Terms you should learn
CANMEDS: A 1990s project to delineate the multiple roles that a physician must fulfil in society. It was a Canadian initiative that has been adopted by many other countries. Originating from several sources, it was finalized by the Royal College of Physicians and Surgeons in 1997 and was adopted with modification by the College of Family Physicians of Canada. The roles are: medical expert/family medicine expert, communicator, collaborator, manager, health advocate, scholar and professional.
Competencies: The array of behaviours the student demonstrates on their way to achieving overall competence. These are observable and can be measured and assessed. They are the components that make up competency.
Competency: “The habitual and judicious use of communication, knowledge, technical skills, clinical reasoning, emotions, values and reflection in daily practice for the benefit of the individual and community being served.” (Drazen et al) Competency is about action in complex environments, incorporating the appropriate selection of external resources, prudent integration of knowledge, skills and judgement, problem solving, decision making, creativity and autonomy. Once a student has achieved competency, she is ready for practice.
DalMedix: The medical school’s internal website for education. It includes a variety of items including forms, schedules, email addresses and the medical school and departmental calendars. An information sheet is available here [PDF - 26 KB].
EPA - Entrustable Professional Activity: A concept that tries to embody the competencies needed to practice a profession like medicine. It relies not on checklists of skills and knowledge but instead on the opinion of a knowledgeable observer. EPAs are specific to each branch of medicine and might total 15 to 20 activities that a trainee must master before being ready to function independently. EPAs for a family physician would include being to be able to conduct an ambulatory clinic without supervision, or to do a shift in an emergency department, or independently manage normal intra-partum care. When you as a preceptor feel your student is ready to assume that activity, they are said to have achieved competency is that EPA.
Field Notes: A brief document on a prescription-sized note pad used in a clinical setting to provide and document specific behaviour-based feedback.
Key features: The critical steps in the resolution of a clinical problem. They focus on the most difficult areas and steps where errors are most likely. The key features of common family medicine problems are listed here [PDF - 706 KB].
Faculty Development: the process of support and education so that faculty are effective and feel fulfilled in their roles as medical teachers.
FIFE: An acronym for the essential components of the patient-centred clinical method. The physician must understand the patient’s Feelings, Ideas, the effect of the illness on their Function and their Expectations.
Objectives: The requirements for student learning experiences. These are in transition as the curriculum changes. The current document is located here [PDF - 124 KB].
One45: The online system we use to manage our education program. Your main use will be to submit evaluations of your students. You will receive emails with reminders when you have an evaluation due. For more information on using One45, you can download this brief MSWord document [WORD - 485 KB].
Priority Topics: The 99 clinical presentations that have been proposed as essential scenarios that trainees should master. A complete list is available here [PDF - 78 KB].
Red Book: A term for the accreditation standards for Family Medicine Training Programs (because it had a red cover). A copy is available online here [PDF - 433 KB].
SAMP: Short Answer Management Problem. A type of written question that tests higher level clinical skills, e.g., the ability to apply knowledge. They are an integral part of the CCFP certification exam and are done on computer, combined with the LMCC written exam.
SOO: Simulated Office Oral. A simulation in which a physician plays the role of a patient and the resident takes their history. They typically last 15 minutes and follow a detailed script. No physical exam is involved. Its purpose is to test the trainee’s ability to apply patient-centred medicine. SOOs have been used by the CCFP for decades as part of their certification process. Numerous older SOOS are available for use by preceptors upon request.
Triple C Competency-Based Curriculum: The master plan for residency training in family medicine set by the College of Family Physicians of Canada. It requires that learning must be Comprehensive, Continuous and Centred in Family Medicine and is based on acquiring the competencies needed to function as a family physician.