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Academic Program Policy

Background

Our academic program currently has 6 branches:
ACADEMIC CREDITS
  1. Residents are required to complete ≥ 300 academic credits (1 hour=1 credit), of which a certain number of credits must be completed in specified areas (see Appendix A). They must complete ≥ 150 credits per year of residency training.

  2. Eligible activities for credits will be those specified in Appendix B. The residency project is not an eligible activity as it is already mandatory for the completion of residency training.

  3. All credits will be self-reported into an online database that will allow residents as well as the residency program to keep track of residents' progress. Each entry will specify the type of activity, the title/citation of the activity, the number of hours spent in activity, and the category of activity. Educational credits can only be claimed once per activity. E.g. A resident reads an article on hypertension and diabetes. The resident will have to choose to claim credit for time spent in the activity either under diabetes or hypertension but not both.

  4. Non-completion of the required credits will result in non-completion of residency program and affect licensure eligibility.

  5. With respect to academic half-days, both PGY1s and PGY2s will be attending these sessions together unless otherwise specified. Attendance is not mandatory and will not be taken. However, those wishing to receive credits for attending (for mileage or for online credit system entries) must submit an on-line evaluation and attendance form of the session within 2 weeks of the session date through One45.

  6. Every Wednesday afternoon from 1:00 to 5:00 pm is protected for participation in academic/educational activities eligible for academic credits. Notices will be sent to off-service rotations such that they are aware that family medicine residents have this protected time. However, residents can choose to continue clinical duties during the protected time but they will not be reimbursed with another half-day of protected elsewhere in the same week.

  7. During the 16 week family medicine block training, residents may use Wednesday mornings for academic/educational activities eligible for credits with approval of their preceptors.

  8. Residents must retain proof of participation in activities submitted for credits when possible as random requests for proof will be issued. Examples of proof of attendance include certificates issued by courses, workshops, on-line CME sessions.

  9. See Appendix C for academic/educational activities eligible for academic credits that are mandatory during the 16 week family medicine block training for accreditation purposes.

  10. Any activity can only be credited ONCE, i.e., if you read one journal article twice, you can only earn credit for the time spent on reading it ONCE.

  11. If a resident goes on leave, he/she will not be required to complete educational credits during the leave. However, a resident on leave may choose to continue to accumulate credits through eligible educational activities.

  12. Residents can go onto the online database system to check on their credit status anytime. Reminder emails will be sent to residents at 6, 12, and 18 months into the residency program if they have not completed 25%, 50% and 75% of the credits, respectively.

