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Dialogue - August 2016

We accredit simulation programs — do you know why?

We accredit simulation programs — do you know why?

Back in the mid-2000s, the idea of using simulation to help train health care professionals was starting to gain some traction. Royal College leadership was an early investor in this domain, building a brain trust of knowledge and expertise in this emerging area. Fast-forward to present and the field of medical simulation training has exploded.

The Royal College is one of only three organizations in the world that accredit medical simulation programs both nationally and internationally. We’re also the only one who focuses exclusively on standard-setting.

Why accredit simulation centres?

“We knew that people were going to be having resources to dedicate towards simulation. We knew that they would need to have relationships with industry. We knew there was going to be great need for faculty development,” said Dr. Susan Brien, FRCSC, director of Practice and Systems Innovation at the Royal College.

“We thought that bringing together experts and creating standards and an accreditation process would help us increase capacity in Canada for the utilization and integration of simulation modalities into professional training programs.”

What do we mean by “simulation”?

Simulation, for the purposes of training health professionals, can include several modalities:

  • Virtual patients or some type of online, interactive educational experience that involves a computer and decision-making.
  • Technology-enhanced learning (e.g. the application of some type of mannequin, virtual reality system, cadaver, animal or another object to experience part of the critical engagement with learners).
  • Standardized patients.

Simulation programs can include one or more of these subtypes.

Extending the medical simulation community

Dr. Brien says the principal reason why simulation programs want to be accredited by the Royal College is because this process legitimizes the work and effort they are putting towards the use of simulation in their context.

“It is a very coach-mentorship type of process, not a checklist. When we go there and say, for example, you need to have better resources for X or you need to have a policy around Y, it gives them a great amount of leverage to work with both their universities and hospitals to try and attain this.”

Royal College: Simulation program accreditation

31  —  Number of Royal College standards for the accreditation of simulation programs.

12  —  Average number of months to complete the accreditation process

11  —  Number of Canadian programs that have been accredited

3 or 5  —  Number of years the accreditation is valid (determined by level of compliance)

1  —  Number of international programs that have been accredited

Our simulation accreditation standards were created by a group of experts about seven years ago. Since simulation pulls from the cutting-edge of technology, standards and centres need to be reassessed over time. Most centres are accredited for a period of five years. In Canada, 11 programs have been accredited by the Royal College so far with half a dozen more currently exploring the possibility.

“We want to encourage collaboration and research, not competition, so we’ve made that part of standards. Everyone has to be doing some type of scholarship, whether leading or collaborating with other centres. It’s an interesting way of using standards to actually encourage and leverage collaborations for research,” she said.

Royal College Tweet: Thrilled to announce our 1st internationally accredited sim program: The Clinical Skills & Simulation Centre at King Abdulaziz University.
Thrilled to announce our 1st internationally accredited sim program: The Clinical Skills & Simulation Centre at King Abdulaziz University.

This year, we accredited our first international simulation program: the Clinical Skills & Simulation Center at King Abdulaziz University in Jeddah, Saudi Arabia. This program is directed by Dr. Abdulaziz Boker, who did his postgraduate training in Anesthesiology in Canada.

“We were actually able to bring together the Canadian simulation community and first ask them how they felt about bringing on international partners. I think they’re very excited to be able to expand the community globally,” said Dr. Brien. “The standards are the same, even though the context in which they’re placed may be different. Having the same standards is very important for building that community.”

Learn more about our work in simulation-based education and program accreditation services. Read about our Practice, Performance and Innovation unit.


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MOC Tip of the Month
Frédéric Bernier

Team up with a surgical colleague to claim MOC Program credits

MOC Tip of the Month - Frédéric Bernier

This tip is for all of my surgical colleagues. Surgeons often assist each other during surgical procedures. This is a unique opportunity to receive feedback from a trusted colleague on your day’s cases. By doing so, you will be able to claim MOC Program credits, and so will they!

Immediately after the procedure, carefully consider the elements that worked well for you and that you would like to maintain, along with the elements that you would like to improve on during future surgeries.

Then go over your self-assessment with your colleague to enhance the discussion with their feedback on your assessment and their own perspectives, too.

