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AMS GUIDE2019 Accreditation Data
Postgraduate Medical EducationWestern University
The purpose of this guide is to support programs through the process of completing the program instrument in the Accreditation Management System (AMS). Please note the following:
1) All program instruments will be reviewed by the PGME office and must be completed by April 1st, 2019
2) For certain questions, a templated partial or full answer is provided as the PGE office felt most programs should use a similar response in those instances; please read any templated answer carefully to ensure it applies to your program
3) Some questions were left blank because they are program specific4) If you have any questions while completing the instrument, please contact
Courtney Newnham ([email protected]).
Document Legend:
Templated Answer – No program additions required
Partial Templated Answer – Answers requiring additional program information to answer the question fully
Centralized Resources Templated Answer – Opportunities/programs available through the PGE office that may be utilized by programs (review response to determine applicability)
Potential Examples – Examples that MAY apply to your program and should be integrated into the program’s response
Notes – Advice on how to answer the question
Postgraduate Medical Education
Program InformationSitesPlease fill out the table in the AMS.
Site Site CoordinatorDistribution of Residents by Site
Year 1 Year 2 Year 3 Year 4 Year 5 or above Clinical Fellows
PoliciesResident Assessment and Promotion
Copy the following links to the Additional information or reference column in the AMS:
Learning Environment
Upload to the AMS:
Resident wellness policy(ies): https://www.schulich.uwo.ca/medicine/postgraduate/future_learners/docs/Policies%20for%20Website/2012-Resident-Health-and-Safety-Policy.pdf
Resident safety policy: https://www.schulich.uwo.ca/medicine/postgraduate/future_learners/docs/Policies%20for%20Website/2012-Resident-Health-and-Safety-Policy.pdf
Supervision policy: https://www.schulich.uwo.ca/medicine/postgraduate/future_learners/docs/Policies%20for%20Website/2012Supervision-Policy.pdf
Additional policies, if applicable
CommitteesOrganization Structure:
Upload in the AMS: Your program's org chart
Residency Program Committee:
What is the function of this committee?TEMPLATED ANSWER
The overall purpose of the Residency Program Committee (RPC) for PROGRAM NAME is to assist the Program Director in planning, organizing and supervising the residency program. The RPC is responsible for the overall operations of this X year residency program. This includes the global objective of providing the environment, mentorship and uniform experience whereby each Resident will have access to the educational experience sufficient to successfully complete the program objectives. The RPC is responsible for assisting and contributing to the program functions for the XXX Residency at Western University, including the following important domains:
Training program design Training program curriculum Resident evaluation Appeals Recruitment Resident well-being Other specific resident skills development
To whom does this committee report?
TEMPLATED ANSWER
The RPC’s role is to support the Program Director in planning, organizing, evaluating, and advancing the program. The RPC therefore reports to the Program Director, who in turn has a dual accountability to their Department Chair and to the Associate Dean for Postgraduate Medical Education.
How often does this committee meet?NOTES: Standards no longer specify a minimum frequency. Element 1.2.2.3 says “Meeting frequency is sufficient for the committee to fulfil its mandate.” Therefore, the response here should indicate not only a frequency, but a statement about the sufficiency of that meeting frequency to manage the affairs of the program effectively.
Upload to the AMS as PDF documents: Terms of Reference Membership list Agendas (last two years in a single PDF document) Other documentation
Competence Committee (or equivalent):
What is the function of this committee?TEMPLATED ANSWER
The XXXX Program Competence Committee is established by the Residency Training Committee to make recommendations related to the progression of residents through the levels or stages of training including readiness for certification and independent practice and also may assist the RPC in the development of individual learning plans.
To whom does this committee report?TEMPLATED ANSWERThe Competence Committee reports to the RPC.
How often does this committee meet?
Upload to the AMS in PDF documents: Terms of Reference Membership list Agendas (from last two years in one single PDF) Other documentation
Other Committee(s)
Narrative - Leadership and CollaborationDoes the program director have Royal College certification? If yes, please provide the name of the specialty/subspecialty. If no, please provide specialty qualifications.
