Core Curriculum
The Max Rady College of Medicine Postgraduate Medical Education (PGME) Core Curriculum was developed in 1996 in response to the following:
  • Recommendations of the Royal College (RCPSC) and the College of Family Physicians of Canada (CFPC) for academic teaching to ensure consistent attainment of required competencies common to all Residency Programs. Specifically, residency curriculum requires that residents receive academic teaching with respect to teaching and assessment.

  • Undergraduate Medical Education Accreditation Standard, Standard 9.1 requires that residents who supervise, teach or assess medical students be familiar with the learning objectives of the required learning experience in which they participate and that the resident be prepared for their role in teaching and assessment.

Since inception, Core Curriculum has continually added courses to reflect requirements of residency education.  Courses are continually reviewed to ensure their relevance.

Each Resident is advised to refer to Course requirements in the Curriculum Management System for their program specific requirements.  Once the course are completed, the residents will receive credits in the Curriculum Management System within two business weeks.  Core Curriculum Schedules can be accessed through the ' UofM - PGME  Events Calendar'.

 Mandatory Sessions

To be Completed in

Course Delivery

CMPA Seminar

CanMED Role(s)
Professional
 PGY 2  In Person
Conflict Management in Medicine

CanMED Role(s)
Leader, Collaborator
PGY 1  UM Learn Online
 Diversity Module

CanMED Role(s) Professional, Health Advocate
Program Specific  UM Learn Online
Drug Prescribing Safety

CanMED Role(s)
Professional
Medical Expert
PGY 2-5  In Person

Practice Management

CanMED Role(s)
Leader



Final years of training

In Person

Professional Boundaries in the Physician-Patient Relationship

CanMED Role(s)
Professional


PGY 1

UM Learn Online

Resident and the Learning Environment

CanMED Role(s)
Professional



PGY 1

In Person

Resource Stewardship

CanMED Role(s)
Health Advocate
Medical Expert
Scholar



PGY 1 or 2


UM Learn Online

 

Teaching Development Program (TDP0)

CanMED Role(s)
Scholar



Annually


UM Learn Online

 

Teaching Development Program 1 (TDP1)

CanMED Role(s)
Scholar
Communicator

PGY 1  UM Learn Online
Teaching Development Program (TDP2) 

CanMED Role(s)
Scholar
Communicator

PGY 1 or 2  UM Learn Online

CMPA Seminar - In Person
Mandatory for those who will be R2 as of July 2019 or later

CMPA will deliver a yearly seminar aiming to teach residents safe documentation, delegation and consenting. Also, the seminar will prepare residents to respond appropriately to institutional and legal complaints. The course is targeted to the R2 trainee.


Conflict Management in Medicine - UM Learn Online  
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)


Diversity Module - UM Learn Online

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. Students submit their written reflections online and they are read/marked by the Director of Core Curriculum.
 
Drug Prescribing Safety  - In Person

Mandatory for all residents as of 2019-2020 regardless of level
Lead: Representation from the College of Physicians and Surgeons of Manitoba and College of  Pharmacists of Manitoba

This lecture aims to educate the learner regarding contemporary issues in prescription writing such as opiate prescribing policy, safety for the patient and prescriber. As well, the privilege, responsibility and process of script writing in Manitoba will be explained. Any learner who wants to proceed to apply for script writing privileges will be able to do so after this seminar. It should be mentioned that overwhelmingly, after attending the seminar, learners choose not to pursue learner privileges in Manitoba. However, any learner interested in this privilege will be supported by Core Curriculum with the process.

Refer to the Prescribing Policy for additional information of prescription writing for residents published within Standards of the College of Physicians and Surgeons of Manitoba.

Completion of previous course Prescription Writing will not provide credit for Drug Prescribing Safety


Practice Management - In Person

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


Professional Boundaries in the Physician - UM Learn Online 

All residents are required to complete this course
Faculty Lead:
 Dr.Alexandra Ilnyckyj

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 - In Person

All residents are required to complete this course early in their residency training
Faculty Lead:
Dr Alexandra Ilnyckyj
 

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


Resource Stewardship Online and Self-Initiated Project - UM Learn Online

Mandatory for the trainee cohort starting 2019-2020
Lead: Dr. Abdul Sokoro

A fundamentals online lecture will be launched July 2019 introducing the learner to the principals of resource stewardship. Specifically, impact of overuse, underuse and misuse of resources. Antibiotic stewardship will serve as an illustrative example. The course is to be taken in R1 or R2 by Family practice residents and R2 by all other programs.

All residents will complete a self initiated small project examining a resource stewardship issue relevant to their practice. Family practice residents will undertake this in R2 while other residents will undertake this in their R4 or R5 years. Further information regarding this project will be provided during the fundamentals lecture.


Teaching Development Program (TDP-0)
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) – UM Learn Online
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) - UM Learn Online
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..
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    PGME Core Curriculum Team

    PGME Program Director Core Curriculum
    Dr. Alexandra Ilnyckyj 

    Core Curriculum Administrator
    Donna Coulis

    PGME Core Curriculum Policy