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
4. The training environment should be rich in academic activities (eg, journal clubs, seminarseries, retreats) and supportive of translational aspects of scholarship.5. There must be a process for ensuring that supervisors and advisory committee members arequalified to supervise CSP residents.6. Each resident must have a designated supervisor who is an independent scholar and whofulfills the requirements of the CSP Committee and, where appropriate, the graduateschool of the university. The supervisors for residents enrolled in graduate programs mustbe approved by the faculty of graduate studies.7. CSP supervisors must have established scholarly productivity (manuscripts, abstracts,presentations), an international/national reputation in the field, and experience insupervising graduate students.8. The supervisors and the advisory committees of all CSP residents must be approved by theCSP Committee and will be responsible for:a) Overseeing the individual scholarly programb) Scholarly and clinical mentoringc) Evaluating scholarship competenciesd) Interim evaluations51
PALLIATIVE MEDICINE: SPECIFIC STANDARDS OF ACCREDITATION FOR AONE-YEAR PROGRAM OF ADDED COMPETENCE IN PALLIATIVE MEDICINEConjointly accredited by the Royal College of Physicians and Surgeons of Canada and the College ofFamily Physicians of CanadaIntroductionThe Canadian Palliative Care Association has defined palliative care this way:“Palliative care is aimed at relief of suffering and improving the quality of life forpersons who are living with or dying from advanced illness or are bereaved.”The World Health Organization has defined palliative care as follows:“The active total care of patients whose disease is not responsive to curative treatment.Control of pain, of other symptoms, and of psychological, social and spiritual problemsis paramount. The goal of palliative care is the achievement of the best possible qualityof life of patients and their families. Many aspects of palliative care are also applicableearlier in the course of the illness...”An accredited program in palliative medicine will provide advanced training at a postcertificationlevel for those physicians who wish to develop added competence in the area. Thesephysicians will be educated to provide secondary, consultant-level expertise to support otherphysicians and their patients, and will receive the basic clinical training required for academiccareers in palliative medicine.Meeting the Educational Goals and Objectives of Both the CFPC and the RCPSCA conjoint program in palliative medicine must reflect the basic educational goals and generalstandards of accreditation of both Colleges.medicine:The educational framework for the CFPC is based on the four principles of family1. The doctor-patient relationship is central to family medicine.2. The family physician is an effective clinician.3. Family medicine is community based.4. The family physician is a resource to a defined practice population.The RCPSC has established similar broad educational goals as outlined in the booklet“General Standards of Accreditation.” This document also includes reference to the CanMEDS52
- 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 50 and 51: CLINICIAN SCHOLAR PROGRAM: STANDARD
- 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
4. <strong>The</strong> training environment should be rich in academic activities (eg, journal clubs, seminarseries, retreats) and supportive <strong>of</strong> translational aspects <strong>of</strong> scholarship.5. <strong>The</strong>re must be a process for ensuring that supervisors and advisory committee members arequalified to supervise CSP residents.6. Each resident must have a designated supervisor who is an independent scholar and wh<strong>of</strong>ulfills the requirements <strong>of</strong> the CSP Committee and, where appropriate, the graduateschool <strong>of</strong> the university. <strong>The</strong> supervisors for residents enrolled in graduate programs mustbe approved by the faculty <strong>of</strong> graduate studies.7. CSP supervisors must have established scholarly productivity (manuscripts, abstracts,presentations), an international/national reputation in the field, and experience insupervising graduate students.8. <strong>The</strong> supervisors and the advisory committees <strong>of</strong> all CSP residents must be approved by theCSP Committee and will be responsible for:a) Overseeing the individual scholarly programb) Scholarly and clinical mentoringc) Evaluating scholarship competenciesd) Interim evaluations51
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