Protected time for the program director (in FTE):Is it adequate?
Yes No
Why/why not?
Administrative support available to the program director (in FTE):
Is it adequate?Yes No
Why/why not?
Please describe how the residency program collaborates with undergraduate medical education (UGME) and continuing professional development programs.
POTENTIAL EXAMPLES (be specific): Faculty leads for CPD/UME Collaborative meetings/governance Resident involvement in UME teaching Resident uptake of CPD opportunities
Does the residency program collaborates with other health professions to provide educational experiences for learners in all health professions.
Yes No
SURGICAL FOUNDATIONS (for Surgical Programs Only)Describe how Surgical Foundations functions in this program. Specifically outline the following:
1. Your relationship with the director of Surgical Foundations?TEMPLATED ANSWER
The Program Director (PD) of Surgical Foundations acts as a liaison with the surgical residency program directors and chairs the Surgical Foundations Committee meeting quarterly. The committee membership consists of all the surgical residency program directors and four surgical resident representatives. During the meetings program updates and concerns are shared, and the minutes of the meetings are circulated to the surgical program directors and administrators. In addition, emails are sent and in-person meetings organized with the Surgical Foundations PD and the individual program director on an ad hoc basis when resident issues arise. Issues are addressed on a timely basis.
Overall, there is an open line of communication with the Surgical Foundations PD. The PD keeps the individual residency program directors updated on changes to the curriculum and residents who need extra assistance. The PD is a strong advocate for the residents receiving an excellent and comprehensive Surgical Foundations curriculum.
2. Who determines the choice and locations of clinical rotations for your residents in Surgical Foundations?TEMPLATED ANSWER
For the residency programs within the Department of Surgery, as well as Otolaryngology – Head and Neck: the home residency program director decides the rotations for their residents, in accordance with the RCPSC specialty training requirements. These rotations are reviewed by the Surgical Foundations Program Administrator to ensure the set rotations also meet the RCPSC training requirements of Surgical Foundations. The rotations are scheduled centrally through the Office of Surgical Education in the Department of Surgery.
For residency programs outside of the Department of Surgery (Neurosurgery and OB/GYN): the home residency program director decides the rotations for their residents, in accordance with the RCPSC specialty training requirements. These rotations are reviewed by the Surgical Foundations Program Administrator to ensure they also meet the requirements of Surgical Foundations. The rotations are then scheduled through the home program’s Program Administrator and the Surgical Foundations Program Administrator is notified of the schedule.
3. Who receives the rotation evaluations for your residents during the first two years in your program?
TEMPLATED ANSWER
The home surgical residency programs are responsible for their resident clinical rotation evaluations either through the use of ITERs or EPA assessments. The Surgical Foundations EPA resident assessments are gathered through the online Elentra system and reviewed by the Surgical Foundations Competence Committee. Resident progress is then shared with the home programs’ Program Directors and Program Administrators, as well as the individual residents.
Narrative - Educational Design and DeliveryPlease upload your curriculum plan to the AMS. As guidance, a template has been provided in the "documents” section of your dashboard in the “From the College – DO NOT DELETE” folder; however, an alternate format would also be acceptable, provided it includes all information requested in the template. For assistance and guidance, please contact Joan Binnendyk in the PGME office ([email protected])
For each method of assessment identified in the curriculum plan, upload an example (e.g. template). - Upload in AMS
Educational Experiences (Rotations) by Year (non-CBD) / Educational Experiences by Stage (CBD)
Populate the table(s) in the AMS, as applicable, or upload an equivalent document detailing all educational experiences (eg. rotations) by year (non-CBD) and/or stage (CBD), including the associated learning sites, rotation-specific objectives (non-CBD) or experience-specific competencies, milestones, and EPAs, as applicable (CBD), as well as the associated methods of assessment. For residency programs with both CBD and non-CBD cohorts, please populate both tables.