You can re-evaluate your initial impression of your performance with their feedback in mind. Did you both agree that certain elements of your performance could be enhanced? If so, this is the perfect time to decide on a plan of action for further improvement, such as pursuing a Personal Learning Project (PLP).

As the “assessee”, you can claim three “Section 3: Direct Observation” credits per hour of time spent reflecting on your performance, receiving feedback and revising your initial thoughts.

And your surgical colleague?

As the “assessor”, he or she can report 15 “Section 2: Peer Review” credits for the year, regardless of how many times during the year they carry out this activity.

Meaningful and constructive feedback is essential for improving our skills. Try teaming up with a trusted colleague this year for some joint learning – it is a positive experience and well worth the effort!

Email Frédéric

Contact your local CPD Educator

Fellow readers, do you have a MOC tip that you would like to share with others?

Fellows, do you have a MOC tip that you would like to share with others? Contact with your tip. If we use it, we will send you a free piece of merchandise from our Insignia collection.


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Dr. Kaufmann’s five fundamentals for modeling civility in the workplace

Dr. Kaufmann’s five fundamentals for modeling civility in the workplace

About one in five residents report having been intimidated or harassed during their residency, according to the University of Toronto’s “Five Years of the Resident Exit Survey.”

Learning the skills, habits and attitudes that encourage a safe and supportive work environment is a worthwhile pursuit for residents and practising physicians alike. This theme was the focus of a learning session at our Fellowship Affairs Summit on June 3, 2016.

“We hear everything and anything when the phone rings,” said Dr. Michael Kaufmann, CCFP, FCFP, who helms a team of 20 staff who take physician distress calls and who has built his career helping other doctors.

Dr. Kaufmann delivered a session at the summit on how to foster a culture of civility and professionalism in practice and educational settings. He is medical director of the Physician Health Program, a service of the Ontario Medical Association designed to help doctors and their workplaces when professional behaviour is a concern.

“The traditional definition of a competent professional heavily emphasizes medical knowledge and clinical skill, but we need to add a third component – civility – and it should be weighted as equally important,” he said. “True competence is the confluence of these three skills.”

How should physicians model civility in the workplace?

Dr. Kaufmann offers these five fundamentals.

  1. Show respect: Showing respect for others even in tough times will invest goodwill in your emotional bank account. This investment will serve you well through difficult interpersonal situations down the line.
  2. Raise awareness: Learn self-awareness strategies, such as mindfulness, to improve your capacity for reflective practice. This is the skill of thinking of what you did, what happened, and what you’d do differently next time. These techniques can help you to close the gap between the intent of your actions and their actual impact, and help others to do the same.

    Did you know? Practising mindfulness is a singularly powerful way to look after your well-being. Not sure how to do it? This engaging video “Mindfulness is a superpower” explains it very well!

  3. Cultivate effective communication: Practice assertive communication skills, including active listening. This permits careful, intentional communication rather than reflexive, emotional communication.
  4. Practice self-care: Our culture of medicine and our own predispositions as physicians often encourage us to work to a state of depletion. Try to resist this outcome by practising self-care. Practising self-care is fundamental if physicians are to build personal resilience, perform well and deliver positive patient outcomes.
  5. Be responsible: We have an individual responsibility to actively make choices that keep us on the healthy side of life. We have a leadership responsibility to model to others a commitment to staying there. It’s all about our individual and mutual responsibility to create the most civil culture of medicine possible.


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Last call: Award nominations & fellowship applications (due Sept. 9)

Last call: Award nominations & fellowship applications (due Sept. 9)

The call for applications and nominations for a variety of Royal College fellowships and awards is closing on September 9, 2016. Explore the list below and click on the hyperlinked titles for specific information or to apply.

Apply for…

Nominate someone for…


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We just funded 14 new research projects — get all the details!

We just funded 14 new research projects — get all the details!

Each year, we advance medical education by supporting researchers and medical educators working across a diverse range of disciplines, health settings and environments. Please join us in celebrating our newest cohort of Royal College-funded researchers!

