Core Curriculum
The Faculty of Medicine Postgraduate Medical Education (PGME) Core Curriculum was developed in 1996 in response to the recommendations of the Royal College (RCPSC) and the
College of Family Physicians of Canada (CFPC) for formal academic sessions for trainees to ensure consistent attainment of some of those competencies common to all Residency Programs. 

Furthermore, the Undergraduate Medical Education Accreditation Standard, Standard 9.1, from the Liaison Committee on Medical Education (LCME) also states “In a medical school, residents, graduate students, postdoctoral fellows, and other non-faculty instructors who supervise, teach or assess medical students are familiar with the learning objectives of the required learning experience in which they participate and are prepared for their roles in teaching and assessment. The medical school provides resources to enhance and improve residents’ teaching and assessment skills, with central monitoring of their participation in those opportunities provided”.

All Residency Programs must have within their curricula, the teaching and assessment of the CanMEDS/CanMEDS-FM intrinsic (non-Medical Expert) competencies in compliance with the
standards of the Royal College of Physicians and Surgeons of Canada (RCPSC) and the College of Family Physicians of Canada (CFPC). The Faculty of Medicine PGME Core Curriculum provides
didactic sessions for teaching the intrinsic competencies in order to assist Residency Programs in meeting those training standards.

Each Resident is advised to refer to the 'Courses Page' in the VENTIS system (a direct link will be provided in the near future) for their program specific requirements.  Once the courses are completed, the residents will receive credits in VENTIS within two business weeks.  Click on how to view courses in VENTIS to check courses.  The Schedules can be accessed through the 'Upcoming Events Page' .  Successful completion of the your programs' mandatory core curriculum sessions will be verified by PGME prior signing of your final FITER.

 Mandatory Sessions

To be Completed in

 CanMED Role(s)

Teaching Development Program 1
Online Course

PGY 1

Scholar/Communicator

Teaching Development Program 2
Online Course

PGY 1 or 2

Scholar/Communicator

Teaching Development Program 3
Public Speaking

PGY 1

Scholar/Communicator

Professional Boundaries in the Physician-Patient Relationship
Online Course

PGY 3 (earlier for CFPC)

Professional

Resident and the Learning Environment

PGY 1

Professional

Practice Management

Final year of training

Manager

Conflict Management in Medicine
Online Course

PGY 1

Manager/Collaborator

 Optional Sessions  See Policy
 Prescription Writing

 Prescribing Policy for Residents 

Workshops in a Box

To be completed in

CanMED Role(s)

Diversity Module*

Online Course

PGY 3 (earlier for CFPC)

Health advocate/Communicator

Life-long learning plan

 In development

 


Teaching Development Program (TDP)
The Teaching Development Program is a program designed to give residents and graduate students current teaching tools and skill sets to be more effective teachers in the clinical setting. These are essential tools that residents and graduate students will be able to use not only in the clinical arena but outside of it also. The TDP is mandatory for all residents for successful completion of their respective residency programs. 

Summary of TDP Content

Fundamentals of Teaching (TDP -1)Online CourseUM Learn 
All residents are required to complete this course early in their residency training

  • Orienting the Learner & Setting Expectations
    • This presentation is designed to go establish two key components for a new learner in a new learning environment. First, the topic of providing the new learner with an orientation to the learning environment. Second, the process of setting expectations with a learner with a specific learning environment is discussed.
  • Evaluating the Learner
    • The focus of this presentation is to elaborate on the R.I.M.E. Framework of evaluation of learners in the learning environment. Each component of this framework (Reporter/Interpreter/Manager/Educator) will be discussed in detail
  • Giving Feedback
    • This is often a challenging component of effective teaching. This presentation discusses the topic of feedback from the perspectives of both the learner and the teacher. It also focuses on using the A.R.C.H. Framework for providing effective feedback.
  • The One-Minute Preceptor
    • This presentation discusses the challenges facing the teacher and the learner in a busy clinical setting. The focus of this presentation is the 5-Step Micro Skills Method for providing teaching in a busy clinical environment.

Teaching in the Clinical Setting (TDP -2) - Online Course: UM Learn 
All residents are required to complete this course early in their residency training

  • Bedside Teaching        
    • The presentation focuses on the topic of effective clinical teaching at the bedside. The presentation will provide a definition of clinical teaching, describe the three key steps required for effective clinical teaching, and list     advantages and disadvantages of incorporating clinical teaching into rounds and clinics.
  • Teaching Psychomotor Skills         
    • The presentation focuses on reviews the process of teaching a skill and provides a theoretical framework for teaching and learning. Topics discusses include the frameworks used for understanding practical skill acquisition, the rationale for a   practical skill teaching protocol, using a protocol for learning a practical skill and reflecting on the experience of learning a practical skill.
  • Working with a learner with problems        
    • This presentation will present a familiar framework (SOAP) and re-purpose it to work with a learner in difficulty. The presentation focuses on applying a framework to diagnose a problem learner, identifying strategies for working with a problem learner, describing the four basic steps for delivering difficult feedback and describing on how to manage reactions to difficult feedback.
  • Public Speaking (TDP – 3)
    All residents are encouraged to complete this course early in their residency training (PGY 1)

    Presenter: Dr John Embil

    This course describes what makes for an effective speech: ‘The Six Rules of Engagement’, promotes confidence and competence in public speaking, allows for a sharing of experiences and anxieties as well as provided a comfortable space for group feedback.

