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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. Objectives of the Meeting. To review the: Accreditation Process Categories of Accreditation - New Standards of Accreditation
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University of ManitobaPre-Survey Meeting withProgram Directors Date: July 4, 2013 Time: 8:30 to 10:30 a.m. Room: Pharmacy Apotex, Theatre # 264
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
Accreditation • 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
Principles of the Accreditation Process • Based on General and Specific Standards • Based on Competency Framework • On-site regular surveys • Peer-review • Input from specialists • Categories of Accreditation
Six Year Survey Cycle 1 6 Monitoring 5 2 3 4 Internal Reviews
Pre-Survey Process University Questionnaires Specialty Committee Questionnaires Royal College Comments Questionnaires & Comments Comments Program Director Surveyor
Role of the Specialty Committee • 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
Composition of a Specialty Committee • Voting Members (chair + 5) • Canada-wide representation • Non-voting Members • Chairs of exam boards • National Specialty Society (NSS) • ALL program directors
The Survey Team • 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
Role of the Surveyor • Assess how the program is meeting standards at the time of survey • Looking for ‘evidence’
Information Given to Surveyors • 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
The Survey Schedule 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 Document review (30 min) • Residency Program Committee Minutes • Resident Assessment Files • Picked at random from each year • Resident in trouble/remediation
Residency Program Committee – Minutes (B1) • 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
Resident Assessments (B6) • Looking at the process of how residents are assessed • e.g. timely, face-to-face meetings
Meeting with Program Director • 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 Department Head • 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 ALL Residents • Group(s) of 20 residents (60 min/group) • Looking for balance of strengths & weaknesses • Focus is on Standards • Evaluate the learning environment
Topics to discuss with residents • 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
Meeting with Teaching Faculty • Involvement with program • Goals & objectives • Resources • Assessments • of residents • of faculty performance • Is teaching valued?
Meeting with Residency Program Committee • 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
The Recommendation • 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
Categories of Accreditation New terminology – June 2012 • Approved by the Royal College, CFPC and CMQ.
Categories of Accreditation 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 Definitions • Accredited program with follow-up at next regular survey • Program demonstrates acceptable compliance with standards.
Categories of Accreditation Definitions • Accredited program with follow-up byCollege-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 • 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 • Accredited program onnotice 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.
After the Survey survey team Reports specialty committee royal college university Report & Response Reports Responses Recommendation Reports & Responses accreditation committee
The Accreditation Committee • 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)
Information Available to the Accreditation Committee • All pre-survey documentation available to the surveyor • Survey report • Program response • Specialty Committee recommendation • History of the program
The Accreditation Committee • Decisions • Accreditation Committee meeting • May/June 2014 • Dean & postgraduate dean attend • Sent to • University • Specialty Committee • Appeal process is available
Preparing for the SurveyRole of the Program Director 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.)
Role of the Program Director DuringSurvey • 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
General Standards of Accreditation “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
“A” Standards A1University Structure A2Sites for Postgraduate Medical Education A3Liaison between University and Participating Institutions
“B” Standards B1 Administrative Structure B2 Goals & Objectives B3 Structure and Organization of the Program B4Resources B5 Clinical, Academic & Scholarly Content of the Program B6 Assessment of Resident Performance
B1 – Administrative Structure 1.1 Program 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 1.2 Residency 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 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 1.3 Responsibilities 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 1.4 Site Coordinator 1.5 Research coordinator 1.6 Environment of inquiry and scholarship
B1 – Administrative Structure“Pitfalls” • 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
B2 – Goals & Objectives 2.1 Overall statement 2.2 Structured to reflect the CanMEDS competency • Used in planning & assessment of residents 2.3 Rotation-specific • Used in planning & assessment of residents 2.4 Resident & staff have copies • Used in teaching, learning, assessment • Learning strategies developed at start of rotation 2.5 Regular review • At least every two years
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
B3 – Structure & Organization 3.1 Program 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) 3.2 Appropriate supervision • According to level of training, ability/competence and experience 3.3 Increasing professional responsibility 3.4 Senior resident role 3.5 Balance of service and education • Ability to follow academic sessions
B3 – Structure & Organization 3.6 Equivalent opportunity for each resident 3.7 Opportunity for electives 3.8 Role of each site clearly defined 3.9 Safe learning/educational environment • Free from intimidation, harassment or abuse • Promotes resident safety 3.10 Collaboration with other programs whose residents need to develop expertise in the specialty
B3 – Structure & Organization“Pitfalls” • Graded responsibility absent • Service/education imbalance • Service provision by residents should have a defined educational component including evaluation • Educational environment poor
B4 – Resources 4.1 Sufficient teaching staff • From appropriate health professions 4.2 Appropriate number and variety of patients, specimens and procedures • Refer to specialty-specific documents 4.3 Clinical services organized to achieve educational objectives • Training in collaboration with other disciplines • In-patient, emergency, ambulatory, community • Age, gender, culture, ethnicity