Diversity in Residency Education: Training in a World of Differences
This encompasses all aspects of accreditation of residency programs, including accreditation systems, continuous improvement of programs, graduate outcomes related to programs, and standards of program quality.
This track features workshops related to all aspects of selecting residents for PGME including prioritizing and enhancing diversity.
This track encompasses workshops describing effective methods of assessing competencies of physicians in training in any domain of medicine. Emphasis should be placed on new assessment tools for particular CanMEDS Roles as well as methods that work in postgraduate medical education.
This track is an emerging endeavour in medical education; as such, this track is a special focus of the ICRE. Papers and workshops relating to this growing approach to medical education are most welcome.
Issues, innovations and research related to diversity and equality in residency education.
Submissions relating to competencies required for delivery of safe, quality patient care.
We welcome submissions about enhancing the methods and quality of research about residency education. This track would include scholarly works that help others to enhance their ability in conducting studies to improve PGME.
Through practical workshops, presentations and interactive sessions tailored towards residents and other learners, this track will engage our future leaders and educators in critical discussions and scholarship related to teaching and training; management and clinical skills; accreditation; resource stewardship; patient safety and quality; competency-based medical education; mentorship and more. How residents can best learn, navigate, adapt and excel within a changing medical education landscape is at the core of this learner-centred track, designed for residents; by residents.
Submissions about preparing teachers and clinician educators for their roles in residency education will be featured in this track.
Workshops on a wide variety of policy issues relating to resident training should be submitted to this track.
Workshops on the history of medicine are most welcome at ICRE. Residency education, and advanced areas of medical education in general, have evolved during the history of the profession. Workshops relating to original research detailing the history of residency education will be featured here.
This track explores cutting-edge research and practice as it relates to the competencies required for delivery of safe, quality patient care. Submissions under this track will evaluate improvement projects and explore innovative educational approaches that address quality improvement, patient safety and resource stewardship in residency education.
Learning analytics is the measurement and analysis of data about learners for purposes of understanding and improving learning. Submissions from a variety of methodologies, qualitative and quantitative, are encouraged. This includes studies of how trainees’ clinical and academic performance can be leveraged for better learning.
This innovative track will address all aspects of leadership education, including defining leadership, enhancing training models for residents and faculty, and outlining approaches to assessing leadership abilities.
Submissions relating to teaching and assessing physician health.
Submissions that advance the discourse on optimal resident work hours are encouraged. Topics might include: new models of structuring residency education, tensions between education versus service, fatigue and patient safety, and scheduling.
Simulation is now established as a powerful mode of instruction and assessment in residency education, but there is still much work to be done on effective use of simulation in residency. Scholarly presentations across the spectrum of simulation methods are welcome.
This is the core component of the program. We welcome the majority of submissions regarding all aspects of training residents for practice. Workshops and research on any aspect of physician competencies (Medical Expert, Communicator, Collaborator, Leader, Health Advocate, Scholar, and Professional) are encouraged. In addition, papers and workshops related to teaching patient safety or using simulation for residency teaching are welcome.
For many trainees, the operating room (OR) provides rich opportunities for learning concepts and skills that are central to their residency experience. This educational environment is distinct from other clinical settings in a broad sense, and this provides unique practical and psychological obstacles for teaching and learning in residency. Submissions to this track will focus on the OR as both a physical and conceptual environment for teaching and learning in residency, including psychological safety, coaching and learning styles in the OR, assessment of technical and non-technical skills, and issues in global surgical education.
This track features submissions that have a special focus on how the use of technology has an impact on residency education. We are interested in how innovative tools such as Apps (iOS, Android, etc.), Social Media (Facebook, Twitter, G+, etc.), eLearning and mLearning can be utilized to empower learners and create new learning opportunities in the digital age.
What Works submissions should depict innovative educational techniques and tools for residency education. Abstracts must describe teaching or assessment methods for one or several of the CanMEDS Roles or other competency frameworks.