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University of Manitoba Pre-Survey Meeting with Program Directors Date: July 4, 2013 Time: 8:30 to 10:30 a.m. Room: Pharmacy Apotex, Theatre # 264.

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Presentation on theme: "University of Manitoba Pre-Survey Meeting with Program Directors Date: July 4, 2013 Time: 8:30 to 10:30 a.m. Room: Pharmacy Apotex, Theatre # 264."— Presentation transcript:

1 University of Manitoba Pre-Survey Meeting with Program Directors Date: July 4, 2013 Time: 8:30 to 10:30 a.m. Room: Pharmacy Apotex, Theatre # 264

2 Objectives of the Meeting To review the: Accreditation Process Categories of Accreditation - New Standards of Accreditation Role of the: –Program directors –Department heads –Residents –Program administrators

3 Is a process to: –Improve the quality of postgraduate medical education –Provide a means of objective assessment of residency programs for the purpose of Royal College accreditation –Assist program directors in reviewing conduct of their program Based on Standards Accreditation

4 Based on General and Specific Standards Based on Competency Framework On-site regular surveys Peer-review Input from specialists Categories of Accreditation Principles of the Accreditation Process

5 Internal Reviews 1 2 3 4 5 6 Monitoring Six Year Survey Cycle

6 Pre-Survey Process Royal College Comments Questionnaires University Specialty Committee Questionnaires Questionnaires & Comments Program Director Comments Surveyor

7 Prescribe requirements for specialty education –Program standards –Objectives of training –Specialty training requirements –Examination processes –FITER Evaluates program resources, structure and content for each accreditation review Recommends a category of accreditation to the Accreditation Committee Role of the Specialty Committee

8 Voting Members (chair + 5) –Canada-wide representation Non-voting Members –Chairs of exam boards –National Specialty Society (NSS) –ALL program directors Composition of a Specialty Committee

9 Chair - Dr. Sarkis Meterissian –Responsible for general conduct of survey Deputy chair – Dr. Maureen Topps –Visits teaching sites / hospitals Surveyors Resident representatives – CAIR Regulatory authorities representative – FMRAC Teaching hospital representative – ACAHO The Survey Team

10 Assess how the program is meeting standards at the time of survey Looking for ‘evidence’ Role of the Surveyor

11 Questionnaires and appendices –Completed by program Program-specific Standards (OTR/STR/SSA) Report of last regular survey –Plus report of mandated Royal College review since last regular survey, if applicable Specialty Committee comments –Also sent to PGD / PD prior to visit Exam results for last six years Information Given to Surveyors

12 Includes: Document review (30 min) Meetings with: –Program director (75 min) –Department head (30 min) –Residents – per group of 20 (60 min) –Teaching staff (60 min) –Residency Program Committee (60 min) The Survey Schedule

13 Document review (30 min) Residency Program Committee Minutes Resident Assessment Files –Picked at random from each year –Resident in trouble/remediation The Survey Schedule

14 Does Committee fulfill all of its responsibilities? Provides information on issues discussed and follow-up action taken by RPC Appropriate representation on Committee –Site coordinator(s) –Resident(s) - elected Meets regularly, at least quarterly Residency Program Committee – Minutes (B1)

15 Looking at the process of how residents are assessed e.g. timely, face-to-face meetings Resident Assessments (B6)

16 Description of program Review of strengths & weaknesses Response to previous weaknesses –Last Royal College review Resources and support for program director Clarification of questionnaire Review of Specialty Committee comments –Sent by email prior to visit Review of Standards Meeting with Program Director

17 Overview of strengths & weaknesses Time & support for program director Teacher assessments Resources –To support residency program Research environment Overall, priority of residency program Meeting with Department Head

18 Group(s) of 20 residents (60 min/group) Looking for balance of strengths & weaknesses Focus is on Standards Evaluate the learning environment Meeting with ALL Residents

19 –Objectives –Educational experiences –Service /education balance –Increasing professional responsibility –Academic program / protected time –Supervision –Assessments of resident performance –Evaluation of program / assessment of faculty –Career counseling –Educational environment –Safety Topics to discuss with residents

20 Involvement with program Goals & objectives Resources Assessments of residents of faculty performance Is teaching valued? Meeting with Teaching Faculty

21 Program director attends first half of meeting All members of RPC attend, including resident members Review of responsibilities of Committee Opportunity for surveyor to provide feedback on information obtained during previous meetings Meeting with Residency Program Committee

