CLINICAL, ACADEMIC AND SCHOLARLY CONTENT OF THE PROGRAM (B5)
2012
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 weblink 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 weblink 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.)
Attach, as Appendix ‘I’ (electronic or weblink 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.
1. Academic Program
a)
How is the formal curriculum delivered?
Academic half-day
Academic full day
Other (explain)
b)
How frequently are the sessions?
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CLINICAL, ACADEMIC AND SCHOLARLY CONTENT OF THE PROGRAM (B5)
2012
Weekly
Bi weekly
Monthly
Other (explain)
c)
How are residents ensured of protected time to attend mandatory academic sessions?
d)
How do residents based away from the university participate in the academic program?
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?
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.
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
Teaching in the Clinical Setting
2
Teaching in the Non-clinical Setting
CLINICAL, ACADEMIC AND SCHOLARLY CONTENT OF THE PROGRAM (B5)
CanMEDS Competency
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
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)
2012
Teaching in the Non-clinical Setting
YES
NO
What time is provided to allow residents to participate in research?
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CLINICAL, ACADEMIC AND SCHOLARLY CONTENT OF THE PROGRAM (B5)
2012
ii) What support is available to residents to support their research?
Attach, as Appendix ‘J’ (electronic or weblink 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?
c)
List the national and international professional societies in which residents participate.
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