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Educating future physicians for Ontario: phase II.

R F Maudsley1, D R Wilson, V R Neufeld

  • 1Faculty of Medicine, Queen's University, Kingston, Ontario, Canada.

Academic Medicine : Journal of the Association of American Medical Colleges
|February 29, 2000
PubMed
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The Educating Future Physicians for Ontario (EFPO) project enhanced medical education in Ontario, focusing on residency training and physician roles. While EFPO II met most goals, its impact on clinical education was less than anticipated compared to EFPO I.

Area of Science:

  • Medical Education
  • Health Policy
  • Physician Training

Background:

  • The Educating Future Physicians for Ontario (EFPO) project, a collaboration between Ontario medical schools, Associated Medical Services, and the Ministry of Health, aimed to align physician training with public expectations.
  • EFPO's first phase established a province-wide framework and defined eight physician roles; the second phase (EFPO II) continued this work from 1994 to 1998.

Purpose of the Study:

  • To evaluate the outcomes and impact of the second phase (EFPO II) of the Educating Future Physicians for Ontario project.
  • To assess EFPO II's focus on residency education, physician roles, and its contribution to medical education reform in Ontario.

Main Methods:

  • EFPO II concentrated on residency education, emphasizing four key physician roles identified in EFPO I.

Related Experiment Videos

  • The project maintained a province-wide, inter-institutional framework, fostering collaboration among seven participating sites.
  • EFPO II enhanced the fellowship program, incorporating residents and community fellows, and initiated leadership development activities.

    • Main Results:

    • EFPO II successfully promoted the adoption of the eight physician roles and advanced faculty development and assessment strategies.
    • While most objectives were met, external reviewers noted a lesser impact on clinical and residency education compared to EFPO I.
    • Students and residents played a significant role in EFPO II activities.

    Conclusions:

    • The EFPO project, across both phases, substantially adapted Ontario's medical education to better meet societal needs.
    • Despite mixed reviews on EFPO II's clinical education impact, the project strengthened faculty development and the provincial education network.
    • Continued support for the fellowship program and education network ensures ongoing development in medical leadership.