also be on the postgraduate educationcommittee of the department of family medicine. The residents in this care of the elderlyprogram will report directly to this coordinator. In settings where there are also specialtyresidency programs in geriatrics, it is recommended that the coordinator not have responsibilityfor both programs.It might be appropriate for there to be a residency training committee in care of the elderlyto assist the coordinator in the administration of the program. This committee should includerepresentation from full- and part-time faculty, residents, allied health professionals withappointments within the department, and teaching units. The resident representatives on thepostgraduate education committee must be selected by their peers and oriented to their role andresponsibilities, both as members of the committee and as resident representatives. Thiscommittee should meet at least four times a year.The care of the elderly training program should be accredited based on the aboveobjectives and principles. It should be considered enhanced training distinct from the geriatricmedicine specialty training program. Only those individuals who successfully complete aprogram accredited by the CFPC and who hold certification in family medicine with the CFPCshould receive a diploma or “attestation” from the university or the department of familymedicine. The diploma or attestations should indicate that the program is accredited by theCFPC.38
- 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 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 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
• <strong>The</strong> realization <strong>of</strong> a research project or an in-depth literature review with presentation atthe end <strong>of</strong> training• Opportunities to develop skills in teaching and making presentations• <strong>The</strong> resident must be exposed to and have opportunities to participate in programdevelopment or administration (eg, program planning committees, medical advisorycommittees, quality assurance committees)Program OrganizationCare <strong>of</strong> the elderly programs are encouraged to develop the training program in collaborationwith university divisions <strong>of</strong> geriatric medicine. <strong>The</strong> coordinator will be appointed by thedepartment <strong>of</strong> family medicine, will report to the program director in enhanced skills for familypractice, and will be a member <strong>of</strong> the postgraduate education committee <strong>of</strong> the residencytraining in enhanced skills for family practice and may also be on the postgraduate educationcommittee <strong>of</strong> the department <strong>of</strong> family medicine. <strong>The</strong> residents in this care <strong>of</strong> the elderlyprogram will report directly to this coordinator. In settings where there are also specialtyresidency programs in geriatrics, it is recommended that the coordinator not have responsibilityfor both programs.It might be appropriate for there to be a residency training committee in care <strong>of</strong> the elderlyto assist the coordinator in the administration <strong>of</strong> the program. This committee should includerepresentation from full- and part-time faculty, residents, allied health pr<strong>of</strong>essionals withappointments within the department, and teaching units. <strong>The</strong> resident representatives on thepostgraduate education committee must be selected by their peers and oriented to their role andresponsibilities, both as members <strong>of</strong> the committee and as resident representatives. Thiscommittee should meet at least four times a year.<strong>The</strong> care <strong>of</strong> the elderly training program should be accredited based on the aboveobjectives and principles. It should be considered enhanced training distinct from the geriatricmedicine specialty training program. Only those individuals who successfully complete aprogram accredited by the CFPC and who hold certification in family medicine with the CFPCshould receive a diploma or “attestation” from the university or the department <strong>of</strong> familymedicine. <strong>The</strong> diploma or attestations should indicate that the program is accredited by theCFPC.38
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