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June 2021

Newsletter

 

 

Supporting Learners and Faculties through the Residency Match

The AFMC Resident Matching Committee (ARMC) worked tirelessly over the last year to support all those involved in the residency match. The following is a list of tools and resources that were created:

  • The Canadian Residency Virtual Promotion Guide was created to outline general guidelines that pertain to virtual program promotion and applicant engagement for the 2021 R1 match cycle.
  • A virtual interview handbook for applicants and a virtual interview handbook for programs was created to assist with the transition to virtual interviews for the 2021 residency match.
  • The national residency registration requirements were created to help medical students transitioning to residency think about and take the steps that are needed to facilitate a faster, more efficient registration process given the compressed timelines in 2021

We would like to thank the ARMC members including the Faculty of Medicine Deans, Postgraduate Deans, Undergraduate Deans, Student Affairs Deans, the Canadian Federation of Medical Students, the Fédération des médecins residents du Québec, the Fédération médicale étudiante du Québec, Resident Doctors of Canada and the Canadian Resident Matching Service.

 

Results of the 2021 Residency Match

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The number of unmatched Canadian medical students has remained consistent over the last few years. AFMC continues to work with faculties and our partners in reducing the number of unmatched Canadian medical graduates and improving the transition to residency by aligning entry routes with societal needs and enabling residency transfers.  

 

The Canadian Conference on Medical Education

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#CCME2021 was jam-packed with content! If you didn’t get a chance to see everything you wanted, there is still time!  All major sessions, orals, and posters will be available to view on demand until July 20.  

Next year’s CCME will be a hybrid conference that will be hosted in Calgary on April 23-26, 2022.

AFMC is proceeding with reshaping an AFMC annual conference for 2023 that aligns with the evolving needs of our community. A proposal will be presented to the AFMC Board of Directors later in June. AFMC is engaging with its members, community stakeholders and international academic medicine partners to discuss their involvement, the educational program and identify synergies. 

 

New Standing Committee on Social Accountability

What’s Next for CANPREPP

The Association of Faculties of Medicine of Canada (AFMC) has struck a new Standing Committee on Social Accountability which will develop, recommend and implement approaches that advance our new strategic plan and key outcomes in support of Canadian medical schools over the next three years.

 

The Standing Committee’s mandate includes developing a national social accountability framework for faculties of medicine as well as providing enabling tools and resources to address systemic and structural racism.

 

This work will also include advising on best practices for advancing equity, diversity and inclusivity for learners, faculty and staff and tactical changes to eliminate barriers to admissions across the continuum. The committee will further support the implementation of recommendations in the AFMC Joint Commitment for Action on Indigenous Health with transparency and accountability for our successes and failures.

 

“The Standing Committee on Social Accountability will allow the AFMC and its member faculties to be transparent in our shared responsibilities, and to be proactive in matters concerning and reflecting the values of all Canadians. We are committed to graduating the best possible next generation of physicians and to the highest standard for medical education as part of a greater healthcare system that is responsive to the population it serves.” — Dr. Julien Poitras, Chair of the AFMC Standing Committee on Social Accountability  

With the 2020-21 R1 match behind us, we are excited to announce that planning and development for the second version of CANPREPP is underway. This improved version, due to be released in Fall 2021, will include new features and functionality for both programs and learners, creating a space for meaningful engagement and interaction around residency programs and the match.

 

Following consultations with various stakeholder groups, we know that learners are keen to explore all facets of medical residency programs in Canada. Furthermore, we know that both programs and learners relish at the opportunity to engage with and learn from one another in a safe and conducive environment. Therefore, the platform’s back-end is undergoing a major overhaul to ensure learners can not only openly browse content, but also create an account for a more personalized user experience. Similarly, programs will be able to create accounts and manage dynamic content in real time.

 

Moreover, program pages will be more dynamic and will include, in addition to preexisting program content, essential features such as video testimonials, chat forums, FAQs, and more. CANPREPP users will also have the ability to favourite programs, save events to their personal calendars and receive notifications and reminders whenever there is activity of their interest. Ultimately, because you never change a winning team, we will maintain the same distinctive look and feel in an effort to sustain the brand identity of CANPREPP.