22 Survey team discussion –Evening following review Feedback to program director –Exit meeting with surveyor Morning after review –07:30 – 07:45 at the Fairmont Winnipeg –Survey team recommendation Category of accreditation Strengths & weaknesses The Recommendation

23 New terminology – June 2012 Approved by the Royal College, CFPC and CMQ. Categories of Accreditation

24 Accredited program Follow-up: –Next regular survey –Progress report (Accreditation Committee) –Internal review –External review Accredited program on notice of intent to withdraw accreditation Follow-up: –External review Categories of Accreditation

25 Accredited program with follow-up at next regular survey –Program demonstrates acceptable compliance with standards. Categories of Accreditation Definitions

26 Accredited program with follow-up by College-mandated internal review –Major issues identified in more than one Standard –Internal review of program required and conducted by University –Internal review report due within 24 months Categories of Accreditation Definitions

27 Accredited program with follow-up by external review –Major issues identified in more than one Standard AND concerns - are specialty-specific and best evaluated by a reviewer from the discipline, OR have been persistent, OR are strongly influenced by non-educational issues and can best be evaluated by a reviewer from outside the University –External review conducted by 2-3 people within 24 months –Same format as regular survey Categories of Accreditation Definitions

28 Accredited program on notice of intent to withdraw accreditation –Major and/or continuing non-compliance with one or more Standards which calls into question the educational environment and/or integrity of the program –External review conducted by 3 people (2 specialists + 1 resident) within 24 months –At the time of the review, the program will be required to show why accreditation should not be withdrawn. Categories of Accreditation Definitions

29 SURVEY TEAM ROYAL COLLEGE SPECIALTY COMMITTEE ACCREDITATION COMMITTEE Reports Reports & Responses Recommendation Reports Responses After the Survey Report & Response UNIVERSITY

30 Chair + 16 members Ex-officio voting members (6) –Collège des médecins du Québec (1) –Medical Schools (2) –Resident Associations (2) –Regulatory Authorities (1) Observers (9) –Collège des médecins du Québec (1) –Resident Associations (2) –College of Family Physicians of Canada (1) –Regulatory Authorities (1) –Teaching Hospitals (1) –Resident Matching Service (1) –Accreditation Council for Graduate Medical Education (2) The Accreditation Committee

31 All pre-survey documentation available to the surveyor Survey report Program response Specialty Committee recommendation History of the program Information Available to the Accreditation Committee

32 Decisions –Accreditation Committee meeting May/June 2014 Dean & postgraduate dean attend –Sent to University Specialty Committee Appeal process is available The Accreditation Committee

33 Pre-Survey Complete questionnaires Inform teaching faculty Meet with residents Organize documents (in collaboration with P.A.) Develop schedule (in collaboration with P.A.) –Tours of wards/clinics not necessary Coordinate transportation arrangements (in collaboration with P.A.) Preparing for the Survey Role of the Program Director

34 During Survey Logistics (in collaboration with P.A.) –Schedule Remind participants –Ensure ALL residents meet with surveyor Off-site residents by tele/video-conferencing –Transportation Exit meeting with surveyor –Morning after review 07:30 – 07:45 / the Fairmont Winnipeg Role of the Program Director

35 Questions?

36 “A” Standards Apply to University, specifically the PGME office “B” Standards Apply to EACH residency program Updated January 2011 “C” Standards Apply to Areas of Focused (AFC) programs General Standards of Accreditation

37 A1University Structure A2Sites for Postgraduate Medical Education A3Liaison between University and Participating Institutions “A” Standards

38 B1Administrative Structure B2Goals & Objectives B3Structure and Organization of the Program B4Resources B5Clinical, Academic & Scholarly Content of the Program B6Assessment of Resident Performance “B” Standards

39 1.1Program Director Overall responsibility for program Acceptable qualifications –Royal College certification Sufficient time & support –Generally interpreted as non-clinical time for program administration –Impact to operation of program B1 – Administrative Structure

40 1.2Residency Program Committee (RPC) Representative from each site & major component Resident member of Committee –One elected by the residents –Accountability Meets regularly, 4 times/year; keeps minutes Communicates regularly with members of program, department, residents Members responsible for bilateral flow of communication with the specific constituencies they represent B1 – Administrative Structure