Medical Education Research Grant recipients for 2016

This grant supports quality research in postgraduate medical education and continuing professional development involving Royal College Fellows.

Principal investigators and funded projects

  • Joanna Bates, MDCM, CCFP, FCFP (University of British Columbia) | Contextual Competence: exploring how residents recreate competent performance in new settings
  • Giselle Bourgeois-Law, MD, FRCSC, Med, PhD student, Maastricht University (University of British Columbia) | Barriers in Addressing Remediation for Practicing Physicians
  • Kathy Boutis, MD, MSc, FRCPC (The Hospital for Sick Children) | Performance-Based Competency in the Interpretation of Pediatric Musculoskeletal Radiographs
  • Kevin Eva, PhD (University of British Columbia) | Tailoring data collection to improve the effectiveness of assessment for learning
  • Joanne Goldman, PhD, Postdoctoral Fellow (University of Toronto) | A case study of advanced post-licensure quality improvement and patient safety education
  • Sandra Monteiro, PhD (McMaster University) | In the Blink of an Eye: Very Rapid Visual Diagnosis in Medicine
  • Dominique Piquette, MD, MSc, MEd, PhD (Sunnybrook Health Sciences Centre) | Programmatic Assessment in the Workplace: A Realist Exploration of Contexts, Mechanisms, and Outcomes in Critical Care Medicine
  • Akshay (Shay) Seth, MD MAEd(c) (University of Ottawa) | How Surgeons Make A Risk Assessment and Know When and How to Implement New Procedures
  • Kong Eric You-Ten, MD, PhD, FRCPC & Sev Perelman, MD, CCFP-EM (Mount Sinai Hospital) | Role of a Difficult Airway and Oxygenation Cognitive Aid on Interprofessional Team Performance - A Randomized Controlled Study
  • Bin Zheng, MD, PhD (University of Alberta) | Kinesthetic Guidance for Enhancing Laparoscopic Proficiency

Find out more about these projects! Visit the recipients’ webpage to read project abstracts and to learn how these projects will impact medical education research.

Royal College/AMS CanMEDS recipients for 2016

This grant supports research, development or implementation of projects that enhance specialty education through the key CanMEDS Roles.

Principal investigators and funded project titles

  • Maria Hubinette, MD, CCFP, MMEd (University of British Columbia) | Physicians’ Health Advocate Role: Formal and Informal Learning
  • Kori LaDonna, PhD (Western University) | Developing a multi-perspective approach for teaching health advocacy
  • Ryan Snelgrove, MD, FRCSC (University of Alberta) | The Effect of Professional Culture on Intraprofessional Collaboration and Trainee Education
  • Sarah Wright, MBA, PhD (Toronto East Health Network) | How Advocacy is Understood and Enacted by Medical Residents: A Multi-site Grounded Theory Study

Find out more about these projects! Visit the  recipients’ webpage to read project abstracts.

Exciting opportunities to receive funding for your medical education studies or research

  1. Apply for our Robert Maudsley Fellowship for Studies in Medical Education. This one-year fellowship supports specialists seeking to acquire knowledge and skills in the field of medical education through formal graduate training.  Learn more or apply for this grant »

    Deadline: September 9, 2016

  2. NEW! Strategic Request for Proposals: Competency-based Medical Education (Letter of Intent). We are currently accepting applications for research to advance competency-based medical education in priority areas. Funding is to a maximum of $35,000 per project for a two-year period. Learn more or submit a letter of intent »

    Deadline: September 30, 2016


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In short: Why we initiated Competence by Design, plus video resources

In short: Why we initiated Competence by Design, plus video resources

Whether you’re a Fellow or a resident, at some point, you or your family will need access to a specialist physician. When that day comes, you want a physician who has the medical knowledge and skills you need; a physician who can share and communicate care plans and options in a way you’ll understand and who will act as an advocate for your needs.

There’s no question that our current medical education system produces excellent physicians — physicians you’d trust to look after your family — but there’s always room to improve. This is where Competence by Design (CBD) comes in.

Our CBD initiative will embed competency-based teaching, learning and assessment practices into speciality education and lifelong learning to better prepare physicians for, and help them manage, the complex realities of practice and ever-evolving patient needs. 