    __________________________________________________________
    Conflict Management in Medicine - Online Course: UM Learn  
    All residents are required to complete this course during their first year of residency training
    Faculty Lead: Dr. Ingrid Toews


    Summary:
    The Conflict Management in Medicine session is designed to provide residents with the knowledge and skills to constructively
    manage conflict with patients and within teams.

    Objectives:
    After this session, the learner will be familiar with the following

      • Define the causes of conflict
      • Identify one’s own conflict management style
      • Describe skills to manage conflict in medical settings (with teams and patients)


    “Professional Boundaries in the Physician – Patient Relationship” - Online Course: UM Learn

    All residents are required to complete this course
    Faculty Lead:
     Dr. Samantha Kelleher/Dr. Mark Etkin

    Summary:
    The PGME Core Curriculum session of “Professional Boundaries is presented by Dr. Samantha Kelleher Associate Dean, Professionalism & Diversity, Dr. Mark Etkin.  This session is offered on two separate dates during the academic year to accommodate residents’ schedules. There is limited space at each session – registration is required.  This session on “Professional Boundaries” is deemed a mandatory requirement for all PGME residents at the University of Manitoba. This course is also available in distributed model for Family Medicine Rural/Northern Remote residents. The pre-reading prior to the session is required as well as assignment submission after the session. This will not apply to the residents who attend the didactic sessions in Winnipeg.

    Objectives:
    After this session, the learner will be familiar with the following:

    • Definitions of Professional Boundaries, Professional Boundaries Crossing and Professional Boundaries violations
    • Concepts of Fiduciary relationship, power differential, consent, etc.
    • Apply CPSM and CMA regulations regarding Professional Boundaries to a variety of scenarios
    • Articulate ways in which to protect self from risk of violation


    Resident and the Learning Environment
    All residents are required to complete this course early in their residency training
    Faculty Lead:
    Dr. Samantha Kelleher   
    Objectives: After this session, the learner will be familiar with the following:

    • Understand resident rights and responsibilities in the learning environment
    • Recognize the importance of professionalism, inclusion and boundaries in the learning environment
    • Recognize problematic behaviors that may arise in the learning environment
    • Discuss approaches to problematic behaviors in the learning environment


    Practice Management 

    Practice Management Mandatory to be completed in the final year of RCPSC Programs.
    CFPC residents have the option to complete the Family Medicine Practice Management or CMA Practice Management. This course must be completed in the final year of CFPC trainings.

    Lead:  Practice Solutions (a subsidiary of the Canadian Medical Association)

    At the request of the Postgraduate Medical Education Office and Specialty Program Directors, Practice Solutions (a subsidiary of the Canadian Medical Association) provide a full day seminar to senior specialty residents.  Issues of practice management relevant to the start of clinical practice will be discussed (such as evaluating practice opportunities, physician remuneration, insurance and taxation). Practice Management is a core skill recognized by the Royal College of Physicians and Surgeons as important to residents’ future success as physicians.  As such, attendance to this seminar is mandatory for all senior specialty residents. 

    This full day seminar is intended for residents in their final year, however due to exam preparation considerations, residents who are completing their PGY3 year of a four-year program or PGY4 of a five-year program, etc.  (i.e. not in their final year of training as it may interfere with exam preparation) should be given the opportunity to attend. 

    Topics:             Starting Your Medical Practice
                             Financial and Insurance Planning
                             Negotiating Your Way to Vocational Satisfaction
                             Accounting and Taxation Issue for Residents and new Physicians

    This program is endorsed by your Program Directors and the Postgraduate Education Office.  For more information about Practice Solutions, visit the Canadian Medical Association


    Prescription Writing Optional Core Curriculum Offering
    Lead: Dr Bill Pope and Dr Ron Guse

    Refer to the Prescribing Policy for additional information of prescription writing for residents and the PGME forms page for Resident and progam prescribing forms.


    Workshops in a Box
    ________________________________________
    Together with the Department of Medical Education we are developing ‘Workshops in a Box’ which are available in UM Learn or can be presented at your Academic Day.  If you have any questions regarding adding this course to your program’s core or mandatory course listing, please contact Dr. Fraser.

    Diversity Module is now available in UM Learn

    This course is meant to offer a small snapshot of diversity and consideration for providing culturally proficient care. Depending on previous education, training and life experiences, residents will bring different knowledge, attitudes and skills to this learning. As they go through this course, the residents are asked to think about their own beliefs and experiences regarding culture and diversity.

    The course considers three populations served by the health care professions:  the onus is on the resident to apply concepts appropriately in cases that are not directly addressed. Three populations considered within the module are First Nations, Inuit and Metis; immigrant/refugee and LGBTQ populations.

    Life-Long Learning Plan- in development

    This is a new session that we are developing that will focus on developing a life-long learning plan, how to evaluate the evidence, and how to keep up with learning while in practice

    Dr. Alexandra Ilnyckyj
    Director, PGME Core Curriculum

    PGME Core Curriculum Policy

    Attendance Inquiries

    Core Curriculum FAQ
     

    Upcoming Events

    Online Courses: UM Learn
        




     

    To receive credit for FPGME Core Curriculum Sessions
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