  13. An online resource package to guide residents in finding CME activities and relevant references to complete credit requirements is available in Appendix D.
Appendix A - Specific requirement for academic credits
The following outlines the minimum number of academic credits for specific categories of objectives. The bolded number represents the minimum number of credits for the category, and the unbolded number represents the minimum number of credits for the specific objective.
Topic Minimum #
of credits
1.1 Life Cycle 5
1.1.3 Describe the stages of the family life cycle and the potential associated problems 1
1.1.4 Describe how the family affects health and illness 1
1.1.5 Summarize the approach to the assessment of the family 1
1.2 Care of Infants and Children 10
1.3 Care of Adolescents 5
1.3.3 Describe puberty and associated physiological and mental changes 1
1.3.5 Describe and recognize the social, cultural, and environmental impact on the health of adolescents 1
1.4 Care of Adults 90
1.4.1 Manage common presentations/problems in allergy/immunology 5
1.4.2 Manage common presentations/problems in cardiovascular medicine 5
1.4.3 Manage common presentations/problems in the eye 5
1.4.4 Manage common presentations/problems in the musculoskeletal system 5
1.4.5 Manage common presentations/problems in the neurologic system 5
1.4.6 Manage common presentations/problems in the skin 5
1.4.7 Manage common presentations/problems in obstetrics 5
1.4.8 Manage common presentations/problems in women's health 5
1.4.9 Manage common presentations/problems in nephrologic/urinary system 5
1.4.10 Manage common presentations/problems in respiratory medicine 5
1.4.11 Manage common presentations/problems in gastroenterology 5
1.4.12 Manage common presentations/problems in ears/nose/throat 5
1.4.13 Manage common presentations/problems in endocrinology 5
1.4.14 Manage common presentations/problems in hematology 5
1.4.15 Manage common general presentations/problems 5
1.4.16 Have knowledge in general nutritional issues 5
1.4.17 Have general knowledge in occupational medicine 5
1.5 Care of the Elderly 20
1.5.1 Describe physiologic, psychologic, social, and environmental changes in normal aging 1
1.5.2 Describe the principles and components of a comprehensive geriatric assessment 1
1.5.4 Describe how to recognize elder abuse 1
1.5.8 Describe the importance and impact of independence in health care decisions for the individual elderly patient 1
1.6 Palliative and End of Life Care 15
1.6.2 Describe psychological and spiritual needs of terminally-ill patients and their families 1
1.6.4 Describe an approach to common legal issues in palliative care
(e.g. competency, advance directives, pronouncement and certification of death)		 2
1.6.7 Describe the common physical, psychological, social and spiritual issues of dying patients and their families 1
1.7 Surgical and Procedural Skills 10
1.8 Behavioural Medicine 40
1.8.2.1 Effective interviewing, communication and relationship building skills 2
1.8.3 Describe the importance of determinants of health and how they affect the health of patients and populations 2
1.8.5 Describe and recognize the importance of potential effects of psychological and psychiatric presentations on the lives of patients 1
1.8.6 Describe and recognize the importance of potential effects of psychological and psychiatric presentations on the families of patients 1
1.9 Emergency Care 20
1.9.2.1 Describe principles of sexual assault assessment 1
1.9.2.2 Describe principles of certification of patients with acute mental health crises 1
1.9.2.4 Patient triage and prioritization 1
1.9.5 Describe how to prepare an office for urgent/emergency presentations 1
2.0 Family medicine is a community-based discipline 10
2.0.1 Describe the importance of home care for the family physician 0.5
2.0.2 Describe the role and importance of the family physician in home care 0.5
2.0.3 Describe the types of home care (acute, chronic, preventive, palliative) 0.5
2.0.4 Describe the barriers/challenges to home care for the family physician and ways to overcome them 0.5
2.0.5 Describe common differences in practice patterns of family physicians in geographic areas of differing rurality and reasons for these differences 1
2.0.7 Discuss cases presented in Ethics tutorials and work through web-based Ethics modules 2
2.1 The family physician is a resource to a defined practice population 20
2.1.1 Describe the principles of evidence-based medicine 1
2.1.2 Describe the approach to appraising medical literature 1
2.1.3 Participate in critical appraisal exercises 2
2.1.4 Describe how computer-based technology can assist in clinical practice 0.5
2.1.5 Describe the approach to finding information to assist in clinical practice 0.5
2.1.6 Describe the approach to evaluating the quality of medical information available through electronic resources 0.5
2.1.7 Participate in regular practice chart audits 2
2.1.9 Describe the principles of quality assurance 0.5
2.1.10 Describe the approach to finding practice opportunities 1
2.1.11 Describe the different ways via which physicians may be remunerated 1
2.1.12 Describe the importance and principles of good practice management 1
2.1.13 Describe common considerations in taxation and financial planning for family physicians 1
2.1.15 Describe the principles of injury prevention 0.5
2.1.16 Describe the principles of physical activity prescription and benefits of physical activity 0.5
2.1.17 Describe the principles of effecting change in patient behaviour 1
2.1.18 Describe the approach to the periodic health examination 1
2.1.19 Describe and recognize the importance of the role of preventive care in family practice 0.5
2.2 The patient-physician relationship is central to the role of the family physician 5
2.2.1 Describe the principles and importance of the patient-centred clinical method to clinical practice 1
2.2.2 Describe the limitations of the biomedical model of disease/illness 0.5
2.2.3 Describe the Educating Future Physicians of Ontario (EFPO) roles 1
2.2.4 Describe the CanMeds roles 1
2.2.8 Describe the application of systems theory as it applies to family practice 1
2.3 Resident's personal objectives 50
Total
 300


Appendix B. Educational activities eligible for educational credits

A) Reading**
  • peer-reviewed journal articles
  • guidelines
  • textbooks
  • McMaster modules
  • audio/video tapes
  • CFPC Pearls exercise
  • CFPC Self-learning program
  • On-line CME Activities
**Please note that reading personal notes and hand-outs from lectures are not sufficient for claiming academic credits.

B) Sessions organized by residents (usually during family medicine block training)

C) Teaching sessions by staff physicians (usually during family medicine block training)

D) Conferences, courses, workshops
  • Any accredited or unaccredited conferences, courses, or workshops
E) Hospital Rounds

Attendance at hospital-based departmental rounds (e.g. general surgery, endocrinology) are eligible. Please note that credit should be claimed only for formal presentations by a consultant or senior medical resident and not for informal small group teaching sessions.

