Residents attend academic half-day on a weekly basis for 32 weeks across the two years of the program. This seminar series is a structured part of the core curriculum of the residency program and is designed to cover a range of the “Priority topics” designated by the College of Family Physician “Triple C Curriculum”. Speakers will be chosen by their interest in the designated topics, along with their presentation skills and in particular their grasp of the topic from a family medicine perspective.
Behavioural Science (BS) tutorials are a site-based part of the core curriculum for all residents, with a focus on professional development related to the doctor-patient relationship, communication skills, mental health care and interprofessional team work. For a resident, their “BS group” also functions as a key support system throughout residency. It is a small-group tutorial attended weekly (on Wednesday afternoon) for the duration of the program. There is an interprofessional team of tutors that includes a family physician, social worker and psychiatrist. Those interested in a tutor role will have experience and/or interest in small group facilitation. There is a curriculum coordinator to oversee the BS program with a regular schedule of faculty development sessions designed to assist tutors in their role.
Evidence-based medicine tutorials are a part of the core curriculum for all residents with a focus on the development of quality information retrieval at the “bedside” along with critical appraisal skills. Residents meet regularly in small groups based at their site. Tutors come from a variety of clinical and/or research background with a priority focus on the relevance of their experience in the family medicine setting.
This role is a core feature of our program and is the most intensive of all of the teaching roles. This physician and their practice serve as the clinical “home-base” for a resident over the two-year duration of their program. The primary preceptor serves as clinical supervisor and career “coach”/advisor, overseeing the resident’s progress in the program. The resident will spend the equivalent of five full-time blocks (each block is four-weeks) per year along with a continuity clinic one half day back per week while on other rotations. In some sites this is organized in traditional block rotations. Other sites are more “horizontally integrated” with the resident spending a number of half days in the practice throughout the year. To be considered, this faculty member must be a CCFP certified family physician with a strong teaching history, and currently practicing comprehensive family medicine. Most of our primary preceptors are in some form of group, inter-professional team-based practice incorporating the use of an electronic medical record. These are some of the practice features that we value when selecting for this role. Primary preceptors are expected to attend quarterly faculty development sessions designed to assist them in their role.
Each resident is required to complete a quality assurance (QA) project with the goal of developing skills in the study and continuous improvement of their own practice performance. Residents have some protected time to work on their projects -- the details of which are site-specific. Each site will have a QA tutor to oversee the development and completion of these projects and assist with methodological considerations. The tutor will arrange for regular individual and/or group meetings with residents at their site. Tutors come from a variety of clinical and/or research background with a priority focus on the relevance of their experience in the family medicine setting.
The rural family medicine rotation is a mandatory/core eight week (two-block) clinical experience in the second year of the residency program. The preceptor for this rotation will be a CCFP-certified rural family physician practicing full scope care including in-hospital “MRP” care of adults. While on this rotation, the resident will be expected to have clinical responsibilities across the same range as their preceptor, and as residents are in their senior year, can be expected to function at a more advanced level approaching practice-readiness depending on the exact timing of the rotation. This is an excellent role for a family physician with some undergraduate teaching experience interested to take the next step into teaching at the postgraduate level. For this experience, “rural” is defined primarily by the full scope of practice with priority consideration given to smaller community settings that offer the experience of functioning at more of a distance from specialist/tertiary care resources.