International Conference on Residency | September 24-26, 2020

Learning Tracks

ICRE 2020 Learning Tracks

Next Generation Residency Education: Game Changers and Proven Practices

Accreditation in residency education (ARE)

This track 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.

Admissions: Selecting residents (ASR)

This track features workshops related to all aspects of selecting residents for PGME.

Assessment: Cutting edge tools and practical techniques (ACE)

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.

Competency-based Education (CB)

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.

Education research methods (ERM)

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.

Equity, diversity and inclusion (EDI)

This new learning track will offer submissions in multiple formats which pertain to residency education for diverse learners and populations. The track will focus on equity, diversity, and inclusion along the breadth of residency education, from selection to outcomes, and the formal, informal, and hidden curricula in between. Offerings will include, but will not be limited to, the following domains of diversity: gender, sexual, racial, ethnic, socioeconomic, and geographic origin diversity. As a multidisciplinary field within residency education, followers of the track should expect to encounter a variety of methodologies, from the quantitative to the qualitative, and the bridging of theory and practice.

Faculty development (FD)

Submissions about preparing teachers and clinician educators for their roles in residency education will be featured in this track.

Fatigue risk management/Resident duty hours (FRM/RDH)

Submissions that advance the shifting international discourse on fatigue risk management and optimal resident work hours are encouraged. Topics might include: fatigue risk management strategies, fatigue and physician health, fatigue and patient safety, and occupational risk, as well as new models of structuring residency education and scheduling.

Health policy and residency education (HP)

Workshops on a wide variety of policy issues relating to resident training should be submitted to this track.

Humanities and history in medical education (HIS)

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.

Leadership Education (LED)

Leadership is emerging as a priority content area for residency education around the world. In the 21st century, where health care demand is high, resources are limited, and transformation of training is underway, leadership competencies are more crucial than ever. 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.

Learning analytics (LA)

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.

Next generation in residency education: Game changers and proven practices (GEN)

Medical education has seen increasing focus on leading edge topics, methods, and innovations in recent years. Sometimes these are areas of new discussions without implementation efforts to date, where moving past discussion could be a game changer for the future of residency education. However, sometimes these are areas where exemplar researchers or training programs have proven, to some extent, a better approach to residency education, but their work has not yet expanded.

Physician health and wellness (PHW)

ICRE invites all those with an interest in teaching and assessing physician health to submit their workshops.

Quality improvement and patient safety in residency education (QI)

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.

Simulation in residency education (SIM)

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.

Teaching and learning in residency education (TL)

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.

The unique educational climate of the operating theatre (OT)

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.

Trainees leading medical education change: For trainees, by trainees (RES)

Designed for residents; by residents, this track will highlight how trainees can best learn, navigate, adapt, engage in co-leadership, and excel within a changing medical education landscape. Through workshops, presentations and interactive sessions tailored towards trainees, this track will engage trainee and faculty educators in critical discussions related to teaching and training; management and clinical skills; accreditation; resource stewardship; patient safety and quality; competency-based medical education; mentorship and coaching.

Using innovative technologies for medical education (TEC)

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? Innovations in residency teaching and assessment (WW)

What Works submission 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.