JournalTOCs

Canadian Medical Education Journal
Number of Followers: 11

This is an Open Access Journal

Open Access journal
ISSN (Print) 1923-1202
Published by U of Calgary

[18 journals]

See you at ICAM in Vancouver, April 2024!
- Authors: Marcel F D'Eon
  Pages: 1 - 4
  PubDate: 2023-11-08
  DOI: 10.36834/cmej.78350
  Issue No: Vol. 14, No. 5 (2023)
Anticipation or avoidance: internal medicine resident experiences
performing invasive bedside procedures
- Authors: Alyssa S Louis, Christie Lee, Andrea V Page, Shiphra Ginsburg
  Pages: 5 - 13
  Abstract: Background: Internal Medicine (IM) residents are required to perform bedside procedures for diagnostic and therapeutic purposes. Residents’ experiences with procedures vary widely, for unclear reasons. Objective: To explore IM residents’ experiences with performing bedside procedures and to identify barriers and facilitators to obtaining sufficient experience. Methods: Using an inductive, thematic approach, we conducted five individual semi-structured interviews and one focus group with seven IM residents (12 residents in total) during the 2017-2018 academic year at a Canadian tertiary care centre. We used iterative, open-ended questions to elicit residents’ experiences, and barriers and facilitators, to performing bedside procedures. Transcripts were analyzed for themes using Braun and Clarke’s method. Results: We identified four themes 1) Patient-specific factors such as body habitus and procedure urgency; 2) Systems factors such as time constraints and accessibility of materials; 3) Faculty factors including availability to supervise, comfort level, and referral preferences, and 4) Resident-specific factors including preparation, prior experiences, and confidence. Some residents expressed procedure-related anxiety and avoidance. Conclusion: Educational interventions aimed to improve procedural efficiency and ensure availability of supervisors may help facilitate residents to perform procedures, yet may not address procedure-related anxiety. Further study is required to understand better how procedure-averse residents can gain confidence to seek out procedures.
  PubDate: 2023-06-12
  DOI: 10.36834/cmej.73122
  Issue No: Vol. 14, No. 5 (2023)
From skillful to empathic: evaluating shifts in medical students'
perceptions of surgeons through a combined patient as teacher and
arts-based reflection program
- Authors: Gurjot K Gill, Stella L Ng, Emilia Kangasjarvi , Jeff Crukley, Jory S Simpson
  Pages: 14 - 21
  Abstract: Introduction: The purpose of this study was to identify whether the incorporation of a combined Patient as teacher (PAT) and arts-based reflection (ABR) program during a surgical clerkship rotation could influence more humanistic perceptions of surgeons, using an innovative evaluation approach. Methods: A novel, single question evaluation tool was created. Third year medical-students were asked to “list the top 5 attributes of a surgeon, in order of perceived importance” both before and after their surgical clerkship rotations and participation in the PAT/ABR program. Attributes identified by students were coded as either “humanistic” or “non-humanistic,” which were then analyzed using generalized linear regression models under a Bayesian framework. Results: After participation in the PAT/ABR program, the predicted probability of students ranking a humanistic characteristic as the most important attribute of a surgeon had increased by 17%, and the predicted probability of students ranking a humanistic characteristic amongst their top three attributes for a surgeon had increased by 21%. Conclusion: This innovative evaluative method suggested the success of a combined PAT/ABR program in encouraging a humanistic perspective of surgery and this approach could potentially be explored to evaluate other humanistic education initiatives.