Department of Family Medicine Grand Rounds are eligible for credit. Residents are welcome to attend these rounds even when they are on an off-service rotation.

F) Research/Publication
  • ONLY those activities NOT related to the residency project are eligible
G) Life Support Programs
  • Advanced Cardiac Life Support (ACLS)
  • Advanced Trauma Life Support (ATLS)
  • Pediatric Advanced Life Support (PALS)
  • Neonatal Resuscitation Program (NRP)
  • Advanced Life Support in Obstetrics (ALSO)
  • Advances in Labour and Risk Management (ALARM)
  • Acute Care of At Risk Newborns (ACoRN)
H) Practice Audits/Quality Assurance

  • Practice audits organized by the Department of Family Medicine and other departments are eligible.

Appendix C - Educational activities that are mandatory during family medicine block training (entire 8 months) to be delivered by block training site
The following objectives must be achieved during family medicine block training.
Topic/Objective Minimum #
of hours
1.7.1-1.7.10, 1.7.12-1.7.14 Surgical and Procedural Skills 3
2.1.3 Participate in critical appraisal exercises
RESOURCES:  Article 1       Article 2     Article   3     Article 4    Article 5    Article 6		 2
2.1.7 Participate in regular practice chart audits 2


Appendix D - Resources for residents

General Resources

UWO library resource collection

A) Guidelines

CMA Clinical Practice Guidelines
Guidelines Advisory Committee - OMA/MOHLTC
Canadian Clinical Practice Guidelines
National Guideline Clearinghouse

B) On-line CME

Free
md BriefCase
MDcme
CMA
CME and Life-long Learning Canadian Portal
MD Consult CME
Medscape CME

Costs required
eMedicine CME

C) London CME courses/workshops

UWO CME Office

D) Family medicine oriented on-line journals

Canadian Family Physician
American Family Physician
Australian Family Physician
The Clinics (via MDConsult)

E) Prevention

Canadian Task Force on Periodic Health Screening
US Preventive Services Task Force

Resources based on specific requirements

General approach to meeting specific requirements

  1. Do a search of the family medicine oriented on-line journals on the topic you are looking for
  2. Do a search on the online CME sites on the topic you are looking for
  3. Check the suggests below
  4. Search UWO library for textbooks related to the topic you are looking for
  5. Ask UWO or CFPC librarian for help in identifying resources

1.1 Life Cycle

Book: Family-Oriented Primary Care by Susan H. McDaniel et al.

1.2 Care of Infants and Children

Canadian Paediatric Society publications
Canadian Paediatric Society bookstore

1.3 Care of Adolescents

Canadian Paediatric Society publications
Canadian Paediatric Society bookstore

1.3.3

MdConsult.

CHAPTER 24 – PUBERTY : ONTOGENY, NEUROENDOCRINOLOGY, PHYSIOLOGY, AND DISORDERS . Kronenberg: Williams Textbook of Endocrinology, 11th ed.

Blondell, RD et al. Disorders of Puberty . AFP 1999 http://www.aafp.org/afp/990700ap/209.html

MDConsult

Adolescent Health Care. Rakel: Textbook of Family Medicine, 7th ed

1.3.5

MDConsult

Adolescent Health Care. Rakel: Textbook of Family Medicine, 7th ed

MDConsult

Chapter 110 – The Epidemiology of Adolescent Health Problems. Part XII – Adolescent Medicine. Kliegman: Nelson Textbook of Pediatrics, 18th ed.

1.4 Care of Adults

1.4.17

Sehmer J. Occupational medicine in Canada. CFP 2006.

http://www.cfpc.ca/cfp/2006/sep/vol52-sep-fpwatch-sehmer_fr.asp

MDConsult

Chapter 11 – Occupational Health and Disability Issues in Primary Care. Noble: Textbook of Primary Care Medicine, 3rd ed.

1.5 Care of the Elderly

1.5.1

MDConsult

Section IV – Aging and Geriatric Medicine.

Chapter 21 – EPIDEMIOLOGY OF AGING: IMPLICATIONS OF THE AGING OF SOCIETY.