CBD implementation is just beginning in residency programs. We’re also continuing to work with our partners to determine how to best integrate competency-based practice into lifelong learning.

Learn more about CBD with these video resources

Check out these videos to learn how CBD will help better prepare the physicians of tomorrow, so they can be there when you and your family need them.

For morning information, visit or contact


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News from Council (June 2016 meeting)

News from Council (June 2016 meeting)

The Royal College Council held its spring meeting on June 16-17, 2016.

This is an important time to monitor Royal College projects and initiatives, as well as discuss issues affecting specialty medicine and its practice in the different regions of Canada.

Council meeting highlights

Endorsement of the 2015 Bangkok Global Surgery Declaration
Council voted to endorse the 2015 Bangkok Global Surgery Declaration. This decision promotes global collaboration and compliments the Royal College’s advocacy efforts towards patient care-focused issues. The declaration was passed by the World Health Organization (WHO) in May 2015. The resolution calls on the world to “Strengthen Emergency and Essential Surgical Care and Anesthesia as a part of Universal Health Coverage.” The declaration has already been signed by a number of our sister colleges around the world.

Medical assistance in dying
Council continued to discuss the educational strategy developed by the Royal College’s Ethics Committee to support and prepare Fellows and residents for the pending implementation of the new Medical Assistance in Dying legislation, which received Royal Assent on June 17, 2016.

Council underscored that the Royal College has an important role to play in reflecting upon what the implementation of the new legislation will mean for the profession of medicine, and ensuring that Fellows and residents achieve a broad understanding of the ethical issues surrounding medical assistance in dying within the overarching context of exemplary end of life care. To ensure the development of harmonized and consistent educational support for Fellows and residents in this evolving area of professional practice, Council was pleased to hear that the Royal College will be working closely with the Canadian Medical Association and the College of Family Physicians of Canada.

Competence by Design: Implementation
Members of Council were provided with an opportunity to share the feedback they are hearing about Competence by Design (CBD) from committees, schools and colleagues. The feedback was documented and assurances were provided to Council that outreach to stakeholders, ranging from the frontline physician to the specialty committees charged with envisioning the future of their discipline, is recognized as a critical success factor. To increase the information available about CBD and respond to questions received to date, Council was informed that a foundational document is in development that will outline all aspects of the CBD Project – from rationale to implementation strategy – and will be presented to Council at its October 2016 meeting. A broad stakeholder review of the document will begin this fall with the intention to release a formal version in early 2017.

A demonstration of a functioning prototype of MAINPORT ePortfolio – an adapted system to track resident learning and assessment activities in line with the principles of competency-based medical education – also took place during the June 2016 Council meeting. 

International outreach: Nepal
Council was briefed on Royal College international development efforts underway in Nepal. A Royal College delegation travelled to Kathmandu in March 2016 to support capacity building efforts in medical education and professional development. The trip concluded with the signing of an agreement between the Royal College and the Nepali Ministry of Education, formalizing Royal College support for the development of a national model for postgraduate medical education and implementing elements of the Mathema Committee Report – a formal process of educational reform backed by the Nepali government.

Council applauded the Royal College’s outreach approach in Nepal and the development of sustainable, context-specific solutions. Management was encouraged by Council to build upon these principles of engagement for future international development initiatives.

Responsible stewardship
Council addressed several matters relating to the stewardship of the organization, including review of reports relating to operational planning, pension plan health and financials. A full briefing was provided to Council on the unaudited financial position of the Royal College for the fourth quarter ended March 31, 2016, noting that the audited financial statements for the year end were in development. Council approval of the March 31, 2016, audited financial statements will be sought in mid-September following which the statements will be presented to the members for information by September 30, 2016.

The next Royal College Council meeting will take place October 20-21, 2016, in Ottawa. Questions relating to Council activities can be directed to


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Which resident rotational model is better for patient care?

Which resident rotational model is better for patient care?

If you had the choice to customize a training program for yourself or for your residents, which rotational model would you pick: a longitudinal approach, or a more traditional model, consisting of a number of rotations? Is one more beneficial than the other in 21st century residency training, both in terms professional development and patient care?