41 1.3Responsibilities of RPC Planning and operation of program Selection of residents Assessment & promotion of residents Appeal mechanism Career planning & counseling Manage stress B1 – Administrative Structure

42 1.3Responsibilities of RPC Ongoing review of program –Clinical and academic components –Resources and facilities –Teachers Feedback mechanisms –Learning environment –Anonymous Resident safety –Written policy B1 – Administrative Structure

43 1.4Site Coordinator 1.5Research coordinator 1.6Environment of inquiry and scholarship B1 – Administrative Structure

44 Program director autocratic Residency Program Committee dysfunctional –Unclear Terms of Reference (membership, tasks and responsibilities) Agenda and minutes poorly structured Poor attendance –Department head unduly influential –RPC is conducted as part of a Dept/Div meeting No resident voice B1 – Administrative Structure “Pitfalls”

45 B2 – Goals & Objectives 2.1Overall statement 2.2Structured to reflect the CanMEDS competency Used in planning & assessment of residents 2.3Rotation-specific Used in planning & assessment of residents 2.4Resident & staff have copies Used in teaching, learning, assessment Learning strategies developed at start of rotation 2.5Regular review At least every two years

46 B2 – Goals & Objectives “Pitfalls” Missing CanMEDS roles in overall structure –Okay to have rotations in which all CanMEDS roles may not apply (research, certain electives) Goals and objectives not used by faculty/residents Goals and objectives dysfunctional – does not inform assessment Goals and objectives not reviewed regularly

47 3.1Program provides all components of training as outlined in the specialty-specific documents Objectives of training (OTR) Specialty training requirements (STR) Specific standards of accreditation (SSA) 3.2Appropriate supervision According to level of training, ability/competence and experience 3.3Increasing professional responsibility 3.4Senior resident role 3.5Balance of service and education Ability to follow academic sessions B3 – Structure & Organization

48 3.6Equivalent opportunity for each resident 3.7Opportunity for electives 3.8Role of each site clearly defined 3.9Safe learning/educational environment Free from intimidation, harassment or abuse Promotes resident safety 3.10Collaboration with other programs whose residents need to develop expertise in the specialty B3 – Structure & Organization

49 Graded responsibility absent Service/education imbalance –Service provision by residents should have a defined educational component including evaluation Educational environment poor B3 – Structure & Organization “Pitfalls”

50 4.1Sufficient teaching staff From appropriate health professions 4.2Appropriate number and variety of patients, specimens and procedures Refer to specialty-specific documents 4.3Clinical services organized to achieve educational objectives Training in collaboration with other disciplines In-patient, emergency, ambulatory, community Age, gender, culture, ethnicity B4 – Resources

51 4.4Adequate educational resources Access to computers, on-line references Close proximity to patient care areas 4.5Access to physical and technical resources in the setting where they are working Direct observation/privacy for confidential discussions Adequate space for residents 4.6Adequate supporting facilities ICU, diagnostic, laboratory B4 - Resources

52 Insufficient faculty for teaching/ supervision Insufficient clinical/technical resources Infrastructure inadequate B4 – Resources “Pitfalls”

53 Academic program –Organized curriculum –Organized teaching in basic & clinical sciences "Evidence" of teaching each of the CanMEDS roles B5 – Clinical, Academic & Scholarly Content of Program

54 Organized academic curriculum lacking or entirely resident driven –Poor attendance by residents and faculty Teaching of essential CanMEDS roles missing Role modelling is the only teaching modality B5 – Clinical, Academic & Scholarly Content of Program “Pitfalls”

55 6.1Based on Goals & Objectives Identified methods of assessment Level of performance expected 6.2Assessment consistent with characteristic being assessed Based on specialty-specific requirements 6.3Timely, regular, documented feedback Face-to-face meetings 6.4Residents informed of serious concerns B6 – Assessment of Resident Performance

56 Mechanism to monitor, promote, remediate residents lacking Formative feedback not provided and/or documented Assessments not timely, not face to face Summative assessment (ITER) inconsistent with formative feedback, unclearly documents concerns/ challenges B6 – Assessment of Resident Performance “Pitfalls”

57 University of Manitoba On-site Survey February 23 to 28, 2014 57

58 613-730-6202 Office of Education Sarah Taber Assistant Director Education Strategy & Accreditation Educational Standards Unit Sylvie Lavoie Survey Coordinator Contact Information at the Royal College


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