DOCUMENT # 05
PRE-SURVEY QUESTIONNAIRE
STANDARD B5: CLINICAL, ACADEMIC AND SCHOLARLY CONTENT OF
THE PROGRAM
"The clinical, academic and scholarly content of the program must be appropriate for university
postgraduate education and adequately prepare residents to fulfill all of the CanMEDS Roles of
the specialist. The quality of scholarship in the program will, in part, be demonstrated by a
spirit of enquiry during clinical discussions, at the bedside, in clinics or in the community, and
in seminars, rounds, and conferences. Scholarship implies an in-depth understanding of basic
mechanisms of normal and abnormal states and the application of current knowledge to
practice."
Program
University
Date of Review (month/year)
The following attachments must be included with this questionnaire. Electronic or web link access is
acceptable.
 Appendix ‘H’ Formal academic curriculum (for past 2 years or longer)
 Appendix ‘I’ Other educational activities (for past 2 years or longer)
 Appendix ‘J’ Resident publications (for past 6 years)
Attach, as Appendix ‘H’ (electronic or web link access), the curriculum for either the past two years
OR one entire cycle length of the curriculum, whichever is longer. (For purposes of this document, a
curriculum must include at minimum the schedule of activities and topics.)
NOTES:
This should cover the academic half day series of activities, ideally mapped to CanMEDS roles (Contact the PGME office
for sample maps).
It should not simply be a list of topics – it should be the actual rounds announcements or schedule that was put into effect
over the last two years.
This is all about ‘evidence’ that the sessions occurred as planned.
The PGME office has detailed outlines of the CanMEDS topics taught and assessed in PGCorEd (i.e. which is mandatory
UofT PGME Tip Sheet and Annotated PSQ, March 2012
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for all PGY1 & 2 residents).
Attach, as Appendix ‘I’ (electronic or web link access), the other educational activities, including
topics, that the residents are required to attend, for either the past two years OR one entire cycle length
of the activity, whichever is longer. Indicate which are mandatory – e.g. residents have protected time to
attend.
NOTES:
Include here other activities such as journal clubs, workshop series, simulation sessions, M and M rounds, etc. that are
centrally organized by the program.
You should not try to attach schedules for every rotation’s intrinsic rounds or any site-specific events that occur when
residents happen to be there, UNLESS THEY ARE A CRITICAL AND UNIQUE CURRICULAR ELEMENT that the residents
must have (examples to include: If the ONLY place residents get QA teaching is on rotation XX with supervisor YY, then this
should be included as a mandatory ‘other’ educational activity).
If there are site-specific ‘noon rounds’ that adhere to a similar schedule across the city and this is the main source of core
content, this should be included. (Example of what not to include: If a site has their own rounds at the end of the day that
are internally generated with ad hoc content that the residents sometimes attend, do not include this).
1. Academic Program
a)
How is the formal curriculum delivered?
Academic half-day
Academic full day
Other (explain)
X
PARTIAL ANSWER….
In addition to the academic half day, for PGY1 & 2s the academic program is taught through the
web based PGCorEd modules.
PGCorEd is an educational initiative of the Postgraduate Medical Education (PGME) Office at
the University of Toronto. PGCorEd is comprised of a series of self-directed, web-based
learning modules for residency training programs via the University of Toronto’s Learning Portal.
PGCorEd modules are mandatory academic activities for 1st and 2nd year Postgraduate
Medicine Residents (PGY1/PGY2).
8 modules are currently required
 Communication Basics©
 Communication Essentials©
 End of Life Care©
 Patient Safety©
 Resident as Collaborator©
 Resident as Learner and Teacher©
 Resident as Manager©
 Resident as Professional ©
UofT PGME Tip Sheet and Annotated PSQ, March 2012
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PGCorEd modules focus on generic foundational competencies linked to the CanMEDS roles, in
particular, the CanMEDS intrinsic roles. Participation is mandatory and tracked in the learning
system (i.e. current, real time progress) as well through twice-yearly reports, which are prepared
and are located in the residents’ online evaluation profile (i.e. POWER).
b)
How frequently are the sessions?
Weekly
Bi weekly
Monthly
Other (explain)
c)
How are residents ensured of protected time to attend mandatory academic sessions?
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 competing call arrangements, etc.
The work cannot simply be left for the residents to attend to when they return.
d)
How do residents based away from the university participate in the academic program?