PGY Rotations Learning Site(s) Purpose/goal of rotation
Assessment Method(s)
Stage (CBD) Educational Experience (CBD)
Learning Site(s) Purpose/goal of experience (CBD)
Assessment Method(s)
Describe how the program ensures that all residents are provided with increasing professional responsibility.
The PGE Office has examples of sound responses on request if required.
Describe how community and societal needs served by the discipline are considered in designing the residency program.
POTENTIAL EXAMPLES: What shifts have been made in your program or can point to one or two examples of where needs
of the community or region have figured into the way the program is designed The transformation of all the curricula to CBME is supposed to be about socially accountable
medical education Programs who put residents into community sites are doing so - in part - to better serve the
communities that Schulich is training people for Partnering with community services to meet needs
Describe how individual residents’ educational experiences are tailored to accommodate learning needs and future career aspirations.
Describe how the program ensures residents' clinical responsibilities do not interfere with their ability to participate in academic activities.
NOTES:
Make sure that there is a clear statement of WHO covers the residents while away, WHAT mechanisms are in place to prevent them from completing call arrangements, etc.
The work cannot simply be left for the residents to attend to when they return.
Describe the scholarship and research activities available to residents.
PROGRAM SPECIFIC INFO HERE. Describe activities distinct to your program first. Then you can include the following centralized template:
Other central opportunities offered through PGE include: 1) Resident as Teacher Boot Camp; 2) Transition to Residency; and 3) CPD offerings. Further information on those opportunities is included below.
CENTRAL RESOURCES TEMPLATED ANSWER
There are formal teaching sessions as part of a structured Academic Half Day series through the summer related to the Scholar role known as the “Transition to Residency” program, allowing residents to become educators of clinical topics to their junior peers. Also related to the Scholar role, as well as Communicator and Professional, there is an annual formal workshop that is available to a select number of residents on developing skills towards becoming a Medical Educator. A number of 1.5-3 hour workshops have been made available to residents through the office of Continuing Professional Development. These workshops have focused on library skills (Harnessing the Power of PubMed; Introduction to Zotero for Citation Management; Literature Searching using EMBASE; Literature Searching Using PubMed) as well as preparing a research ethics proposal entitled "Research Ethics: The Do's and Don’ts of Preparing a Submission". Residents are able to participate in these workshops for free.
The Schulich Medicine & Dentistry Research Office places a high priority on providing students and trainees with substantive and meaningful exposure to research as part of their educational programs. To facilitate these opportunities, the office offers a range of programs targeted at students and trainees, at levels from undergraduate students to new faculty researchers, including the Resident Research Career Development Program. More information: http://www.schulich.uwo.ca/research/student_trainee_programs/clinical/resident_career_development.html
Scholarships and awards are available for residents through the Postgraduate Medical Education office as well as the Dean of Medicine’s office for excellence in patient care and teaching.
Populate the text box below and/or upload a document listing resident contributions to scholarship (e.g. Publications, presentations, etc) since the last regular accreditation review.
Narrative – Clinical Learning EnvironmentHow does the Residency Program Committee stay informed of issues related to resident wellness and safety?
PROGRAM SPECIFIC INFO HERE
PARTIAL TEMPLATED ANSWER:
There are multiple ways that a Resident Program Committee would be informed about issues related to resident wellness and safety. General initiatives or concerns would be shared through membership on the PGME committee. Issues pertaining to all resident programs would be disseminated at this meeting. If there are individual issues pertaining to a specific resident in a program that have been brought to the attention of the Learner Equity & Wellness Office, the Assistant Dean, Learner Equity & Wellness may reach out directly to the Program Director to make the program aware of any concerns depending on the situation. In addition, programs may be informed of issues by the residents themselves. The Learner Equity & Wellness Office encourages each residency program to form Resident Wellness groups to proactively address wellness issues and concerns. Resident leadership of these groups may bring issues to the attention of the program.
