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Standards of Accreditation for the Clinician Educator Area of Focused Competence | © 2015 The Royal College of Physicians and Surgeons of Canada. All rights reserved.

This HTML version of the national standard document was created for compliance to AODA standards. The official Royal College version is the PDF version which you may access by clicking on the PDF Print Version below. The PDF version will be used for all Royal College related business (credentialing, accreditation, assessment etc.) and therefore, if there are any discrepancies between the PDF version and this HTML version, the PDF is the accurate approved Royal College standard.

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Royal College of Physicians and Surgeons of Canada

Standards of Accreditation for the Clinician Educator Area of Focused Competence

2013

EDITORIAL REVISION 2016
VERSION 1.1

INTRODUCTION

This document is to provide Clinician Educator Area of Focused Competence (AFC) directors with the Standards of Accreditation as they relate to the Clinician Educator AFC program.  It should be read in conjunction with the Competency Training Requirements for the Clinician Educator Area of Focused Competence.

STANDARD C1: ADMINISTRATIVE STRUCTURE

There must be an appropriate administrative structure for each Clinician Educator program.

  1. There must be an AFC director who has authority and accountability for the operation of the Clinician Educator program.
    1. The AFC director must be a clinician with demonstrated expertise and a track record of leadership in medical education.
    2. The AFC director is accountable to an official decanal unit within the faculty of medicine designated as responsible for oversight of the AFC program and capable of such oversight. There must be coordination between this decanal unit and the office of the postgraduate dean to ensure the AFC program does not negatively impact on the quality of education provided in residency programs. The AFC director is also accountable to a senior administrator, who reports to the dean, for the purpose of operation of the program.
    3. The AFC director must be assured of sufficient time and support to administer the program.
  2. There must be an AFC program committee to assist the AFC director in the planning, organization, and supervision of the program.
    1. The members of this committee must include at least one participating Clinician Educator trainee chosen by the AFC trainees in the program.
    2. The members of this committee should include representatives from each of the core units.
  3. The AFC director, assisted by the AFC committee, must administer and maintain an educational environment conducive to educating trainees in the area of focused competence.

    The AFC director and committee must:

    1. Oversee and ensure the quality of education in all sites that participate in the Clinician Educator program.
    2. Approve the selection of unit advisors as appropriate. A unit advisor will be responsible for overseeing an individual AFC trainee’s completion of one curriculum unit.
    3. Select candidates for admission to the program. Admission criteria should include:
      1. Evidence that the applicant is a physician currently in practice or enrolled in postgraduate training
      2. Evidence that the applicant’s current clinical practice will provide appropriate opportunities for direct supervision (via the Clinician Educator program) of the educational activities required of each unit
      3. Demonstrated proficiency in teaching
      4. Demonstrated engagement with, or experience in, local or national educational activities
    4. Ensure an assessment process that provides documented, regular feedback for AFC trainees and includes an appeal mechanism.
    5. Ensure compliance with relevant university policies and with Royal College policies and accreditation standards.
    6. Evaluate, on a regular basis, the overall educational environment of the Clinician Educator program, and each of its components.
    7. Assess, on a regular basis, the unit advisors participating in the Clinician Educator program.
  4. There must be an environment of education scholarship supporting the Clinician Educator Centre.

STANDARD C2: RESOURCES

There must be sufficient resources, including teaching faculty, physical and technical resources, and supporting facilities and services necessary to provide the opportunity for all AFC trainees in the Clinician Educator program to achieve the educational objectives and receive full training as defined by the Clinician Educator requirements.

Experiences must include learning environments that facilitate the acquisition of knowledge, skills, and attitudes relating to aspects of age, gender, culture, and ethnicity appropriate to the Clinician Educator.

  1. There must be a sufficient number of qualified unit advisors.
    1. Unit advisors will:
      1. Possess unit content expertise
      2. Be able to effectively mentor an AFC trainee
      3. Regularly meet with the AFC trainee
      4. Provide formative assessments to the AFC trainee
      5. Facilitate reflection on all entries in the Competency Portfolio for the Clinician Educator Diploma (portfolio)
      6. Provide a summative assessment of all portfolio entries
    2. A unit advisor for specified units must also meet the additional criteria as described below:
      1. For the leadership unit: a minimum of one year’s experience in a leadership role (does not necessarily have to be a physician)
      2. For the scholarship unit: an educationalist (doctoral degree with or without clinical experience) or a clinician with a graduate degree (minimum master’s degree) in education or research, with recognized experience in planning, managing, and undertaking successful scholarly projects in medical education
    3. The unit advisor must ensure that the AFC trainee has the opportunity to apply what they are learning in each unit.
  2. A Clinician Educator program must be able to supervise all units or have a formal agreement between institutions to ensure that an AFC trainee is able to achieve all of the portfolio requirements. Any program offering the simulation elective should provide access to an accredited simulation centre.
  3. Learning environments must include experiences that facilitate the acquisition of the competencies in the Competency Training Requirements.
  4. The physical and technical resources and supporting facilities available to the program must be adequate to meet the needs of the program as outlined in the Competency Training Requirements. In particular, the AFC trainee must have opportunities to
    • interact with learners, preferably at more than one level across the education continuum (undergraduate, residency or postgraduate, graduate or continuing professional development); and
    • engage in teaching and other educational activities.

STANDARD C3: EDUCATIONAL PROGRAM

There must be a defined educational program that includes academic and scholarly content relevant to the Clinician Educator. The program must be designed to ensure that each AFC trainee is able to achieve all the competencies as outlined in the Competency Training Requirements.

  1. The educational experiences must allow achievement of all of the unit objectives, which are based on the relevant CanMEDS Roles.
    1. At the beginning of each educational experience, individual learning strategies to meet the objectives must be developed jointly by the AFC trainee and the unit advisor.
  2. The program must provide global supervision of an AFC trainee to complete all the components of training outlined in the Competency Training Requirements.
  3. Teaching and learning must take place in environments that promote trainee safety and freedom from intimidation, harassment, and abuse.

STANDARD C4: ASSESSMENT OF AFC TRAINEE PERFORMANCE

There must be mechanisms in place to ensure the systematic collection and interpretation of assessment data on each trainee enrolled in the Clinician Educator program.

  1. The in-training assessment system must be based on the goals and objectives of the Clinician Educator program and must clearly specify the methods by which AFC trainees will be assessed, and the level of performance expected of trainees at each stage in the achievement of these objectives.
    1. There must be regular, timely, documented feedback on the progress of the AFC trainee.
    2. Feedback sessions with AFC trainees must include face-to-face meetings as an essential part of assessment.
    3. The AFC trainee must submit all required entries for each unit to the AFC portfolio. Evidence of achievement of competencies is set out in the Competency Training Requirements.
    4. A final global assessment of competence as a Clinician Educator must be submitted by the AFC director for each trainee.
  • APPROVED – Specialty Standards Review Committee – June 2013
  • FINALIZED – AFC Committee – August 2013
  • REVISED – AFC Committee – February 2016
  • EDITORIAL REVISION APPROVED – Office of Specialty Education – February 2016

To ensure proper formatting of this document is preserved, please print this page using the linked PDF version only.

This HTML version of the national standard document was created for compliance to AODA standards. The official Royal College version is the PDF version which you may access by clicking on the PDF Print Version below. The PDF version will be used for all Royal College related business (credentialing, accreditation, assessment etc.) and therefore, if there are any discrepancies between the PDF version and this HTML version, the PDF is the accurate approved Royal College standard.