Chapter 22 – BIOLOGY OF AGING

Chapter 23 – COMMON CLINICAL SEQUELAE OF AGING

Chapter 25 – NEUROPSYCHIATRIC ASPECTS OF AGING

1.8 Behavioural Medicine

1.8.5

Saarni S and Suvissari J.Impact of psychiatric disorders on health-related quality of life: general population survey. The British Journal of Psychiatry (2007) 190: 326-332. http://bjp.rcpsych.org/cgi/content/full/190/4/326

Available via UWO library

Kessler RC et al. Social consequences of psychiatric disorders, I: Educational attainment. Am J Psychiatry 1995; 152:1026-1032

Kessler RC et al. Social consequences of psychiatric disorders, II: Teenage parenthood. Am J Psychiatry 1997; 154:1405-1411

Kessler RC et al. The Social Consequences of Psychiatric Disorders, III: Probability of Marital Stability. Am J Psychiatry 155:1092-1096, August 1998

Kessler RC and Frank RG. The impact of psychiatric disorders on work loss days. Psychological Medicine (1997), 27:861-873

Meich RA et al. Low Socioeconomic Status and Mental Disorders: A Longitudinal Study of Selection and Causation during Young Adulthood. AJS Volume 104 Number 4 (January 1999): 1096–131. http://www.journals.uchicago.edu/doi/pdf/10.1086/210137

1.8.6

Available via UWO library

Kessler RC et al. Social consequences of psychiatric disorders, I: Educational attainment. Am J Psychiatry 1995; 152:1026-1032

Kessler RC et al. Social consequences of psychiatric disorders, II: Teenage parenthood. Am J Psychiatry 1997; 154:1405-1411

Kessler RC et al. The Social Consequences of Psychiatric Disorders, III: Probability of Marital Stability. Am J Psychiatry 155:1092-1096, August 1998

Kessler RC and Frank RG. The impact of psychiatric disorders on work loss days. Psychological Medicine (1997), 27:861-873

Meich RA et al. Low Socioeconomic Status and Mental Disorders: A Longitudinal Study of Selection and Causation during Young Adulthood. AJS Volume 104 Number 4 (January 1999): 1096–131. http://www.journals.uchicago.edu/doi/pdf/10.1086/210137

1.9 Emergency Care

1.9.2.4

Canadian Association of Emergency Physicians: Canadian Triage and Acuity Scale. http://www.caep.ca/template.asp?id=B795164082374289BBD9C1C2BF4B8D32

Available via UWO library

Murray Michael. The Canadian Triage and Acuity Scale: A Canadian perspective on emergency department triage. Emergency Medicine (2003) 15, 6–10

Beveridge R. The Canadian Triage and Acuity Scale: a new and critical element in health care reform. The Journal of Emergency Medicine 1998;16(3):507-11.

1.9.5

Sempowski IP and Brison RJ. Dealing with office emergencies. CFP 2002;48:1464-1472. http://www.cfp.ca/cgi/reprint/48/9/1464

Toback S. Medical emergency preparedness in office practice. American Family Physician 2007. http://www.aafp.org/afp/20070601/1679.html

2.0 Family medicine is a community-based discipline

2.0.5

Chan B. The declining comprehensiveness of primary care. CMAJ 2002;166(4). http://www.cmaj.ca/cgi/content/abstract/166/4/429

Slade S and Busing N. Weekly work hours and clinical activities of Canadian family physicians: results of the 1997/98 National Family Physician Survey of the College of Family Physicians of Canada. CMAJ. 2002 May 28; 166(11): 1407–1411. http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=111212

Wetmore SJ, Agbayani R, Bass MJ. Procedures in ambulatory care: Which family physicians do what in southwestern Ontario? Can Fam Physician 1998;44:521-9.http://www.ncbi.nlm.nih.gov/entrez/utils/fref.fcgi?PrId=3494&itool=AbstractPlus-nondef&uid=9559192&db=pubmed&url=http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pubmed&pubmedid=9559192


2.1 The family physician is a resource to a defined practice population


2.2 The patient-physician relationship is central to the role of the family

2.2.2

MDConsult

Chapter 4 - Psychosocial Influences on Health. Rakel: Textbook of Family Medicine, 7th ed.

Chapter 5 - Practicing Biopsychosocial Medicine. Rakel: Textbook of Family Medicine, 7th ed.

2.2.8

Sawa R. A Critical Look at Systems Theory for Family Medicine. CFP 1990(36):353-354. http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=2280625

Plsek P and Greenhalgh T. The challenge of complexity in health care. BMJ 2001;323(7313): 625-628. http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=1121189

Available via UWO library

Miller et al. Understanding change in primary care practice using complexity theory. J Fam Pract. 1998 May;46(5):369-76.

CFPC Health Policy publications
OCFP Public Policy publications
Family Medicine Bioethics Curriculum

If you have questions about the academic program, please contact Fred Ross.

 
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