How does the Residency Program Committee stay informed of issues related to quality of care and patient safety at learning sites?
PROGRAM SPECIFIC INFO HERE
PARTIAL TEMPLATED ANSWER:
The Schulich Postgraduate Medical Education Committee includes representation from the major teaching hospitals. At least annually, data collected by the hospital related to patient safety and to occupational health and safety is shared with the committee, and disseminated in committee minutes for discussion at the individual program level.
Narrative - Resident Assessment and PromotionDescribe the residency program’s program of assessment, including roles, tools, and frequency.
Describe how decisions regarding resident progress are made, including data/information considered, frequency, process, etc.
Provide a list of data/information considered by the Competence Committee (or equivalent).
Describe the support provided to residents who are not attaining required competencies as expected including support provided to those residents who require formal remediation.
PARTIAL TEMPLATED ANSWER
Program Specific info here.
Should any weaknesses be identified during any phase of the training year and the clinical supervisor is unable to remedy these through appropriate educational interventions, the clinical supervisor will notify the Program Director. The Program Director would then utilize the PGME template for the Resident in difficulty. A faculty-wide policy on ‘Resident Evaluation and Appeals’ is available to guide this process: https://www.schulich.uwo.ca/medicine/postgraduate/future_learners/docs/FINAL_2018_%20Assessment%20and%20Appeals%20Policy_revised%20July%2031%202018.pdf
All remediation and probation plans require the approval of the Postgraduate Education Advisory Board. In addition, the Advisory Board is available to provide advice to program directors on optimal remediation design. The Office of Postgraduate Medical Education is also available to provide guidance regarding the design and execution of remediation plans.
Academic difficulties may impact learner wellness, and wellness challenges may manifest as academic difficulties. All residents who are struggling to attain the required competencies are encouraged to connect with Schulich’s Learner Equity and Wellness (LEW) Office.
The LEW Office focuses on the physical, psychological and professional safety of learners, as well as supporting academic wellness and providing career guidance. The LEW office aims to provide a comprehensive, proactive program in line with CanMEDS Physician Health Guide that addresses wellness issues in PG learners early and effectively. The LEW office maintains a network of resources that can be accessed by learners needing support; these resources will include counseling services, medical, psychological and psychiatric services, academic and learning support services, and career and financial planning services.
The Assistant Dean, Postgraduate Wellness, Dr. Donald Farquhar, will meet one-on-one with residents, at their request or when referred (e.g. by the Program Director or PGME Dean) to respond to their challenges and develop effective management plans, including referrals, as necessary. Additionally, the LEW office has a full-time experienced counselor, Pamela Bere, who can provide support and expert counseling. Finally, Dr. Maggie Rebel, Associate Dean, Learner Equity and Wellness is available for personal counseling and discussion of any issues related to equity, professionalism, gender and health. Additionally, she can provide advice regarding, and, where, appropriate, undertake investigations into alleged intimidation or harassment. Tel. 519-661-3744 (UWO), Email: [email protected]
The LEW office will provide guidance, coaching, or referrals (as necessary) for trainees whose academic performance has been identified as borderline; these trainees will not necessarily have failed a rotation, but may benefit from an early, proactive assessment and intervention to prevent failure. The LEW office will also work with learners undergoing remediation or probation to assist with stress management, facilitate access to educational resources and maximize opportunities for
success.
Besides the LEW Office, residents can access several other sources of support, including:
1. The PARO 24 Hour HelplineThis line is available for any resident, partner or medical student needing help. It is separately administered by the Distress Centre of Toronto and is totally confidential. This line offers crisis intervention as well as advice and resources. PARO‘s Residents’ Well-Being Committee keeps a log of family physicians and health professionals willing to see Residents on a fairly urgent basis. Tel. 1-866-435-7362 (1-866-HELP-DOC) http://www.myparo.ca/helpline/
2. The Office of Postgraduate Medical Education Tel. 519-661-2019, Email: [email protected]
3. Homewood Human Solutions: Tel. 1-800-268-8310Residents can access the London Health Sciences Centre’s Employee Assistance Program for confidential counseling and information on a wide variety of issues and concerns.
