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

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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Published

2022-03-16

How to Cite

1.
Nickell L, Kassam A, Bandiera G. Is there a role for a learner education handover as part of the Medical Council of Canada assessment and licensing process?. Can. Med. Ed. J [Internet]. 2022 Mar. 16 [cited 2024 Oct. 6];13(4):15-22. Available from: https://journalhosting.ucalgary.ca/index.php/cmej/article/view/73844

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