Learning Outcomes

Across the program, the learning outcomes are consistent. However, the learning opportunities, leading to resident achievement of these outcomes, may differ from site to site. As such, a learning opportunity may occur in different settings depending on local resources available at a particular site. These decisions are made by the site director and site faculty for curriculum, in consultation with their local Residency Education Committee, as they develop specific objectives for various learning activities (such as rotations, instructional events, etc).


The Curriculum Objectives document provides an overview of several curriculum frameworks used in the program and demonstrates how they interact with each other and what competencies are to be met.

 

The goal is to ensure that all Family Medicine residents develop professional competence to the level of a physician ready to begin practice in the specialty of Family Medicine. What this competent family physician looks like can be represented and described in many ways and to do this, the program uses a variety of frameworks to both define curriculum and assess the outcome.

Commonly Used Frameworks:

HOW Family Medicine residents should behave as they carry out their clinical activities:

  • Family Medicine Expert
  • Communicator
  • Collaborator
  • Advocate
  • Professional
  • Scholar
  • Manager

CanMEDS Summary Resource

The CanMEDS-Family Medicine roles were developed by the Working Group on Curriculum Review and were adopted by the Board of Directors of the College of Family Physicians of Canada in June 2009. For more information, visit the CFPC website.

Domains of Care are a reflection of the daily work in Family Medicine: the life cycle of patients, clinical settings where care is provided, the spectrum of clinical responsibilities, and procedural skills.

Domains of Care

Skill dimensions that are to be integrated in the daily work of Family Medicine:

  • Patient-Centered Approach
  • Clinical Reasoning Skills
  • Clinical and Procedural Skills
  • Communication Skills
  • Professionalism
  • Selectivity

Skill Dimensions Summary Resource

WHAT the resident should learn to demonstrate competency.

For more information, see the CFPC's document on priority topics and key features.

The CFPC’s “The Scope of Training for Family Medicine Residency” is another helpful resource, which explores learning outcomes, learning opportunities and assessments.

Additional components of the Learning Curriculum:

Various components of the schol­ar curriculum are integrated at each site, including scholarship projects, EBM and informatics.

There are four main requirements for the Scholarship component of UBC’s Family Medicine Residency Program.

PGY1 Requirements

  • TCPS Online Ethics Tutorial
  • York University Academic Integrity Tutorial
  • Practice Improvement Process (PIP) or Continuous Quality Improvement (CQI) Project

Note: Residents must complete all PGY1 scholarship requirements before being promoted to R2.

PGY2 Requirements

  • Resident scholar project

In the R2 year, Family Medicine residents are expected to complete two blocks of rural-based training with preceptors who have been involved in successfully educating rural residents for many years. When residents arrive in these communities, they will be treated as a colleague, rather than a student.

While these rotations can be demanding, past residents have found them to be very rewarding, helping them to prepare for rural and international medicine upon graduation from the Program.

For more information about Rural Rotation locations, visit the Rural Coordination Centre of BC’s website.