If you’re curious what two of the world’s leading medical education experts have to say on the matter, don’t miss the 2016 International Conference on Residency Education (ICRE)or the special sneak peek below!

This year’s conference in Niagara Falls, Canada (September 29 – October 1) will feature the special plenary debate Longitudinal or traditional rotations: Which is better for patient care and training?

Fiona Moss, MD      Salvatore  M. Spadafora, MD, FRCPC, MHPE
Fiona Moss, MD and Salvatore M. Spadafora, MD, FRCPC, MHPE

During this session, Fiona Moss, MD, dean of the UK’s Royal Society of Medicine, and Salvatore M. Spadafora, MD, FRCPC, MHPE, vice dean of Post-MD Education at the University of Toronto, will go head-to-head to debate the pros and cons of a rotational model for residents within the context of a health care system-wide push towards quality improvement in medical education and training. At the crux of this lively debate will be the question: How to best balance needs?

The ICRE 2016 plenary debate will take place on Saturday, October 1, from 08:00 – 09:00 in Niagara Falls, Canada.

To offer a sneak peek into their much-anticipated ICRE debate, Drs. Moss and Spadafora recently participated in an exclusive Q&A where they told us about their experiences with rotational models, and shared their views on which approach is best for today’s physicians in training.

Below is an excerpt from the conversation.

This will be the topic of debate, but let’s hear your overarching views going in: in the context of a health system-wide push towards quality improvement and enhanced patient care, which rotational model is best for the training of residents? Can there be such thing as a one-size-fits-all approach to training models?

Fiona Moss (FM): Residents need to acquire the skills that enable them to both care for individual patients and to “look after the system of care.” These latter skills include team working, leadership and organizational skills, along with the science crucial for quality improvement science. Acquiring these skills cannot be done quickly – and because they are so important for the care of individuals, I favour a model of training that limits the rotational changes experienced by residents.

Sal Spadafora (SS): In a pro/con debate, I must say that I would suggest that traditional rotations are the best way to cover the often varied breadth of specialty training requirements. Traditional rotations provide us with the opportunity to ensure that our learners are exposed to the multiple contexts of clinical care that provides a comprehensive suite of learning opportunities. The reality, however, is that one size likely does not fit all and that most of our future approaches to medical education must include a component of individualized or customized learning plans. 

Can you give an example from your own professional life that might help explain why it is that you view those particular models as being the best approach to take in terms of planning resident rotations?

FM: As a senior resident (registrar) in the UK, my program had me essentially spend two years in each of two places. I learned an enormous amount about the ins and outs of working in a single organization, and it was not possible to “rotate” away from difficult situations. I was able to see the long-term impact of quality improvement; develop long-term working relationships with a whole range of staff and patients; and to get to know the local primary care practitioners, as well as the local population. Because I became part of each institution for a long time, I was given organizational responsibilities, which allowed me to develop organizational skills in a way that would not have been possible in shorter rotations. In addition, my trainers were able to supervise and appraise my development much more in-depth.

SS: Ironically, my training for my specialty was not that of what we would describe as “traditional” rotation.  It was site-based longitudinal, and you moved every four to 12 months. It was felt that if we stayed at a site for long enough, we would “see it all.” We went to a site daily “tarred”; the teachers threw enough “feathers” at us, and hoped that some of them stuck. Not all of us ended up looking like birds. They called them rotations, but there was no structure to them other than showing up at a site for what felt like a very long time, and being assigned to an operating room. I was pretty diligent and assertive, but felt that I really had to advocate and be quite loud to get what I was missing. 

Learning is a partnership, and as much as I want learners to be active, assertive and speak up (and they do), I believe it is our collective obligation to provide some structure and partner with the learners to provide the rotations that are carefully planned, exquisitely supervised, and take into account the integration of patient care/ service and trainee learning. This is what I spent the first portion of my career doing, as a teacher, and then as a program director; transforming a longitudinal, site-based approach to true rotations.   

What can ICRE attendees expect from this debate? How might it be of value to participants who may not directly be involved in the planning of, or participation in, rotational training models?

