RDoC has developed a formal position and national advocacy approach to address and influence changes in education delivery that align with patient needs and support learner transitions across the education continuum and into practice.
We believe that the mix of PGME entry disciplines, and their ability to serve the needs of the Canadian health care system, must be continually re-evaluated to ensure they are aligned with societal and patient needs, adequate generalist skills, and practice and career flexibility.
Our new position paper, Principles on Entry Discipline and Framework for Medical Education Reform identifies four guiding principles around social accountability, coordination of decisions, versatility, and relevance to future practice.
Accompanying the principles is a comprehensive set of calls to action for medical educators, health authorities, and governments to consider when discussing entry disciplines and medical education reform.