NOTES:
Examples – travel back, videoconference, use website to disseminate information, provide alternative teaching when
residents are back, have curriculum repeat 2-3x over the residency so they get everything at some point, etc.
e) If external resident experiences, such as postgraduate office courses, simulation, leadership courses,
committee membership, Provincial College courses, CMPA courses, etc., are used to teach core
competencies, how is attendance and learning monitored and assessed?
NOTES:
This applies only if you use external sources as the sole means to cover MANDATORY Goals and Objectives (e.g. if
you say the residents only learn ‘Manager’ skills by going to an MD Management session).
Include HOW you monitor/ensure residents actually attend, how you get feedback or carry out an evaluation to ensure
they learned what they are supposed to learn.
2. CanMEDS Specific Teaching
a) Outline in the following table what mechanisms are in place to teach core knowledge and skills for each
of the CanMEDS competencies. Indicate for each method whether the teaching is specialty-specific
(ss) or generic (g). For clinical activities, include special experiences focussed on the role and an
outline of the nature of teaching (e.g. one-on-one all day vs. one hour case rounds every morning).
Include courses sponsored by the Postgraduate Office.
NOTES:
When completing this, clearly separate the teaching done during the context of caring for patients (role modelling by
staff, observation and comment on interviews/ physical exams or written notes, observing interprofessional activities,
etc).
UofT PGME Tip Sheet and Annotated PSQ, March 2012
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There should be some form of formal teaching for most of the CanMEDS roles in ADDITION to the clinical setting
teaching. These may include Journal club, M&M rounds,
Quality assurance activities, workshops, simulations, conferences, retreats, on-line learning, academic half-day, etc.
PGCorEd goes in here as well as a (g) – generic teaching resource.
The PGME office has detailed outlines of the CanMEDS topics taught and assessed in PGCorEd (i.e. which is
mandatory for all PGY1 & 2 residents).
CanMEDS Competency
Communicator
written communication
oral communication
other specialty specific
Communicator goals - refer to
OTR/STR)
Collaborator
participate effectively and
appropriately in an
interprofessional healthcare
team
effectively manage conflict
other specialty specific
Collaborator goals - refer to
OTR/STR
Manager
management, administration and
leadership
management of practice
allocation of health care
resources
QA/QI activities
other specialty specific Manager
goals - refer to OTR/STR
Health Advocate
advocate for the health of
communities they serve
teaching of diversity
other specialty specific Health
Advocate goals -refer to
OTR/STR
Scholar
teaching of other residents,
medical students, patients,
families, the public and other
health professionals
critical appraisal, biostatistics
relevant to the interpretation of
the medical literature, and apply
this appropriately to practice
decisions
self-assessment and selfdirected life-long learning
Teaching in the Clinical Setting
UofT PGME Tip Sheet and Annotated PSQ, March 2012
Teaching in the Non-clinical Setting
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CanMEDS Competency
conduct scholarly project,
participate in research
other specialty specific Scholar
goals - refer to OTR/STR
Professional
professional conduct and ethical
behaviours
specialty-specific biomedical
ethics
set priorities and manage time to
balance patient care, practice
requirements, outside activities,
& personal life,
deal with medical errors/adverse
advents
medical legal issues
other specialty specific
Professional goals - refer to
OTR/STR
Teaching in the Clinical Setting
3.
Scholarly Activities
a)
Is research or other scholarly activity mandatory?
If yes,
i)
YES
Teaching in the Non-clinical Setting
NO
What time is provided to allow residents to participate in research?
NOTES:
Both block rotations and longitudinal experiences.
ii) What support is available to residents to support their research?
NOTES:
Time, money, infrastructure, mentorship
Attach, as Appendix ‘J’ (electronic or web link access), a list of peer-reviewed publications, including
abstracts done by residents in the program over the last six years. This list should only include work
done while the resident was in the program. Underline the name of the resident.
b)
What opportunities are given to residents to travel to outside conferences?
PARTIAL ANSWER….
Protected paid conference leave is an integral part of the resident agreement (i.e. paid
professional education days).
NOTES
Usually the minimum expectation is that they have time to go.
Funding, planning support, mentorship, etc. are also desirable to describe if available.
UofT PGME Tip Sheet and Annotated PSQ, March 2012
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c)
List the national and international professional societies in which residents participate.
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