FM: I hope that those in the audience will see that there perhaps needs to be a greater alignment between residents, their training programs and the organizations in which they work and train. Residents are among the most able, ambitious and energetic of our health care professionals, and if they were a greater part of – and more “aligned with” – their educational organizations, this could benefit the clinics/hospitals and their patients, as well as the residents themselves. In addition, this would perhaps drive more hospitals to aim to truly be “learning organizations.”

SS: Well, for starters, I like a good debate (as my family would say – “he likes to argue and he always thinks he is right!”). So attendees can expect me to be less “on the fence,” and be a bit more dogmatic about the traditional model of rotational learning as the quintessential way to produce the model physician for the 21st century.
I think the session will be valuable to the reflective educator who can expect to find the good, the bad and the ugly of each model exposed for what it is and decide for themselves if they want a polarized, off-the-rack item to fit onto each learner and each learning environment. I suspect participants will take in the good of each model, avoid the bad of each model and shun the ugly of each model. The result may be a future that is awash with thoughtful, customized, individualized, “bespoke” rotations that focus on the learner and the patients!   

Fiona Moss is a most capable opponent to debate - expect sparks to fly!  

Want to hear more from this year’s dynamic debaters? Visit the ICRE blog to read the full Q&A between Drs. Moss and Spadafora. Or, view the full lineup of plenaries, workshops and sessions taking place during ICRE 2016 on the conference website.

Don’t miss the ICRE 2016 early bird deadline!

Register before August 22 to save on the conference fee. Join more than 1,600 medical education leaders, clinical educators, program directors, residents and policy-makers from around the world in Niagara Falls, Canada, September 29 – October 1, 2016, for the world’s largest conference devoted exclusively to advancing residency education.

Headlined by quality improvement experts, Dr. Kaveh Shojania and Dr. Paul Batalden, this year’s conference will explore the theme Advancing Quality: Aligning Residency Education and Patient Care through workshops, plenary sessions and special pre-conference events, including “Building the Bridge to Quality: An Urgent Call to All Educators” — a special quality improvement and health professions education consensus conference.

Click here to register for ICRE 2016.


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SimTrek returns for its most “extreme” edition yet

SimTrek returns for its most “extreme” edition yet
Dr. Glenn Posner and an interprofessional simulation team debrief a scenario as a part of the SimTrek session at the 2014 Simulation Summit in Toronto, Ontario.

If you’re a past attendee of the Simulation Summit, you’ve likely attended the conference’s popular SimTrek session — but we guarantee that you’ve never seen simulation quite like this before.

In fitting with the 2016 conference theme, Extreme Sim, this year’s edition of SimTrek will showcase high-fidelity medical simulation in a truly extreme scenario: at sea, on a nearby oil rig, involving the transfer of a patient via helicopter to a hospital by an interprofessional health care team.

While the first part of the simulation will have audiences watching a captivating video feed from the edge of their seats, the simulation will conclude in real-time, in front of their eyes, in the St. John’s Convention Centre makeshift Emergency Department.

Don’t miss the 2016 SimTrek experience on Saturday, October 15 (1430 – 1600) — the culmination of all the theatre-based simulation principles discussed during the conference.

Secure your spot today: Register for the 2016 Simulation Summit.

Discounts if you register early for the 2016 Simulation Summit

Advantages for resident and student attendees #SpreadTheWord

  • We offer discounted student registration rates to support and encourage their continuing professional development in the field of simulation.
  • New this year, the conference will host a special Student Networking Event at the charming Quidi Vidi Brewery in St. John’s, N.L. Meet up with old friends, connect with new colleagues, and chat about simulation-based education over a refreshing pint! Visit our registration page for more information.

Don’t forget: August 13 deadline to submit your best “rant”

If you have a passionate viewpoint to contribute on a topic related to simulation-based education, get your video camera out and record your best “rant”. We’ll be presenting the best rants during the 2016 Simulation Summit.

The purpose of your rant should be to persuade others to see things your way on a particular topic in an educational – and entertaining – way. Video rants on any subject related to simulation-based education will be considered.

Download complete video rant guidelines and submission instructions here.