  PubDate: 2023-08-01
  DOI: 10.36834/cmej.76536
  Issue No: Vol. 14, No. 5 (2023)
Exploring stakeholder perspectives regarding the implementation of
competency-based medical education: a qualitative descriptive study
- Authors: Tim Dubé, Maryam Wagner, Marco Zaccagnini, Carlos Gomez-Garibello
  Pages: 22 - 32
  Abstract: Introduction: Competency-based medical education (CBME) offers perceived advantages and benefits for postgraduate medical education (PGME) and the training of competent physicians. The purpose of our study was to gain insights from those involved in implementing CBME in two residency programs to inform ongoing implementation practices. Methods: We conducted a qualitative descriptive study to explore the perspectives of multiple stakeholders involved in the implementation of CBME in two residency programs (the first cohort) to launch the Royal College’s Competence by Design model at one Canadian university. Semi-structured interviews were conducted with 17 participants across six stakeholder groups including residents, department chairs, program directors, faculty, medical educators, and program administrators. Data collection and analysis were iterative and reflexive to enhance the authenticity of the results. Results: The participants’ perspectives organized around three key themes including: a) contextualizing curriculum and assessment practices with educational goals of CBME, b) coordinating new administrative requirements to support implementation, and c) adaptability toward a competency-based program structure, each with sub-themes. Conclusion: By eliciting the perspectives of different stakeholder groups who experienced the implementation processes, we developed a common understanding regarding facilitators and challenges for program directors, program administrators and educational leaders across PGME. Results from our study contribute to the scholarly conversation regarding the key aspects related to CBME implementation and serve to inform its ongoing development and application in various educational contexts.
  PubDate: 2023-06-12
  DOI: 10.36834/cmej.76245
  Issue No: Vol. 14, No. 5 (2023)
Zoomification of medical education: can the rapid online educational
responses to COVID-19 prepare us for another educational disruption' A
scoping review
- Authors: David Rojas, Jayul Tailor, Karine Fournier, Jeffrey JH Cheung, Cristian Rangel
  Pages: 33 - 48
  Abstract: Introduction: In response to the COVID-19 pandemic, educators have increasingly shifted delivery of medical education to online/distance learning. Given the rapid and heterogeneous nature of adaptations; it is unclear what interventions have been developed, which strategies and technologies have been leveraged, or, more importantly, the rationales given for designs. Capturing the content and skills that were shifted to online, the type of platforms used for the adaptations, as well as the pedagogies, theories, or conceptual frameworks used to inform the adapted educational deliveries can bolster continued improvement and sustainability of distance/online education while preparing medical education for future large-scale disruptions. Methods: We conducted a scoping review to map the rapid medical educational interventions that have been adapted or transitioned to online between December 2019 and August 2020. We searched MEDLINE, EMBASE, Education Source, CINAHL, and Web of Science for articles pertaining to COVID-19, online (distance) learning, and education for medical students, residents, and staff. We included primary research articles and reports describing adaptations of previous educational content to online learning. Results: From an initial 980 articles, we identified 208 studies for full-text screening and 100 articles for data extraction. The majority of the reported scholarship came from Western Countries and was published in clinical science journals. Cognitive content was the main type of content adapted (over psychomotor, or affective). More than half of the articles used a video-conferencing software as the platform to pivot their educational intervention into virtual. Unfortunately, most of the reported work did not disclose their rationale for choosing a platform. Of those that did, the majority chose technological solutions based on availability within their institutions. Similarly, most of the articles did not report the use of any pedagogy, theory, or framework to inform the educational adaptations.
  PubDate: 2023-05-08
  DOI: 10.36834/cmej.74697
  Issue No: Vol. 14, No. 5 (2023)
The Choice! The challenges of trying to improve medical students’
satisfaction with their specialty choices
- Authors: Melinda Davis, Janeve Desy, Aliya Kassam, Kevin Mclaughlin
  Pages: 49 - 55
  Abstract: The authors describe the residency match as a two-step process. The first step, the Choice, is where students use a combination of intuitive and analytic information processing to select the specialty that they believe will provide fulfilment and work-life balance over their entire career. The second step, the Match, uses a “deferred-acceptance” algorithm to optimize pairing of students and their specialty choices. Despite being the rate-limiting step, in the minds of students and other stakeholders, the outcomes of the Choice have typically been eclipsed by the outcomes of the Match. A recently published study found that during their second year of residency training, one in 14 physicians reported specialty choice regret, which associates with symptoms of burnout in residents. While the obvious solution is to design interventions that improve the specialty choices of students, this approach faces significant challenges, including the fact that: 1) satisfaction with specialty choice is a difficult-to-define construct; 2) specialty choice regret may be misattributed to a poor choice; and 3) choosing is a more complicated process than matching. The authors end by suggesting that if we hope to improve satisfaction with specialty choice then we should begin by defining this, deciding when to assess it, and then creating assessment tools for which there is validity evidence and that can identify the underlying causes of specialty choice regret.