 

Over the coming months, the CANPREPP team will be reaching out to connect with key stakeholders in the development and testing of the improved web tool. We invite you to reach out if you would like to participate by emailing us at CANPREPP@afmc.ca 

 

The entire CANPREPP team is grateful for the support and the overwhelmingly positive feedback received thus far and is greatly excited to bring CANPREPP 2.0 to life this Fall.

 

Stay tuned…

 

National Consortium for Indigenous Medical Education begins work to transform medical education in Canada

The National Consortium for Indigenous Medical Education (NCIME) was formed to implement Indigenous-led work streams that will reform Indigenous medical education and contribute to the delivery of culturally safe care. It is a partnership between the Indigenous Physicians Association of Canada, the Association of Faculties of Medicine of Canada, the College of Family Physicians of Canada, the Medical Council of Canada and the Royal College of Physicians and Surgeons of Canada.

 

The NCIME has onboarded five team members and is steadily building capacity and moving the work forward. Currently, the team leading the work of the consortium includes:  

  • Danielle N. Soucy, Ph.D. (c), Executive Director 
  • Joseph Bastien, MA, Project Manager   
  • Chezney Martin, Project Assistant   
  • Haley Laronde, Communications Specialist   
  • Joseph B. Nguemo Djiometio, Ph.D., MPH, Evaluation and QI Specialist    

The NCIME is focused on establishing a project structure and completing its staff complement of six. The Project Charter and management plan are underway, guided by the contribution agreement with Health Canada. A communications plan is also underway to complement the consortium's strategic direction, purpose, and vision. The NCIME has started engaging national Indigenous organizations and has attended several joint meetings to build relationships with partner and education groups. The team participated in a Round Table Discussion on Anti-Indigenous Racism in Indigenous Medical Education hosted by the Indigenous Physicians Association of Canada (IPAC) and a National Aboriginal Council of Midwives (NACM) Primary Health Care Education Round Table. The team has also met with the National Indigenous Health Sciences Circle (NIHScC) to build support and collaboration with frontline Indigenous student services at the 17 medical schools. 

 

Access to culturally safe care begins with systemic change led by Indigenous voices to reform how medical professionals are instructed and evaluated in Canada. With the leadership and support of the consortium, national education organizations will support Indigenous leadership to inform the future of health service delivery. Throughout this exciting and transitionary time, the NCIME will continue to implement the work that will transform the future of Indigenous Medical Education.   

 

In the coming months, the NCIME is looking forward to launching the official website, brand image and social media channels. The Executive Committee continues to meet monthly to ensure that the work is informed by Indigenous physicians and supports the advancement of medical education.

 

Meet some of the experts with the Opioid project

The second phase of the AFMC Response to the Opioid project is underway. This includes the development of competency-based curriculum for post-graduate medical education (PGME) and continuing professional development (CPD). Get to know some of the subject matter experts involved in drafting the content.

 

 

Robert Tanguay, Subject Matter Expert of CPD Topic 7, Psychiatry

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  1. How are you involved with the second phase of the Opioid curriculum?
  2. How will this new curriculum be used?
  3. What will this mean for patients?

Maya Nader, Subject Matter Expert of CPD Topic 8, Hospital Based Medicine

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  1. How are you involved with the second phase of the Opioid curriculum?
  2. How will this new curriculum be used?
  3. What will this mean for residents?

Scott MacDonald, Subject Matter Expert of CPD Topic 1, IOAT

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  1. How are you involved with the second phase of the Opioid curriculum?
  2. How will this new curriculum be used?
  3. What will this mean for practicing physicians?
 

The Results are in! Here are some of the findings from the 2020 Graduation Questionnaire…

More students are aware of policies regarding mistreatment

 

In 2020, 96.8% of students have reported being aware of their school having policies regarding the mistreatment of medical students and 85.0% of students have reported knowing the procedure at their school to report mistreatment. In 2019, the number of students who reported knowing the procedure to report mistreatment was 83.5% while it was 79% for both 2018 and 2017.