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Members in the news

Doctor walking down a hospital hallway

The goal of this research is to create an objective test to diagnose asthma versus other respiratory diseases that might look like asthma.

– Darryl Adamko, MD, FRCPC (Pediatrics, Respirology)
Quoted in “New pediatric respiratory test could be a game-changer” (University of Saskatchewan)


One of the most common (difficulties professionals face) in the emergency setting is time constraints and time pressures.

– Samina Ali, MD, FRCPC (Pediatric Emergency Medicine)
Quoted in “U of A doctor creating guidelines for treating young patients with the least painful methods” (Edmonton Examiner)


Trust is an essential part of the healing process.

– Stephen Archer, MD, FRCPC (Internal Medicine)
A quote from “Patient Privacy: A call for a cultural and architectural revolution in healthcare” (News, Innovations and Discoveries Blog, Queen’s University)


For the past fifteen years, I’ve been investigating the psychological effects of war on frontline print journalists and photojournalists.

– Anthony Feinstein, MD, FRCPC (Psychiatry)
Quoted in “Shooting War” (Globe & Mail)


It’s important to weigh the merits of each study that comes out carefully, especially as research in obstetrics is particularly hard to do.

– Laura Gaudet, MD, FRCSC (Obstetrics and Gynecology)
Quoted in “Don’t panic about study linking Tylenol during pregnancy to autism” (Today’s Parent)


People are desperate to find solutions that work.

– Arya Sharma, MD, FRCPC (Internal Medicine, Nephrology)
Quoted in “Why a draconian weight-loss device may help solve a complex issue” (Globe & Mail)


There's a profound reduction in 911 calls, hospital emergency visits, paramedic and police encounters.

– Jeff Turnbull, MD, FRCPC (Internal Medicine)
Quoted in “Treating alcoholics - with wine” (BBC News)


But it is an important question to address of how do we eliminate hepatitis C in Canada and how much are we going to screen to find the people potentially infected who have never been tested.

– Lorne Tyrrell, MD, FRCPC (Internal Medicine)
Quoted in “Screen baby boomers to better protect Canadians from hep C, say Edmonton virologists” (Edmonton Journal)



Congratulations to all of our Fellows who have recently received an award.

  • Dr. John Richards MD, FRCSC, of Vancouver, B.C., was recently presented with a Lifetime Achievement Award from the Canadian Ophthalmological Society.


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In memoriam


Ibrahim Benjamin Amara, MBChB, FRCPC, died on June 17, 2016, in Kingston, Ont., at age 93. Dr. Amara was certified by the Royal College in Psychiatry in 1972. He was born in Sierra Leone, West Africa, attended medical school at Birmingham University, and later completed his specialty training at Liverpool School of Tropical Medicine and Psychiatry at Maudsley Hospital, London, England. Read more about Dr. Amara.

Neil Cowie, MD, FRCPC, died on June 18, 2016, in Saskatoon, Sask., at age 63. Dr. Cowie was certified by the Royal College in Anesthesiology in 1987. In addition to his countless clinical and academic roles, Dr. Cowie was also an enthusiastic Bluegrass banjo player. Read more about Dr. Cowie.

Frederick Walter Engmann, MD, FRCPC, died on June 30, 2016, in Mississauga, Ont., at age 85. Dr. Engmann was certified by the Royal College in Diagnostic Radiology in 1972. He was born in Ghana, West Africa, and attended the University of London, England. Dr. Engmann immigrated to Canada in 1967, and worked in both Alberta and Saskatchewan before settling in Ontario. Read more about Dr. Engmann.

James Albert R. Holmes, MD, FRCPC, died on June 3, 2016, in Kelowna, B.C., at age 82. Dr. Holmes was certified by the Royal College in Internal Medicine in 1965. Dr. Holmes practiced medicine in Kelowna for over 30 years, was a proud father and grandfather, and was an avid outdoorsman. Read more about Dr. Holmes.

Nessim Naguib Isa, MBChB, FRCSC, died on June 16, 2016, in Kelowna, B.C., at age 80. Dr. Naguib was certified by the Royal College in Obstetrics and Gynecology in 1970. He was born in Cairo, Egypt, attended medical school at Cairo University, immigrated to Canada in 1967, and later established his Obstetrics and Gynecology practice in Saint John, N.B. Read more about Dr. Isa.