  PubDate: 2023-08-11
  DOI: 10.36834/cmej.73643
  Issue No: Vol. 14, No. 5 (2023)
Prevalence of test accommodations for the Medical Council of Canada
Qualifying Exam Part I, 2013-2021
- Authors: Quinten K Clarke, Julia E Hanes
  Pages: 56 - 58
  Abstract: Introduction: Previous articles have highlighted the laborious process of acquiring disability accommodations in medical education. We endeavoured to characterize the trends of test accommodations on the MCCQE Part I. Methods: Data was obtained from the Medical Council of Canada on the number of applicants who attained test accommodations on the MCCQE Part I between 2013 and 2021. The number of test takers for the same period was obtained from the Medical Council of Canada’s Annual Technical Reports; this data was not publicly available for 2013, 2014, or 2021. Prevalence rates and graphs were produced. Results: The number of test takers who attained test accommodations ranged from 35 to 126 between 2013 and 2021. The percentage of test takers who attained test accommodations ranged from 0.89% to 2.01% between 2015 and 2020. Per correspondence with the Medical Council of Canada, no applicant who provided all required documentation was denied test accommodations during this period. Discussion: The number and rate of test takers attaining test accommodations on the MCCQE Part I have increased substantially during this period. It is unclear whether this increase is due to greater rates of students with disabilities, or a reduction in stigma around using test accommodations.
  PubDate: 2023-05-30
  DOI: 10.36834/cmej.76934
  Issue No: Vol. 14, No. 5 (2023)
The Rural Integrated Community Clerkship: a vital stretch in the Alberta
rural physician workforce pipeline
- Authors: Darren Nichols, James Cockell, Daniel Lemoine, Jill Konkin
  Pages: 59 - 63
  Abstract: Background: Longitudinal integrated clerkships are thought to operate synergistically with factors such as rural background and practice intent to determine medical graduates’ practice types and locations—sometimes known as the pipeline effect. We examined the influence of the rural integrated community clerkship (ICC) at the University of Alberta on students choosing family medicine and rural practice. Methods: We completed a retrospective cohort analysis of graduates from 2009 - 2016. The cohort was cross-referenced by background, type of clerkship, practice type and practice location. We used χ2 analyses and risk ratios to measure the relative likelihood that ICC students would ultimately settle on rural practice and/or family medicine. Results: ICC participation had more influence than rural background on students’ choice of rural and/or family practice, and both factors were synergistic. Rotation-based clerkship students were least likely to enter family medicine or rural practice. Conclusions: The ICC is a clerkship model that influences students to become rural and/or family physicians, regardless of their rural/urban origins. The ICC diverts rural-interested students into rural practice and protects rural-origin students from ending up in urban practice. Expanding ICC infrastructure, including sustaining the rural physician workforce, will benefit rural Alberta communities by increasing the numbers of UA graduates in rural practice.
  PubDate: 2023-07-27
  DOI: 10.36834/cmej.73944
  Issue No: Vol. 14, No. 5 (2023)
Intimidation or harassment among family medicine residents in
Saskatchewan: a cross-sectional survey
- Authors: Andre Coleman, Olivia Reis, Adam Clay, Vivian Ramsden, Kaitlyn Kaitlyn Hughes
  Pages: 64 - 70
  Abstract: Introduction: Up to 98% of practicing family physicians, and over 75% of resident physicians in Canada experience abusive incidents. Despite the negative consequences of abusive incidents, few residents report these events to their supervisors or institution. We sought to estimate the prevalence of abusive incidents experienced or witnessed by Saskatchewan family medicine residents (FMRs) and identify their responses to these events. Methods: Anonymous survey invitations were emailed to all 110 Saskatchewan FMRs in Saskatchewan in November and December 2020. Demographic characteristics, frequency of witnessed and experienced abusive incidents, sources of incidents and residents’ responses were collected. Incidents were classified as minor, major, severe, or as racial discrimination based on a previously published classification system. Results: The response rate was 34.5% (38/110). Ninety-two percent (35/38) of residents witnessed a minor incident and 91.7% (32/36) of residents experienced a minor incident. Seventy-one percent (27/38) of residents witnessed racial discrimination while 19.4% (7/36) of residents experienced racial discrimination. Patients were the most common source of abusive incidents. Twenty-nine percent of residents reported abusive incidents to their supervisors. Most residents were aware of institutional reporting policies. Conclusions: Most Saskatchewan FMRs experienced or witnessed abusive incidents, but few were reported. This study provided the opportunity to reassess policies on abusive incidents, which should consider sources of abuse, confidence in reporting, and education.
