The Red Book - The College of Family Physicians Canada

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CLINICIAN SCHOLAR PROGRAM: STANDARDS FOR THE ACCREDITATIONOF THE CLINICIAN SCHOLAR PROGRAMThese discipline-specific standards for clinician scholar programs are complementary to andconsistent with the family medicine–specific standards and will clarify or expand on theB standards as they relate to the education of family physicians.IntroductionThe major goal of the Clinician Scholar Program (CSP) is to assist in the career development offamily physician clinician scholars in Canada. The program will provide a formal postgraduatemedical education pathway that fulfills the existing requirements of the CFPC for residencytraining in family medicine and provides integrated, structured, and rigorous research/scholarlytraining.There are two pathways for CSP training:1. One to two years of additional training following completion of residency training in familymedicine (depending on the incorporation of a graduate degree)OR2. An integrated three-year program at the conclusion of which the resident will be eligible forcertification in family medicine and an attestation of completion of training as a clinicianscholarIndividuals who complete the program should have acquired a solid grounding as aclinician scholar and/or researcher. For the purpose of this program, scholarly work will includenot only the traditional areas of clinical research, but also such fields such as economics andmanagement and social, behavioural, and information sciences as they apply to health anddisease. In addition, residents who wish to pursue a career in areas of medical ethics, history oreducational research or training may also qualify for this program.CurriculumThe curriculum for the program will be driven in large part by resident interest, learning needs,and career objectives. Opportunities for scholarly study can and should include a range ofresearch or professional interests such as clinical research, bioethics, and educational researchand theory and will need the support of appropriate preceptors in each area.49
The clinical, academic, and scholarly content of the program must be commensurate withthe concept of university studies at the advanced graduate level. The quality of scholarship willbe demonstrated, in part, by a high level of scientific productivity of the supervisors, mentors,and research groups assigned to participate in the CSP.There must be a clearly worded statement outlining the goals of each CSP and theeducational objectives of the residents. The generic goals and objectives for the CSP are outlinedbelow.1. At the end of the scholarly component of the program, the individual will be expected tohave acquired the knowledge, skills, and attitudes fundamental to embarking on a scholarlycareer in health. In most cases, further training specific to the candidate’s field of interestwill be required so that he or she can succeed as an independent scholar.2. The CSP should also provide an opportunity to integrate scholarship and clinical care.During the scholarly component some time may be spent in clinical activity related to thearea of interest; however, the majority of time (at least 80%) must be devoted to research orscholarly activity.Based on these generic objectives, individual educational objectives must be developed forthe scholarly component for individual residents. These objectives will form an important partof the interim assessments of progress of the resident and of the verification of completion of thescholarly component of the program.Resources1. There must be a CSP coordinator who is responsible to the enhanced skills director.2. There must be a CSP program committee and administrative support to assist the CSPcoordinator in the planning, organization, and supervision of the program. Membershipshould include resident representatives, and preceptors reflecting the range of educationalopportunities available. The committee will report through the enhanced skills committeeto the departmental residency training committee.3. There must be sufficient resources, including teaching faculty, technical and physicalresources, and supporting services for all residents in the program to achieve the educationalobjectives.50
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 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 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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