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Acad Med. 2017 Nov 21. doi: 10.1097/ACM.0000000000002072. [Epub ahead of print]

Smoothing the Transition Points in Canadian Medical Education.

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1
N. Busing was project lead of the Future of Medical Education in Canada Postgraduate Project, and the former president and CEO of the Association of Faculties of Medicine of Canada, Ottawa, Ontario, Canada. J. Rosenfield was co-chair of the 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 of the 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 of the 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, the Island Medical Program, University of British Columbia Faculty of Medicine, Vancouver, and head, Division of Medical Sciences, University of Victoria, Victoria, British Columbia, Canada. M. Walton is associate dean, faculty affairs, 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, and a practicing family physician, Toronto, Ontario, Canada. A. Sanfilippo is associate dean, undergraduate medical education, and professor of medicine, Queen's University Faculty of Health Sciences, Kingston, Ontario, Canada. A. Saxena is associate dean, 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 the 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 (EPAs) to be used nationally to help define expectations for new graduates entering residencies. A post-match 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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