  PubDate: 2023-05-16
  DOI: 10.36834/cmej.75364
  Issue No: Vol. 14, No. 5 (2023)
Attitudes of Canadian medical students towards surgical training and
perceived barriers to surgical careers: a multicentre survey
- Authors: Steffane McLennan, Kieran Purich, Kevin Verhoeff, Brett Mador
  Pages: 71 - 76
  Abstract: Background: Medical student interest in surgical specialties continues to decline. This study aims to characterize attitudes of Canadian medical students towards surgical training and perceived barriers to surgical careers. Methods: An anonymous survey was custom designed and distributed to medical students at the University of Alberta and University of Calgary. Survey questions characterized student interest in surgical specialties, barriers to pursuing surgery, and influence of surgical education opportunities on career interest. Results: Survey engagement was 26.7% in 2015 and 24.2% in 2021. General surgery had the highest rate of interest in both survey years (2015: 38.3%, 2021: 39.2%). The most frequently reported barrier was worry about the stress that surgical careers can put on personal relationships (2015: 70.9%, 2021: 73.8%, p = 0.50). Female respondents were significantly more likely to cite gender discrimination as a deterrent to surgical careers (F: 52.0%, M: 5.8%, p < 0.001). Conclusions: Despite substantial interest, perception of work-life imbalance was the primary reported barrier to surgical careers. Further, female medical students’ awareness of gender discrimination in surgery highlights the need for continued efforts to promote gender inclusivity within surgical disciplines to support early career women interested in surgery.
  PubDate: 2023-06-06
  DOI: 10.36834/cmej.74694
  Issue No: Vol. 14, No. 5 (2023)
A brief report of aspiring medical student perceptions and behaviours
concerning research experiences for selection into Canadian medical
schools
- Authors: Irene Chang, Laurie Yang, Asiana Elma, Stacey A Ritz, Lawrence Grierson
  Pages: 77 - 81
  Abstract: Background: Aspiring medical students behave based on their perception of what is valued in the selection process. While research experience is not explicitly considered in most Canadian admissions policies, it is commonly held as valuable within aspiring medical student communities. The purpose of this study is to describe the perceptions and behaviours of aspiring medical students with respect to gaining research experience in support of their medical school applications. Methods: We surveyed prospective applicants of Canadian medical schools between August 2021 and November 2021, then compiled descriptive statistics pertaining to their perceptions and behaviours. Results: Respondents affirmed the belief that research experience is valued in medical school admissions processes. They reported spending approximately 13 hours per week engaged in research, which usually did not yield publication or presentation recognition. Conclusion: Aspiring medical students invest substantial time and energy in research experiences to benefit their applications. There is room for medical schools to be more transparent about the value of research experience in their admissions processes.
  PubDate: 2023-08-01
  DOI: 10.36834/cmej.76255
  Issue No: Vol. 14, No. 5 (2023)
Exploring medical students’ use of principles of self-explanation and
structured reflection during clerkship
- Authors: Martine Chamberland, Vanessa Beaudoin, Isabelle Boulais, Linda Bergeron, Christina St-Onge, Timothy Dubé
  Pages: 82 - 87
  Abstract: Background: While educators observe gaps in clerkship students’ clinical reasoning (CR) skills, students report few opportunities to develop them. This study aims at exploring how students who used self-explanation (SE) and structured reflection (SR) for CR learning during preclinical training, applied these learning strategies during clerkship. Methods: We conducted an explanatory sequential mixed-methods study involving medical students. With a questionnaire, we asked students how frequently they adopted behaviours related to SE and SR during clerkship. Next, we conducted a focus group with students to explore why they adopted these behaviours. Results: Fifty-two of 198 students answered the questionnaire and five participated in a focus group. Specific behaviours adopted varied from 50% to 98%. We identified three themes about why students used these strategies: as “just in time” learning strategies; to deepen their understanding and identify gaps in knowledge; to develop a practical approach to diagnosis. A fourth theme related to the balance between learning and assessment and its consequence on adopting SE behaviours. Conclusions: Students having experienced SE and SR regularly in preclinical training tend to transpose these strategies into the clerkship providing them with a practical way to reflect deliberately and capture learning opportunities of the unpredictable clinical context.
