CANADIAN CONFERENCE OF MEDICAL EDUCATION (CCME) – 2016
The Canadian Conference on Medical Education (CCME) is the premier medical education conference in Canada. It hosts the largest annual gathering of medical educators in the country. The 2016 conference was held in Montréal, Québec and featured a number of residents presenting or speaking at various sessions.
Here are the highlights:
- Dr Christopher Lemieux, R3 Resident Physician
Secretary, Fédération Des Médecins Résidents du Québec
Administrator Responsible for Resident Wellness
- Jonathan Dean, Internal Medicine
PGY 2, University of Saskatchewan
Vice President, Pairs
Board of Directors/Co-Chair Wellness, RDoC
- Ariane Veilleux Carpentier, Medical Student
President, Fédération Médicale Étudiante du Québec
- Anthea Lafreniere, Medical Student
President, Canadian Federation Of Medical Students
- Recognize and react (including reporting) to instances of intimidation and harassment, as well as other inappropriate behavior.
- Promote and maintain a culture that values wellbeing throughout the continuum of medical training and adopts a zero-tolerance approach to intimidation and harassment.
- Describe policies and procedures pertaining to intimidation and harassment within the academic and clinical environments in which one works.
Author(s): Tom McLaughlin, Resident Doctors of Canada; Irving Gold, Resident Doctors of Canada
The importance of leadership competencies for physicians, and as an element of medical education curricula, has been universally accepted and is evidenced by its inclusion in the Royal College’s CanMEDS Framework, CFPC’s CanMEDS-FM, and as a recommendation in the FMEC-PG report.
While leadership is often taught didactically, many believe that leadership skills are best learned by doing. This study explores how those who have occupied leadership positions over the course of their residencies view the value of their experience, and whether they are able to identify ways in which it has enhanced their careers, particularly in relation to leadership roles they occupy. If leadership skills are to be truly encouraged among learners, greater efforts need to be made to encourage their active participation in leadership opportunities. This often means making accommodations, a key step in moving from rhetoric to action.
This year, two resident doctors, a family physician, a specialist in internal medicine and respirology, and a program administrator are being honoured for their contributions to improving the lives of resident doctors in Canada.
Author(s): Natasha Snelgrove, Resident Doctors of Canada; Terry Colbourne, Resident Doctors of Canada; Anurag Bhalla, Resident Doctors of Canada; Irfan Kherani, Resident Doctors of Canada; Bruce Fage, Resident Doctors of Canada; Scott Donald, Resident Doctors of Canada; Ian Brasg, Resident Doctors of Canada
Medical education in Canada is undergoing a sweeping transformation to CBME. Although this new framework offers hope for more reliable evaluation and enhanced tracking of trainees’ progress, exactly how CBME should be implemented remains unclear. The Royal College is adopting an outcomes-based approach to the design, implementation, and evaluation of medical education programs. The College of Family Physicians of Canada (CFPC) has already transitioned Family Medicine programs in Canada to the competency-based Triple C curriculum in 2010. Resident Doctors of Canada (RDoC) has sought to examine this pressing issue by evaluating the best practices and risks of implementing a competency-based curriculum. This evidence base will contribute to the successful roll-out of CBME in Canada.
The transition to CBME must continue to foster the optimal training of resident doctors while continuing to meet the ever-changing needs of patients.
Author(s): Vishal Varshney, Resident Doctors of Canada; Kimberley Williams, Resident Doctors of Canada; Salina Teja, Resident Doctors of Canada; Tom McLaughlin, Resident Doctors of Canada; Aaron Wong, Resident Doctors of Canada; Melini Gupta, Resident Doctors of Canada; Paxton Bach, Resident Doctors of Canada; Leslie Anderson, Resident Doctors of Canada; Sherman Wong, Resident Doctors of Canada; Maryan McCarrey, Resident Doctors of Canada
Since 1929, the number of residency training disciplines certified by the Royal College and the College of Family Physicians has grown exponentially, with major implications for medical education and physician workforce planning. Our purpose is to promote a training system that produces the right mix and distribution of doctors to serve the needs of Canadian patients, Resident Doctors of Canada (RDoC) has developed a set of Principles for medical educators, health authorities and governments regarding entry disciplines and medical education reform.
Changes need to be made to the current system of entry disciplines based on the Principles developed by RDoC.