The Red Book - The College of Family Physicians Canada

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) Have completed a mandatory scholarly project such as a published case report, a reviewof the literature, or participation in a research projectc) Have attained certification by the CFPC or the RCPSCResourcesThere must be sufficient resources, including teaching faculty, the number and variety ofpatients, physical and technical resources, and the supporting facilities and services necessary toprovide the opportunity for all residents in the program to achieve the educational objectives andreceive full training in the program.Learning environments must include experiences that facilitate the acquisition ofknowledge, skills, and attitudes relating to aspects of age, gender, culture, and ethnicityappropriate to palliative medicine.The program must include the following:1. A full scope of palliative care programs:• Institutional (acute and chronic) palliative care units• Community based• Ambulatory careTeaching sites should be evaluated regularly.2. Patient experience that:• Is not specific to cancer care only• Includes responsibility for patients at consultant and direct care levels• Includes sufficient numbers of patients in each setting3. Interdisciplinary faculty including:• Experienced, academic palliative medicine faculty with university appointments• Palliative medicine consultant physicians (both family medicine and specialty medicinebased)• Experienced teachers from other medical specialties and other disciplines such asnursing, social work, and theology4. Support services:• Appropriate administrative support for the program61
• Access to appropriate diagnostic resources, including ultrasound, MRI, and CT, toprovide pathophysiologic correlates to symptoms• Access to interventional radiologists for such procedures as biliary stent insertion andvenous stents• Access to anesthetists who perform nerve blocks and epidural procedures• Palliative care counseling resources such as social workers, psychiatrists, orpsychologists with special expertise in caring for dying patients and their families• Computer technology for the purposes of literature searching, data base management,production of teaching materials, and other educational usesAcademic and Scholarly Aspects of the ProgramThe academic and scholarly aspects of the program must be commensurate with the concept ofuniversity postgraduate education. The quality of scholarship in the program will, in part, bedemonstrated by a spirit of enquiry during clinical discussions, seminars, rounds, andconferences. Scholarship implies an in-depth understanding of basic mechanisms of normal andabnormal states and the application of current knowledge to practice.Interpretation:1. Organized scholarly activities such as journal clubs, research conferences, and seminarsmust be a regular part of every program2. The academic program must include organized teaching in the basic and clinical sciencesrelevant to palliative medicine3. There must be a faculty member with the responsibility to facilitate the involvement ofresidents in research and other scholarly work4. All programs must promote development of skills in self-assessment and self-directedlifelong learning. To promote this end, the program should provide opportunities forresidents to attend conferences outside their own universityEvaluation of Resident PerformanceThere must be mechanisms in place to ensure the systematic collection and interpretation ofevaluation data on each resident enrolled in the program.62
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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 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 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
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The Red Book - The College of Family Physicians Canada

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