Andrew T. Karsgaard, MD, FRCSC, died on June 14, 2016, in Winnipeg, Man., at age 99. Dr. Karsgaard was certified by the Royal College in Ophthalmology in 1972. He was a missionary with The Scandinavian Alliance Mission (TEAM), and provided medical care all over the world. Read more about Dr. Karsgaard.

William Logan Millman, MD, FRCPC, died on June 24, 2016, in Arva, Ont., at age 74. Dr. Millman was certified by the Royal College in Anesthesiology in 1971. He obtained his medical degree from the University of Western Ontario. Read more about Dr. Millman.

Mary Nikitas Papantony, MBChB, FRCPC, died on July 2, 2016, in Toronto, Ont., at age 85. Dr. Papantony was certified by the Royal College in Anesthesiology in 1970. She obtained her medical degree from the University of Alexandria, Egypt, in 1955. Read more about Dr. Papantony.

Jack William Popowich, MD, FRCPC, died on July 8, 2016, in Edmonton, Alta., at age 80. Dr. Popowich was certified by the Royal College in Pediatrics in 1971. He held positions with the University of Alberta as chief of Pediatrics and associate clinical professor of Pediatrics. Known as “Poppy” to many, he was an avid outdoorsman and an advocate for physician health. Read more about Dr. Popowich.

Emerson C.R. Purchase, MD, FRCPC, died on June 21, 2016, in Stittsville, Ont., at age 95. Dr. Purchase was certified by the Royal College in Internal Medicine in 1972. Dr. Purchase was a member of the Canadian Air Force, and made several medical missions to Northern Canada. Read more about Dr. Purchase.

John Patrick Joseph Rowen, MD, FRCSC, died on June 15, 2016, at age 61. Dr. Rowen was certified by the Royal College in Thoracic Surgery and General Surgery in 1987. He is survived by his wife and three daughters. Read more about Dr. Rowen.

Rosemarie Ruth Schwarz, MD, FRCPC, died on June 20, 2016, in Oakville, Ont., at age 52. Dr. Schwarz was certified by the Royal College in Internal Medicine in 1997. She obtained her medical degree from the University of Ottawa. Read more about Dr. Schwarz.

George Bernard Skinner, MD, FRCPC, died on June 16, 2016, in Kingston, Ont., at age 86. Dr. Skinner was certified by the Royal College in Diagnostic Radiology in 1960. In addition to his robust role as a physician, he was also involved in sailing and represented Canada in the 1964 Olympics. Read more about Dr. Skinner.

Norman E. Thibert, MD, FRCPC, died on June 19, 2019, in Windsor, Ont., at age 90. Dr. Thibert was certified by the Royal College in Internal Medicine in 1972. Before his retirement in 1999, he was chief of Medicine and president of staff at Hotel Dieu Hospital. Read more about Dr. Thibert.

James Lyndall Whitby, MBChB, FRCPC, died on June 2, 2016, in London, Ont., at age 92. Dr. Whitby was certified by the Royal College in Medical Microbiology in 1973. He emigrated from England in 1971, settled in Ontario, and established the Department of Microbiology at University Hospital. In addition to his many roles within the medical community, Dr. Whitby loved music and played in Orchestra London Canada for over 20 years. Read more about Dr. Whitby.

Peter William Young, MD, FRCSC, died on June 3, 2016, in Kanata, Ont., at age 84. Dr. Young was certified by the Royal College in Ophthalmology in 1972. He obtained his medical degree from the University of Toronto, and practised in Canada, the United States, Germany and Zimbabwe. Read more about Dr. Young.

Paul Robert Zywina, MD, FRCPC, died on June 10, 2016, in Winnipeg, Man., at age 80. Dr. Zywina was certified by the Royal College in Psychiatry in 1975. He specialized in Child and Adolescent Psychiatry, and helped establish the Manitoba Adolescent Treatment Centre (MATC). Read more about Dr. Zywina.


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