RT Journal Article
SR Electronic
T1 Giving curriculum planners an edge
JF Canadian Family Physician
JO Can Fam Physician
FD The College of Family Physicians of Canada
SP e204
OP e210
VO 61
IS 4
A1 Ivy F. Oandasan
A1 Douglas Archibald
A1 Louise Authier
A1 Kathrine Lawrence
A1 Laura April McEwen
A1 Maria Palacios
A1 Marie Parkkari
A1 Heidi Plant
A1 Steve Slade
A1 Shelley Ross
YR 2015
UL http://www.cfp.ca/content/61/4/e204.abstract
AB Objective To pilot a survey of family medicine residents entering residency, describing their exposure to family medicine and their perspectives related to their future intentions to practise family medicine, in order to inform curriculum planners; and to test the methodology, feasibility, and utility of delivering a longitudinal survey to multiple residency programs. Design Pilot study using surveys. Setting Five Canadian residency programs. Participants A total of 454 first-year family medicine residents were surveyed. Main outcome measures Residents’ previous exposure to family medicine, perspectives on family medicine, and future practice intentions. Results Overall, 70% of first-year residents surveyed responded (n = 317). Although only 5 residency programs participated, respondents included graduates from each of the medical schools in Canada, as well as international medical graduates. Among respondents, 92% felt positive or strongly positive about their choice to be family physicians. Most (73%) indicated they had strong or very strong exposure to family medicine in medical school, yet more than 40% had no or minimal exposure to key clinical domains of family medicine like palliative care, home care, and care of underserved groups. Similar responses were found about residents’ lack of intention to practise in these domains. Conclusion Exposure to clinical domains in family medicine could influence future practice intentions. Surveys at entrance to residency can help medical school and family medicine residency planners consider important learning experiences to include in training.