4. The UWO Ombudsperson Tel. 519-661-3573, Email: [email protected], UWO CampusThe Office of the Ombudsperson provides a safe, confidential environment in which students (and residents) can discuss a University related problem or concern. The Ombudsperson will provides general information about University resources, procedures, rules and students' rights and responsibilities, and work with residents to identify problem-solving strategies for resolving their concerns. The service is free, confidential and impartial. The Office of the Ombudsperson is independent of all other departments and offices. http://www.uwo.ca/ombuds/
5. The Ontario Medical Association’s Physician Health Program (PHP). 1.800.851.6606. The Physician Health Program welcomes self-referrals from residents who may have concerns about their health and well-being. Their confidential services are available to assist those experiencing distress, substance use or mental health issues that can have personal or professional impact.
Describe the process for appeals.
PARTIAL TEMPLATED ANSWER
Residents are directed to Schulich’s PGME website, which contains detailed descriptions of the appeals procedures:https://www.schulich.uwo.ca/medicine/postgraduate/future_learners/docs/FINAL_2018_%20Assessment%20and%20Appeals%20Policy_revised%20July%2031%202018.pdf
A Resident may appeal the following: (Time-Based Residency Programs) an end of rotation ITER having an overall assessment
statement of “Does Not Meet Expectations” a Summative Assessment of “Failing to Progress” from a Competence Committee
a decision that the Resident’s remediation program was unsuccessful a refusal to promote the Resident to the next level or stage of training a refusal by an RPC to complete a FITER or CITER certifying that the Resident has acquired
the competencies of the specialty/subspecialty, or to affirm Resident’s readiness for independent practice
dismissal following an unsuccessful probation program a decision by the Associate Dean PGME to dismiss a Resident because he or she has not
made satisfactory progress, or has engaged in unprofessional conduct, and/or has jeopardized patient care or safety.
In addition to the above, a Resident may appeal a decision to require the Resident to undergo remediation or a decision placing the Resident on probation.
The Associate Dean for Postgraduate Medical Education is available to meet with any resident who is considering an appeal to discuss the process in person.
Have there been any appeals in the last two years?
Yes No
Narrative - Resource Allocation
Please describe how the Residency Program Committee identifies and advocates for the resources needed by the residency program.
NOTES:
Describe the process that your RPC uses for identifying the current and future needs of the program
What is the mechanism by which the educational experts within a department can identify what lies ahead for residency training, can flag it for their department or PGE office, and then strategize about how they are going to get the resources required
E.g. advocating for global budgets at the hospital for ultrasound machines for the units where they are required
In the AMS: List by teaching site the teachers who have a major role in this program, including members from other departments. In indicating a subspecialty, use as a criterion whether he or she is considered by colleagues as a subspecialist and functions academically and professionally as one.
Teaching Site Name University Rank Specialty Qualifications
Subspecialty (if any)
Nature of interaction with Residents
Describe the process to select, organize, and review the residency program’s learning sites.
In the AMS when given permission by PGME, please upload any Inter-Institution Affiliation Agreements relevant to the residency program.
Do residents have free 24/7 access to online libraries, journals, and other educational resources?
Yes No Partially
Do residents have adequate space to carry out their daily work?
Yes No Partially
Are technical resources required for patient care duties located in the work setting?
Yes No Partially
Do facilities allow resident skills to be observed?
Yes No Partially
Do facilities allow for confidential feedback/discussions?
Yes No Partially
Describe other technical resources, including simulation facilities, teaching space, etc. available to the residency program.
CENTRALIZED RESOURCES TEMPLATED ANSWER (USE WHAT APPLIES TO YOUR PROGRAM)
Program Specific info here.
