Abstracts
Abstract
The transition from undergraduate medical education (UGME) to postgraduate medical education (PGME) is a time of vulnerability for medical schools, postgraduate residency programs, and most importantly, trainees
There is a disconnect between the UGME and PGME experience. Student information shared by UGME is primarily summative of knowledge and skills; PGME programs are unaware of specific learner accommodation requirements, tailored supervisory needs, or potential professionalism concerns identified during UGME
This lack of integration between UGME and PGME increases potential risk to learners, postgrad programs and patients
Better linkages and communication along the education continuum could optimize learning and reduce inefficiency and risk
The Medical Council of Canada (MCC) has asked if there is a role for a learner handover (LH) within their licensing processes; however the intended purpose of an LH must first be determined
A Canadian-based LH referred to as a Learner Education Handover (LEH) model including disclosure of student learning/disability accommodation needs, general health concerns, EDI/religious requirements, professionalism concerns, recommendations for special focus in residency of specific areas of medical knowledge/skill is described.
Findings from beta and pilot testing support the value and feasibility of the LEH model. Fundamental principles are outlined:
LEH occurs post-residency match
LEH should be forward facing; focused on ongoing or recurring learner issues and needs
Learners must be included in the process
Implementation would require participation by all Canadian medical schools and all learners
Implementation challenges include:
Ensuring learner safety following information disclosure
Engaging UGME Deans
Protection of information ensuring a ‘need-to-know’ status is maintained
Incorporating the LEH into the licensing activity could enable the MCC to support a system that proactively responds to learner needs, optimizes physician performance and promotes safe, high quality patient care.
Résumé
La transition de la formation médicale prédoctorale (FMPrD) vers la formation médicale postdoctorale (FMPoD) est une période de vulnérabilité pour les facultés de médecine, les programmes de résidence et, surtout, les apprenants.
Un gouffre sépare l’expérience de la FMPrD et celle de la FMPoD. L’information sur les étudiants partagée par les programmes de FMPrD consiste principalement en une évaluation sommative de leurs connaissances et habiletés; les programmes de FMPoD ne sont pas renseignés sur les besoins d’accommodement spécifiques et les besoins de supervision sur mesure des apprenants ou sur d’éventuelles préoccupations en lien avec la conduite professionnelle relevés pendant la formation de premier cycle.
Ce manque d’intégration entre la FMPrC et la FMPoD augmente les risques pour les apprenants, les programmes de formation postdoctorale et les patients.
Des liens plus solides et une meilleure communication tout au long du continuum éducatif pourraient optimiser l’apprentissage et réduire l’inefficacité et les risques.
Le Conseil médical du Canada (CMC) a posé la question à savoir s’il y aurait une place pour le transfert d’information sur les apprenants dans le cadre de ses processus d’octroi de licences; toutefois, il faut d’abord déterminer l’objectif visé par le transfert d’information.
Nous décrivons un modèle canadien de transfert d’information sur les apprenants, appelé modèle de transfert pour la formation des apprenants (TFA), qui comprend la divulgation des besoins de formation des apprenants et les mesures d’accommodement nécessaires selon leurs difficultés, des préoccupations générales en matière de santé, des exigences en matière d’équité/diversité/inclusion et de religion, des préoccupations en matière de professionnalisme et des recommandations concernant l’accent à mettre sur des domaines spécifiques des connaissances et d’habiletés pendant la résidence.
Les résultats des tests bêta et des essais pilotes confirment la valeur et la faisabilité du modèle TFA.
Le modèle est fondé sur les principes fondamentaux suivants :
Le transfert d’information sur les apprenants a lieu après le jumelage de résidence
Le TFA doit être orienté vers l’avenir; il est axé sur les problèmes et les besoins permanents ou récurrents des apprenants
Les apprenants doivent participer au processus
La mise en œuvre du modèle exigerait la participation de toutes les facultés de médecine et de tous les apprenants au Canada
La mise en oeuvre comprend les défis suivants :
Assurer la sécurité des apprenants après la divulgation de l’information
Mobiliser les vice-deans des programmes de FMPrC
Assurer la protection de l’information en respectant le principe du besoin de savoir
L’intégration du transfert d’information sur les apprenants à l’activité d’octroi de licences pourrait permettre au CMC de soutenir un système qui répond de manière proactive aux besoins des apprenants, optimise le rendement des médecins et favorise la sécurité et la qualité des soins aux patients.
Appendices
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