Annual Report 2017/18: Postgraduate Education
A series of initiatives continue to transform our program over the next few years while keeping us at the forefront of innovation in postgraduate education:
- Our Postgraduate program has run a Competency-Based Education pilot with the PGY1 residents at Sunnybrook Health Sciences Centre for the second straight year. This year included some exciting additions such as a “Centering Madness” Course (based on a similar course from Ryerson University’s School of Disability Studies). Another new component, in reaction to our national opioid crisis, was an interactive seminar series on substance abuse led by two of our faculty experts. All residents in our pilot continue to engage in a longitudinal ambulatory experience. This is intended to run across all five years of training and should help our learners gain more experience with unwell patients over time.
- CaRMS is the process by which medical school graduates are matched to specialty training programs. We consistently receive several hundred applications from across Canada and around the world, competing for approximately 36 spots per year. Up until recently, this selection was run with faculty members and residents. For the past 18 months, we have been running a group with several service-users to ensure that their values are reflected in our selection process. This year, their significant input affected the “personal essay” question that candidates submitted. This group of service-users also designed and marked a writing assignment that candidates completed.
- We are hard at work making plans for the next phase of our Competency-Based Education pilot. This July, incoming residents at all sites will move to a competency-based framework. This means we have developed a set of online, mobile assessment tools so that residents can be assessed in the workplace. Our four major PGY1 sites, along with Women’s College Hospital and the Centre for Addiction and Mental Health (CAMH), will be offering longitudinal ambulatory experiences. Accordingly, we are in the process of realigning our structure to ensure adequate consultation from various stakeholders. Our many committees and advisory groups will include faculty, residents, service-users, Chiefs of Psychiatry, Divisional leads, scientists from the Wilson Centre and epidemiology/systems experts. We are confident that these new organizational structures will help us develop a curriculum that is modern, and in keeping societal needs for the next generation of Psychiatrists.
Director: Dr. Mark Fefergrad