  PubDate: 2023-08-14
  DOI: 10.36834/cmej.75409
  Issue No: Vol. 14, No. 5 (2023)
Evaluation of a pre-professional pathway program: perspectives of former
students in the rural pre-medicine program at Selkirk College
- Authors: Sara McEwen, Jonathan Vanderhoek, Takaia Larsen
  Pages: 88 - 94
  Abstract: Background: Having a rural background is one of the most predictive factors in eventually having a rural practice, but people from rural areas face several barriers to post-secondary education. Pre-professional rural pathway initiatives are a potential solution. The Rural Pre-Medicine Program (RPM) at Selkirk College, British Columbia was developed to provide students with the credits necessary to apply to medicine and other health professional programs, an introduction to rural healthcare issues, and a unique and comprehensive support program to enable success. Methods: We administered a cross-sectional survey to former students who left the program from its inception in September 2014 to May 2020 to explore the extent to which program aims are being met. Results: The response rate was 49.4% (40/81). Respondents agreed the program increased their skills, their understanding of rural healthcare issues, and enhanced their competitiveness for applying to health professional programs. Most agreed the program increased their future rural work intentions. Respondents suggested that academic programming be more flexible to allow for more varied post-program pathways. Conclusion: This survey provides preliminary evidence the RPM Program is on track to increase the number of people with a rural affinity who prepare to become health professionals.
  PubDate: 2023-09-19
  DOI: 10.36834/cmej.76951
  Issue No: Vol. 14, No. 5 (2023)
Competency-based faculty development: applying transformations from
lessons learned in competency-based medical education
- Authors: Karen W Schultz, Klodiana Kolomitro, Sudha Koppula, Cheri H Bethune
  Pages: 95 - 102
  Abstract: Faculty development in medical education is often delivered in an ad hoc manner instead of being a deliberately sequenced program matched to data-informed individual needs. In this article, the authors, all with extensive experience in Faculty Development (FD), present a competency-based faculty development (CBFD) framework envisioned to enhance the impact of FD. Steps and principles in the CBFD framework reflect the lessons learned from competency-based medical education (CBME) with its foundational goal to better train physicians to meet societal needs. The authors see CBFD as a similar framework, this one to better train faculty to meet educational needs. CBFD core elements include: articulated competencies for the varied educational roles faculty fulfill, deliberately designed curricula structured to build those competencies, and an assessment program and process to support individualized faculty learning and professional growth. The framework incorporates ideas about where and how CBFD should be delivered, the use of coaching to promote reflection and identity formation and the creation of communities of learning. As with CBME, the CBFD framework has included the important considerations of change management, including broad stakeholder engagement, continuous quality improvement and scholarship. The authors have provided examples from the literature as well as challenges and considerations for each step.
  PubDate: 2023-08-02
  DOI: 10.36834/cmej.75768
  Issue No: Vol. 14, No. 5 (2023)
Demonstrating the importance of interprofessional health education through
an interactive case competition at Queen’s Faculty of Health Sciences
- Authors: Ishita Aggarwal, Alanna Jane, Rupa Patel
  Pages: 103 - 104
  Abstract: Implication Statement On March 4, 2021, OSLER Kingston and KHealth, student-run organizations at Queen’s Faculty of Health Sciences, hosted a two-hour-long virtual interprofessional case competition called “OSLER x KHealth IPR Case Competition: Homelessness,” focusing on housing insecurity and homelessness. This event demonstrated that integrating interprofessional education (IPE) competencies into educational experiences of health professional students is feasible to organize and implement while also being valuable. Students who participated found IPE to be helpful for their learning. Consequently, we encourage medical school curriculum leaders and student-led groups to prioritize IPE in their preclerkship curricular and extracurricular offerings.
