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Smoothing the Transition Points in Canadian Medical Education
Nick Busing1, Jay Rosenfield, Kamal Rungta
1N. Busing was project lead, Future of Medical Education in Canada Postgraduate Project, and is former president and CEO, Association of Faculties of Medicine of Canada, Ottawa, Ontario, Canada. J. Rosenfield was co-chair, Future of Medical Education in Canada Postgraduate Project Transitions Implementation Committee, and is professor of paediatrics and former vice dean, MD program, University of Toronto Faculty of Medicine, Toronto, Ontario, Canada. K. Rungta was co-chair, Future of Medical Education in Canada Postgraduate Project Transitions Implementation Committee, and is clinical professor of psychiatry, University of British Columbia Faculty of Medicine, Vancouver, British Columbia, Canada. M. Raegele was project coordinator, Future of Medical Education in Canada Postgraduate Project Implementation Project, and works at the Association of Faculties of Medicine of Canada, Ottawa, Ontario, Canada. A. Warren is associate dean for postgraduate medical education, Dalhousie University Faculty of Medicine, and a pediatric cardiologist, Halifax, Nova Scotia, Canada. B. Wright is regional associate dean, Island Medical Program, University of British Columbia Faculty of Medicine, Vancouver, British Columbia, Canada, and head, Division of Medical Sciences, University of Victoria, Victoria, British Columbia, Canada. M. Walton is associate dean of faculty affairs and former assistant dean of postgraduate medical education, McMaster University Faculty of Health Sciences, and a pediatric surgeon, Hamilton, Ontario, Canada. I. Oandasan is director of education, College of Family Physicians of Canada, Mississauga, Ontario, Canada, and a practicing family physician, Toronto, Ontario, Canada. A. Sanfilippo is associate dean of undergraduate medical education and professor of medicine, Queen's University Faculty of Health Sciences, Kingston, Ontario, Canada. A. Saxena is associate dean of postgraduate medical education, College of Medicine, University of Saskatchewan, and a practicing hematopathologist, Saskatoon, Saskatchewan, Canada.
Abstract:
In 2010, the Association of Faculties of Medicine of Canada, Collège des médecins du Québec, College of Family Physicians of Canada, and Royal College of Physicians and Surgeons of Canada launched the Future of Medical Education in Canada Postgraduate (FMEC PG) Project to examine postgraduate medical education (PGME) in Canada and make recommendations for improvement. One recommendation that emerged concerns the transitions learners experience across the undergraduate medical education-PGME-practice continuum. The FMEC PG, using a thorough process, developed projects to address these often-tumultuous transitions for the learner, aiming to provide support, tools, and standards for the learner's educational journey.With leadership by two senior academics and the Transitions Implementation Committee, three working groups helped implement these transitions projects, which addressed (1) the medical-school-to-residency transition, (2) career planning and the residency matching process, and (3) the residency-to-practice transition. Work products include the development of a learner education handover protocol and the establishment of pan-Canadian entrustable professional activities to be used nationally to help define expectations for new graduates entering residencies. A postmatch boot camp tool and a simulated night on-call tool were developed and are available to all medical schools. National standards are being promoted for career services counseling and best practices in residency selection. A practice management curriculum framework, mentorship resources, resiliency training for graduating residents, and the entry-level disciplines of residency are also being explored.Ultimately, with system-wide change and better integration of all players, transitions for Canada's learners will greatly improve.
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