Simulation Facilities
There are a number of residency programs who use the Clinical Skills Building and Simulated Patients (SPs) for Objective Structured Clinical Exams – specifically: Surgery, Peadiatrics,
Department of Medicine, Neurology and Physical Medicine and Rehabilitation. Apart from the OSCEs – PGME also employs SPs for Transition to Residency Workshops.
CSTAR (Canadian Surgical Technologies and Advanced Robotics)CSTAR, which is affiliated with the London Health Sciences Centre and located at University Hospital, provides high-quality simulation-based education programs for healthcare professionals, including residents. The facility is 22,000 square feet and houses resources that range from basic medical and surgical task trainers to virtual reality simulators and high-fidelity simulation environments. CSTAR plays a critical role in training surgical residents (including in the Surgical Foundations program), and in training anesthesiology residents in team-based scenarios involving trauma, resuscitation, and critical illness. Residents from all programs on critical care rotations are exposed to simulation based training through CSTAR and the Anesthesia and Critical Care Teaching Through Simulation (ACCTTS). Residents can use self-directed learning spaces and task trainers after hours by card access. CSTAR is committed to maintaining high standards of simulation education and is an accredited simulation program of both the Royal College of Physicians and Surgeons and the American College of Surgeons. All Schulich residency programs can access CSTAR for specific programming tailored to their needs, although cost can be an issue.
The Michael Gunning Simulation Centre (London Health Sciences Centre - Victoria Hospital)The Michael Gunning Simulation Centre opened at Victoria Hospital in June 2017. This facility supports resident learners in pediatrics, obstetrics and gynecology, emergency medicine and anesthesia. Task training, theatre based simulation and interprofessional education team training are the focus of programs delivered at the centre. As an example, interprofessional team training for obstetric and anesthesia residents along with practicing nurses and respiratory therapists occurs several times a year at this location.
Insitu SimulationClinical departments and hospital organizations are recognizing the value of doing insitu simulations (simulations carried out in the clinical work environment). An insitu approach is often the least disruptive for busy clinical learners and also helps the organization identify correctable systems and latent safety threats in the clinical environment. Residents in emergency medicine, surgery, anesthesia and critical care all have opportunity to participate in insitu simulation. Some of these opportunities are part of regularly programming (e.g. Emergency Room insitu simulation at University Hospital) while others are singular events (e.g. London Health Sciences Centre – Mock Code Orange).
Finally, smaller simulation activities are carried by many programs across the city both in clinical and administrative spaces. For example, ophthalmology residents use a skills lab at St. Joseph's Health Care Centre. Otolaryngology and orthopedic surgery have small dedicated bone labs. Emergency medicine carries out low fidelity simulations and ACLS updates in a dedicated office space at Victoria Hospital.
Teaching space or room bookings at the hospital sites can be accessed by emailing [email protected]. Meeting rooms at Western University can be access by emailing http://www.ipb.uwo.ca/reservations/.
With which programs does the residency program collaborate to share educational resources and provide educational experiences in other disciplines? Please describe.
Narrative - Resident Wellness and Support
Please describe the career planning and counselling available to residents in the program.
NOTES:
The RPC must oversee/monitor this process. The key is it must happen throughout the program, and must be ensured for each resident. Best way to demonstrate this is to document the discussions so there is evidence of purposeful meetings. Ad hoc meetings with ‘willing faculty members’ or during clinical ‘downtime’ are not enough. Examples include: formal mentor program, annual meetings with PD/advisor, annual retreats, lectures or seminars in half-day, career fairs. Best is to demonstrate that the program can be tailored to resident’s future interests, based on career discussions. Then you can include the following centralized resources template:
PARTIAL TEMPLATED ANSWER
1. Program Specific info here.
2. Academic Half-Days The Postgraduate Medical Education office offers support to upper year residents (PGY3
through to Clinical Fellowship for Specialty residents, PGY2 and Enhanced Skills programs for Family Medicine residents) through a Transition to Practice Program. This Program consists of an annual offering of the CMA Joule Practice Management Curriculum, along with accompanying workshops on CV writing and interview skills, Medico-legal considerations of entering practice, financial health (accounting, financial planning and insurance planning), and other career planning sessions as requested by the residents, programs, or administration.