  PubDate: 2023-04-03
  DOI: 10.36834/cmej.74623
  Issue No: Vol. 14, No. 5 (2023)
Teaching spirituality to Canadian medical students: students’
perceptions of a spiritual history taking clinical skills session
- Authors: Tsz Ying So, Kyung Young Kim, Emily Kornelsen, Emily Brubaker-Zehr, Joyce Nyhof-Young
  Pages: 105 - 107
  Abstract: Implication Statement Spirituality involves one’s sense of purpose, connection with others, and ability to find meaning in life. We implemented a three-year pilot of a spiritual history taking (SHT) clinical skills session. In small groups, medical students discussed and practiced SHT with clinical scenarios and the FICA framework and received preceptor and peer feedback. Post-session focus groups and interviews demonstrated student perceptions of improved comfort, knowledge, and awareness of discussing spirituality with patients. This innovation may support improved clinical skills teaching across other health professions institutions to better prepare students to recognize patients’ spiritual needs and provide more holistic, culturally competent care.
  PubDate: 2023-05-30
  DOI: 10.36834/cmej.76347
  Issue No: Vol. 14, No. 5 (2023)
Does it work' Implicit bias training for postgraduate program
directors
- Authors: Jackie Gruber, Amanda Condon
  Pages: 108 - 109
  Abstract: Implication Statement One element to address health disparities and historical injustices of systemically excluded groups is to examine selection processes. Implicit association testing for selection committees is suggested as one intervention to address bias in selection and is used for Undergraduate Medical Education at the University of Manitoba. Our study demonstrated that implicit bias training for PDs in isolation has minimal impact on addressing bias within resident selection. This training must occur as part of a systemic institutional approach to address bias in resident selection. Programs should consider a multipronged and sustained approach when committing to diversifying postgraduate medical education programs.
  PubDate: 2023-07-31
  DOI: 10.36834/cmej.75861
  Issue No: Vol. 14, No. 5 (2023)
A pharmacist-led interprofessional education program for family practice
medical residents specializing in HIV care
- Authors: Mark Naccarato, Deborah Yoong, Kevin Gough, Alice Tseng, Gordon Arbess
  Pages: 110 - 112
  Abstract: Implication Statement We developed a pharmacist-led one-month teaching rotation for medical residents to learn HIV pharmacotherapy. This interprofessional education (IPE) was deemed extremely valuable by postgraduate-year-3 residents who intended to have a future practice in HIV care. The overarching concept of this rotation was for the medical trainee to “become-the-pharmacist”, learning to recognize, prevent, and manage drug-related issues in HIV patients. Pharmacist-led IPE should be considered to support medical training in other highly specialized pharmacotherapeutic areas.
  PubDate: 2023-06-15
  DOI: 10.36834/cmej.75940
  Issue No: Vol. 14, No. 5 (2023)
Inter-institutional data-driven education research: consensus values,
principles, and recommendations to guide the ethical sharing of
administrative education data in the Canadian medical education research
context
- Authors: Lawrence Grierson, Alice Cavanagh, Alaa Youssef, Rachelle Lee-Krueger, Kestrel McNeill, Brenton Button, Kulamakan Kulasegaram
  Pages: 113 - 120
  Abstract: Background: Administrative data are generated when educating, licensing, and regulating future physicians, but these data are rarely used beyond their pre-specified purposes. The capacity necessary for sensitive and responsive oversight that supports the sharing of administrative medical education data across institutions for research purposes needs to be developed. Method: A pan-Canadian consensus-building project was undertaken to develop agreement on the goals, benefits, risks, values, and principles that should underpin inter-institutional data-driven medical education research in Canada. A survey of key literature, consultations with various stakeholders, and five successive knowledge synthesis workshops informed this project. Propositions were developed, driving subsequent discussions until collective agreement was distilled. Results: Consensus coalesced around six key principles: Establishing clear purposes, rationale, and methodology for inter-institutional data-driven research a priori; informed consent from data generators in education systems is non-negotiable; multi-institutional data sharing requires special governance; data governance should be guided by data sovereignty; data use should be guided by an identified set of shared values; and best practices in research data-management should be applied. Conclusion: We recommend establishing a representative governance body, engaging a trusted data facility, and adherence to extant data management policies when sharing administrative medical education data for research purposes in Canada.
