Is there a role for a learner education handover as part of the Medical Council of Canada assessment and licensing process?

Leslie Nickell; Aliya Kassam; Glen Bandiera

doi:10.36834/cmej.73844

Authors

Leslie Nickell University of Toronto
Aliya Kassam University of Calgary
Glen Bandiera University of Toronto

DOI:

https://doi.org/10.36834/cmej.73844

Abstract

The transition from undergraduate medical education (UGME) to postgraduate medical education (PGME) is a time of vulnerability for medical schools, postgraduate residency programs, and most importantly, trainees
There is a disconnect between the UGME and PGME experience. Student information shared by UGME is primarily summative of knowledge and skills; PGME programs are unaware of specific learner accommodation requirements, tailored supervisory needs, or potential professionalism concerns identified during UGME
This lack of integration between UGME and PGME increases potential risk to learners, postgrad programs and patients
Better linkages and communication along the education continuum could optimize learning and reduce inefficiency and risk
The Medical Council of Canada (MCC) has asked if there is a role for a learner handover (LH) within their licensing processes; however the intended purpose of an LH must first be determined
A Canadian-based LH referred to as a Learner Education Handover (LEH) model including disclosure of student learning/disability accommodation needs, general health concerns, EDI/religious requirements, professionalism concerns, recommendations for special focus in residency of specific areas of medical knowledge/skill is described.
Findings from beta and pilot testing support the value and feasibility of the LEH model
Fundamental principles are outlined:
- LEH occurs post-residency match
- LEH should be forward facing; focused on ongoing or recurring learner issues and needs
- Learners must be included in the process
- Implementation would require participation by all Canadian medical schools and all learners
Implementation challenges include:
- Ensuring learner safety following information disclosure
- Engaging UGME Deans
- Protection of information ensuring a ‘need-to-know’ status is maintained
Incorporating the LEH into the licensing activity could enable the MCC to support a system that proactively responds to learner needs, optimizes physician performance and promotes safe, high quality patient care.

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