 

More students have been participating in research projects 

 

The report revealed that 73.9% of students participated in research projects or scholarly activities with faculty members in 2020, as compared to 73.1% in 2019. 4.0% of those who have not participated said that the opportunity was not available. This is an increase from the 2.7% reported in 2019.

 

FrancoDoc: French speaking medical resources

Canada is a proud bilingual country with its French-speakers representing 22.8%. of its total population.  The majority of Francophones (85.4%) live in Quebec and over 1 million live in other jurisdictions. Despite these impressive numbers, access to health services in French remains a major challenge.

 

Reduced accessibility to services, lack of healthcare resources, together with variable geographical distribution of French-speakers, underpin the need to improve access to health services in French. In January 2015, the Association of Faculties of Medicine of Canada recognized the needs of Francophone communities and further recognized the importance of social accountability within faculties of medicine. In partnership with Société Santé en français (SSF), the Consortium national de formation en santé (CNFS) and Médecins francophones du Canada (MdFC), the Health Canada funded Franco Doc project was launched. 

 

Led by Dr. Aurel Schofield, the initiative aimed at developing and enhancing French-speaking medical human resources by using an integrated interdisciplinary approach in the identification of students, in English-language faculties of medicine, that could meet the needs of Francophone minority communities (FMCs).

 The project quickly gained momentum and, in it’s first phase of funding, was able to foster solid engagement from faculties, increase learner interest and engagement towards francophone communities, as well as increase knowledge of the realities of access to health care services in francophone communities.

 

 The objectives of the project were to:

  1. Establish a mechanism to identify and mobilize Francophone and Francophile students within  Anglophone medical schools in Canada;
  2. Offer preparatory training for experiential activities through an interdisciplinary approach;
  3. Facilitate the mobility and placement of students in the community for experiential training (internship or twinning) through a welcoming and facilitating support structure in official language minority communities (OLMCs);
  4. Facilitate alliances between the faculties of medicine, the Société Santé en Français networks and Médecins Francophones du Canada to engage them in maximizing recruitment and facilitate the integration of Francophone health professionals in communities. The establishment of a liaison committee between the faculty and the community is a noteworthy example.

In its second phase, the project achieved an important level of maturity with regards to its work with various faculties, learners, clinicians, and communities and focused on formalizing many of the mechanisms related to this important social accountability initiative.

 

The project supported multiple initiatives by its community members. In doing so it aimed at reinforcing its committees and learners. 

 

Within the projects outcome one would underscore Dr. Brett Schrewe of the University of British Columbia case study of minority francophone communities and developing francophile medical learners. Brett is hopeful that this study will help us identify key drivers that lead students to become and stay involved in activities linked to the FrancoDoc project, with the goal of continuing to further bolster French language health care resources across the country while respecting health equity.

 

Another important venture to note is the most recent FrancoMed project, led by students at the University of Toronto. FrancoMed is set to offer medical learning tools to French-speaking students at the clerkship level. The initiative was spurred by the fact that this particular group of students rotates in different clinical internship settings, it is therefore more challenging for its members to come together for in-person training in French. In speaking of their vision for the project the students see a bright future ahead: “FrancoMed started as a vision to create a tool for students like ourselves to learn medical French during our journey to becoming physicians. By using a platform that teaches vocabulary, listening comprehension, and reading comprehension, we seek to give students the opportunity to include a manageable time commitment over a longitudinal course, and become physicians who are able to provide care in French across many specialties in Canada. Over the next 10 years, we hope that this program will become one that is well-known, used, and recognized across our country, and can have a positive impact on patients living in minority French communities in need of equitable care”.

 

With the project now ended, FrancoDoc’s legacy leaves behind multiple medical resources for and by Francophones, further sustaining the ongoing work that is preparing and equipping our francophone and francophile students for experiential activities in the community so they may provide safe health services in French.

 

 

 

 

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