  PubDate: 2023-06-21
  DOI: 10.36834/cmej.75874
  Issue No: Vol. 14, No. 5 (2023)
The Certificate of Added Competence credentialling program in family
medicine: a descriptive survey of the family physician perspective of
enhanced skill practices in Canada
- Authors: Asiana Elma, Meredith Vanstone, Ilana Allice, Cassandra Barber, Michelle Howard, Margo Mountjoy, Henry Siu, Alison Baker, Jesse Guscott, X Catherine Tong, Alexandra Farag, Lawrence Grierson
  Pages: 121 - 144
  Abstract: Introduction: The College of Family Physicians of Canada (CFPC) offers the Certificate of Added Competence (CAC) program to designate a family physician with enhanced skills. In 2015, the College expanded its program to introduce enhanced certification in four new domains: Palliative Care, Care of the Elderly, Sports and Exercise Medicine, and Family Practice Anesthesia. In this study, we elicited perceptions from Canadian family physicians with and without the CAC on practice impacts associated with the program. Methods: Active family physicians in Canada with and without CACs were surveyed between November 2019 to January 2020. Descriptive statistics were generated to describe the perceptions of family physicians regarding the CAC program and its impacts on practice. Results: Respondents agreed with several benefits of the program including enhancing the capacity to deliver comprehensive care, alleviating the burden of patient travel by increasing the availability of care in rural and remote communities, and providing opportunities to engage in various collaborative care models and new leadership roles. All respondents perceived CAC holders to pursue the certificate to meet both professional interests and community needs. Conclusions: There is a need for strong and continued investment in systemic practice improvements that incentivize the delivery of comprehensive family medicine practice.
  PubDate: 2023-10-16
  DOI: 10.36834/cmej.77114
  Issue No: Vol. 14, No. 5 (2023)
Embracing Global Health in medical education: innovative ideas to achieve
equity transnationally
- Authors: Elio BR Belfiore
  Pages: 145 - 146
  PubDate: 2023-05-02
  DOI: 10.36834/cmej.77029
  Issue No: Vol. 14, No. 5 (2023)
Some perspectives on designing effective serious games
- Authors: Safaa Bialy, Ibrahim Mohammad
  Pages: 147 - 148
  PubDate: 2023-05-24
  DOI: 10.36834/cmej.75475
  Issue No: Vol. 14, No. 5 (2023)
Guilty until proven innocent
- Authors: Anees Bahji
  Pages: 149 - 149
  PubDate: 2023-05-10
  DOI: 10.36834/cmej.77204
  Issue No: Vol. 14, No. 5 (2023)
How to help the unmatched medical student
- Authors: Amit RL Persad
  Pages: 150 - 151
  PubDate: 2023-07-20
  DOI: 10.36834/cmej.77419
  Issue No: Vol. 14, No. 5 (2023)
This is never asked in the USMLE—why are you teaching it'
- Authors: Pathiyil Ravi Shankar
  Pages: 152 - 153
  PubDate: 2023-06-12
  DOI: 10.36834/cmej.77411
  Issue No: Vol. 14, No. 5 (2023)
Updated data on test accommodations on the Medical Council of Canada
Qualifying Exam Part I, 2013-2021
- Authors: Quinten K Clarke, Julia E Hanes
  Pages: 154 - 154
  PubDate: 2023-08-28
  DOI: 10.36834/cmej.77805
  Issue No: Vol. 14, No. 5 (2023)
Pulse and passion
- Authors: Antonio Yaghy, Maria Yaghy
  Pages: 155 - 155
  PubDate: 2023-10-02
  DOI: 10.36834/cmej.78130
  Issue No: Vol. 14, No. 5 (2023)