The Red Book - The College of Family Physicians Canada

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2000 roles of medical expert, communicator, collaborator, manager, health advocate, scholar,and professional.Administrative StructureThere must be an appropriate administrative structure for each residency program.Interpretation:1. There must be a program director, with qualifications that are acceptable to the twoColleges, responsible for the overall conduct of the integrated residency program. Theprogram director must be assured of sufficient time and support to supervise andadminister the program. The program director is responsible to the head(s) of thesponsoring department(s) and to the postgraduate dean of the faculty. The Colleges mustbe informed when a new program director is appointed.2. There must be a coordinator or supervisor responsible to the program director at eachinstitution or agency participating in the program. There must be an active liaison betweenthe program director and the coordinators.3. There must be a residency program committee to assist the program director in theplanning, organization, and supervision of the program:a) Must include both family physicians and specialistsb) Should include the coordinators for each major component of the programc) Must include representation from the residents in the program, at least one of whommust be elected by his or her peersd) Must meet regularly—at least quarterly—and keep minutes4. The responsibilities of the program director, assisted by the residency program committeeinclude the following:a) Development and operation of the program such that it meets the general standards ofaccreditation of both Colleges, and the specific standards of accreditation as set forth inthis documentb) Selection of candidates for admission to the program and the evaluation of residents inthe program in accordance with policies determined by the faculty postgraduatemedical education committee53
c) Maintenance of an appeal mechanism. The residency program committee shouldreceive and review appeals from residents and, where appropriate, refer the matter tothe faculty postgraduate medical education committee or faculty appeal committeed) Establishment of mechanisms to provide career planning and counselling for residentsand to deal with problems such as those related to stresse) An ongoing review of the program to assess the quality of the educational experienceand to review the resources available in order to ensure that maximal benefit is beingderived from the integration of the components of the program. The opinions of theresidents must be among the factors considered in this reviewAppropriate faculty/resident interaction and communication must take place in an open andcollegial atmosphere so that a free discussion of the strengths and weaknesses of the program canoccur without hindrance. This review must include the following:a) An assessment of each component of the program to ensure that the educationalobjectives are being metb) An assessment of resource allocation to ensure that resources and facilities are beingutilized with optimal effectivenessc) An assessment of teaching in the program, including teaching in areas such asbiomedical ethics, medico-legal considerations, teaching and communication skills,issues related to quality assurance/improvement, equity issues, and administrative andmanagement issuesd) An assessment of the teachers in the programIn addition to the responsibilities of the program director and the residency program committeelisted above, the program director must submit, through the office of the postgraduate dean, anannual report to the Colleges providing information on program applicants, individuals in theprogram, graduates of the program, and those who have left the program without completing it.An annual report form will be sent out from the Colleges each fall requesting this informationfor the current academic year.Goals and ObjectivesThere must be a clearly worded statement outlining the goals of the residency program and theeducational objectives of the residents.54
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 52 and 53: 4. The training environment should
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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