3. Schulich’s Learner Equity and Wellness (LEW) Office offers support in linking resources for career planning. The LEW Office’s mandate includes: 1) providing support for residents through challenging transitions, including the transition from resident to independent practitioner, and 2) developing and maintaining a network of resources, including career and financial planning services, which can be accessed by learners needing support.
4. The Associate Dean, Postgraduate Medical education is available at any time to meet with residents struggling with career indecision or requiring advice about career planning. As appropriate, the Associate Dean can facilitate linkages for mentorship.
Is there a mentorship program available to residents in the program?Yes No
Describe or upload in the AMS: A list of leadership opportunities for residents.
Program Specific info here.
POTENTIAL EXAMPLES (be specific): PARO RPC Committee membership Resident Advisory Committee on CBME Multiple other faculty wide committees (e.g. Resident Relations Committee, PGE Appeals
Committee, PGE Policy Committee, PGE Advisory Board, Internal Review Committee) Every internal review includes one resident
Narrative - Teacher Support and DevelopmentDescribe how teachers in the program are assessed.
Guidelines for Assessment of Teachers (2018) document available through the PGME office if required.
Describe how any unprofessional behaviour by teachers is identified, documented and addressed.
Please describe faculty development provided to teachers in the residency program. How are needs and priorities identified and addressed?
PARTIAL TEMPLATED ANSWER
Program/Department Specific info here.
Workshops are offered to Schulich School of Medicine and Dentistry teachers in the residency program across a broad range of areas including teaching foundations, mentorship, professionalism, research and library skills, technology, communications and career development. The CPD office’s faculty development curriculum is based on systematic and regular needs assessments.
The needs assessment process compares educator identified/rated educational topics (which are determined using a 3-round Delphi process) with those of a learner group (e.g. teaching faculty). Process outcomes include perceived and unperceived learning needs, useful for program planning and for providing individualized feedback to faculty members to support their learning plans.
A second faculty-wide survey was conducted in 2016 with a focus on faculty learning needs to support teaching. This study identified 46 potential topics, enabling the creation of faculty development programs to address 21 of the areas. Of those, 9 of the top 10 identified needs were met with educational faculty development programs introduced within 6 months of the survey. These included individual teaching, case-based teaching, bedside teaching, student assessment and feedback, critical thinking, and small group management skills.
Please describe the opportunities and support for teachers to contribute to scholarly activity, including research.
PARTIAL TEMPLATED ANSWER
Program Specific info here.
Schulich’s Centre for Education Research & Innovation (CERI) provides a key support for teachers across departments to contribute to research and scholarly activity in education. CERI is a Senate-approved research centre at the Schulich School of Medicine & Dentistry that focuses on health professions education. Its mandate is to create: 1) a thriving health professions education research community at the Schulich School of Medicine & Dentistry; 2) a vibrant, interdisciplinary axis for health professions education research at Western University; 3) a respected site for health professions education research training in Canada; and 4) an internationally recognized producer of new knowledge.Interested faculty may engage with CERI scientists for research consultations and participate in CERI activities such as its annual research symposium, its educational innovation groups, or its weekly seminar series. Opportunities for more substantial engagement include CERI collaborative fellowships (which allow faculty to spend up to 2 years working in CERI, usually on a defined project), and graduate work through the MHPE-Canada program (an international MHPE program from the School of Health Professions Education at Maastricht University; the degree is conferred by Maastricht, while the curriculum and thesis supervision are delivered in Canada). PhD level supervision is also available through CERI; to date, 4 clinical faculty have earned PhDs in Health Professions Education with supervision from CERI Scientists.
