The Red Book - The College of Family Physicians Canada

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• An identifiable formal teaching program for the residents in the FP-A program. Thisprogram must provide clinical teaching opportunities, seminars, formal teaching rounds,and other learning opportunities necessary to achieve the objectives outlined herein. Theacquisition of critical appraisal skills is essential. Programs may require residents tocomplete an academic project. For those residents who wish to pursue an academic project(research, literature review, quality improvement), the program should provide theopportunity to do so.• Opportunities for the resident to secure appropriate, relevant training experience in otherareas related to anesthesia (eg, intensive care unit [ICU], critical care unit [CCU], neonatalintensive care unit [NICU]).• Opportunities for the resident to undertake part of the training in a rural or regionalsetting.• Educational opportunities which ensure residents maintain clinical responsibility in a familypractice setting. Alternatives to the weekly “half-day back” may be appropriate in somecentres. Provisions should be made to facilitate those trainees wishing to maintain ongoingcare for their group of patients associated with the “half-day back” component of their corefamily medicine program. For those trainees from a program that did not have a “half-dayback” system or for trainees who are experienced family physicians, an alternativeexperience should be available to the resident, such as spending one month under thesupervision of a family physician anesthetist who still maintains comprehensive andcontinuing care for a group of patients. In all cases, trainees need to maintain contact withthe department of family medicine, be aware of educational events in family medicine, andhave opportunities to attend these events whenever possible.• A system of evaluation, for both residents and faculty that is congruent with the principlesoutlined in the Red Book.At completion of the third year of training, the resident will possess the knowledge andskills necessary to develop a leadership role in a community anesthesia department.Program OrganizationThe FP-A residency training program must be conducted in cooperation with the universitydepartments of family medicine and anesthesia and provide a curriculum based on the43
educational objectives in anesthesia of the CFPC. The program must function as part of theenhanced skills program of the department of family medicine with a program director and anenhanced skills training program committee responsible for overseeing the training of allresidents undertaking enhanced skills training. The program must have access to the facilities ofthe faculty of medicine, the departments of family medicine and anesthesia, and participatinghospitals.The FP-A training program must provide a coordinator. The coordinator must beresponsible to the director of enhanced skills training for the department of family medicine andthe program director of anesthesia, and must be appointed in conjunction with thosedepartments. The FP-A residents in anesthesia must be directly responsible to the coordinator.This individual must have the responsibility and authority to assign residents to the appropriatesettings and rotations.The coordinator will be assisted by an FP-A postgraduate education committee. Thecommittee must include representation from those participating as teachers as well as familyphysician-anesthetists. The resident representatives on the FP-A postgraduate educationcommittee must include one FP-A resident, selected by his or her peers and oriented to his orher role and responsibilities, both as a member of the committee and as a resident representative.This committee should meet at least four times a year.Individuals who have completed training should be given a diploma or other attestation ofcompletion of training indicating the program completed and noting that the program has beenaccredited by the CFPC.ResourcesClinical teaching resourcesThe training program must provide the following:• Adequate support for administrative and educational resources• Anesthesia services with appropriate facilities. The volume and variety of work in theinstitutions participating in the program must be sufficient to provide an adequateexperience over the full range of adult, pediatric, and obstetrical anesthesia44
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 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 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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