May 2010 (first all-day retreat) |
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FMCF and its accompanying write-up were presented in draft format (ie, draft 1) -
Following the presentation and a discussion, work groups were formed to critique and provide feedback on the framework -
Work groups presented their ideas to the larger group; this was followed by an intensive plenary debate -
Revised FMCF (ie, draft 2) was sent to retreat attendees via e-mail to solicit feedback -
Additional minor suggestions and changes were incorporated over the next few months
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October 2010 (second all-day retreat) |
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Draft 2 of the FMCF and an accompanying revised write-up were presented -
Participants provided feedback -
Comments and suggestions were recorded and integrated over the next month -
Definitions for the terms in the FMCF were drafted based on relevant literature -
Additional information concerning pedagogic strategies was developed by the educational specialist to ensure the framework was grounded in educational theory -
Definitions were sent to the small core curriculum working group (director of postgraduate education, administrators, 2 preceptors, including the Director of Evaluations, and the education specialist) to garner clarification, suggestions, and recommendations.
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January 2011 (third all-day retreat) |
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Draft 3 of the FMCF, the accompanying revised write-up, and the definitions were presented -
The presentation and discussion of the FMCF generated more “buy in” from stakeholders -
Minor suggestions and recommendations were recorded and incorporated
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March 2011 (fourth all-day retreat) |
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In mid-February 2011, all retreat attendees were e-mailed draft 4 of the FMCF, the accompanying write-up, and the definitions of terms -
At the retreat, participants had the opportunity to approve the draft or provide further comments and recommendations -
Additional minor suggestions were received and implemented. These changes included the following: creating a more inclusive description of procedural skills; changing the name of Behavioural Medicine to Behavioural Medicine and Mental Health; and including principles of adult education into the write-up of the framework -
Final draft of the FMCF was professionally programmed into an interactive version, allowing the definition of the terms to emerge when “moused” over
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May 2011 (fifth all-day retreat) |
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Interactive version of FMCF was shared with participants -
Framework was sent for French translation to accommodate our Francophone preceptors and residents -
There were discussions on the generation of learning strategies and evaluation tools, as well as the concept of an e-portfolio or e-dossier -
Curriculum search tool (online curriculum database) was also introduced as a mechanism to logically sort through the learning objectives, strategies, and corresponding CanMEDS–Family Medicine roles and 99 key priorities
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October 2011 (sixth all-day retreat) |
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