Please list or upload a list of teachers’ contributions to scholarship activity, including research.
Add to Table in AMS or Upload your own file to AMS
Narrative - Program Administrative Support and Development
Upload in the AMS: The program administrator job description. PGME has a generic description that programs are welcome to use. Please contact Courtney Newnham for a copy ([email protected])
Describe the process to provide program administrative personnel with feedback about their performance.
Describe the professional development opportunities available to the program's administrative personnel. How are learning needs identified?
PROGRAM SPECIFIC INFO HERE
PARTIAL TEMPLATED ANSWER:
The Program Administrator Executive Committee was founded at Schulich in March 2014 to provide collaborative support, orientation, and essential knowledge pertaining to the Program Administrator (PA) role in medical education. In addition, the Committee was created to encourage the professional development of all PAs in Postgraduate Medical Education at Western University in accordance with the CanMEDS-ATA. Meetings occur every four weeks between September and June. Resources developed by the Committee are accessed and shared with PAs through their dedicated link on the PGME website. The Committee organizes two PA retreats every year which members of the PGME office attend and often serve as presenters. The Chair of the PA Executive attends the PGME Committee meetings each month from September-June.
The PGME office pays for one PA to attend ICRE every year and two of Schulich's PAs are on the ICRE planning committee. Program Administrators are encouraged to attend PGME retreats including CBME and faculty development sessions.
Narrative - Program Evaluation and ImprovementDescribe the process to review and improve the residency program.
PROGRAM SPECIFIC INFO HERE
PARTIAL TEMPLATED ANSWER:
Internal reviews of each residency program are conducted between on-site accreditation site visits from the RCPSC and the CFPC. Internal reviews are intended to support continuous quality improvement within all programs, to assist the University in maintaining the quality of its residency programs, and to provide the Postgraduate Medical Education Committee and Program Directors with valuable information about the strengths and weaknesses of their programs. Internal reviews may also serve as an important trigger for corrective measures to be taken, where appropriate, before the next on-site survey.
Internal reviews are conducted by teams of 3 surveyors; each team includes a faculty Chair, a second faculty representative, and a resident representative. Many of the faculty members who serve as surveyors for the internal review process are current or past program directors. Every program director, in fact, is required to undertake at least one internal review of another program. Survey teams examine every aspect of each program against the General Standards of Accreditation, using a review format identical to that used by the certifying colleges during on-site visits.
Programs complete the AMS, identical to that which will be used at a regular on-site survey, and this instrument is made available to the surveyors in advance of the internal review. Surveyors are provided with a checklist to guide and facilitate the review. After the review, the survey team prepares a report using the same report template used by the RCPSC or the CFPC, as appropriate. Strengths and weaknesses of the program are listed in the report, each one linked to specific standards of accreditation. Surveyors are instructed to describe any weaknesses - especially those of sufficient importance to affect the accreditation status of the program - fully and clearly.
Each report is then reviewed by the PGME Internal Review Subcommittee. This subcommittee functions in a similar fashion to the RCPSC Residency Accreditation Committee: each report is assigned to two reviewers from the subcommittee, who present the findings to the full subcommittee. Based on these presentations and the ensuing discussion, the subcommittee votes on a proposed status of accreditation, which is intended to represent a best guess about the accreditation status that would have been assigned had the report arisen from an on-site survey. The program then receives a transmittal letter from the PG Dean summarizing the strengths and weaknesses and the proposed status, along with a copy of the full report. The Internal Review Subcommittee presents a summary of its findings at least annually to the PGME Committee.
A follow up chart with the list of weaknesses found by the internal review team and a space for reporting a timetable of work planned to document progress on this specific area is provided to each program. The PGME Office and the Internal Review Committee monitors progress of these areas of the program at the 6 and 12 month mark following the internal review.
Provide a list or description of the data and information used to review and improve the residency program.
Describe how strengths and areas for improvement, and resulting action plans, are shared with the residency program's stakeholders.