Dictionnaire des données
| DD_ID | Holding | ElementName | Description | DataType | StartYear | MostCurrentYear |
|---|---|---|---|---|---|---|
| AP101 | Applicants | App_ID | Auto-Incremented primary key column | int | 1999 | 2016 |
| AP102 | Applicants | DDT_ID | Unique DDT identifier, also equates to the Master_ID in the DDT_Master table. | int | 1999 | 2016 |
| AP103 | Applicants | REPORTYEAR | Calendar year in which the application to medical school was submitted, i.e. 2002 refers to the 2002/03 academic year. | int | 1999 | 2016 |
| AP104 | Applicants | Univ_ID | Faculty of medicine code where the application to medical school was submitted. ID references are located in the University table in the Standards database. | int | 1999 | 2016 |
| AP105 | Applicants | Residence_ID | Applicant's place of residence at time of application. ID references are located in the Residence table in the Standards database. | int | 1999 | 2016 |
| AP106 | Applicants | LegalStatus_ID | Applicant's legal status at time of application. ID references are located in the LegalStatus table in the Standards database. | int | 1999 | 2016 |
| AP107 | Applicants | CitizCountry_ID | Applicant's country of citizenship at the time of application. ID references are located in the CitzCountries_Unique view in the Standards database (CitizCountry_ID = CountryCode_GS). | int | 1999 | 2016 |
| AP108 | Applicants | MaritalStatus_ID | Applicant's marital status at the time of application. ID references are located in the MaritalStatus table in the Standards database. | int | 1999 | 2016 |
| AP109 | Applicants | EduAtt_ID | Applicant's highest level of educational attainment at the time of application. ID references are located in the Edu_Attainment table in the Standards database. | int | 1999 | 2016 |
| AP110 | Applicants | PMInstitute_ID | Applicant's previous or current place of study at the time of application. ID references are located in the Pre_Med_Institution table in the Standards database. | int | 1999 | 2016 |
| AP111 | Applicants | MCAT_Required | Indicates whether MCAT scores were required for application at the faculty of medicine reported in the record (1 = Yes, 3 = No). | int | 1999 | 2016 |
| AP112 | Applicants | MCATDATE | Date when the MCAT examination was completed for the scores reported: month first digit followed by two last year digits - August 2010 = 810. 9888 = no MCAT score to report. | int | 1999 | 2016 |
| AP113 | Applicants | MCATVR | MCAT Verbal resonning score. | int | 1999 | 2016 |
| AP114 | Applicants | MCATPS | MCAT Physical Sciences score | int | 1999 | 2016 |
| AP115 | Applicants | MCATWS | MCAT Writing Sample score. | nvarchar | 1999 | 2016 |
| AP116 | Applicants | MCATBS | MCAT biological sciences score. | int | 1999 | 2016 |
| AP117 | Applicants | Duration | Duration of M.D. program. Coding specificities are available in the APPLICANT STUDY MANUAL. | int | 1999 | 2016 |
| AP118 | Applicants | Level | Year of Study for Which Admission Sought. Coding specificities are available in the APPLICANT STUDY MANUAL. | int | 1999 | 2016 |
| AP119 | Applicants | Rating | Rating of applicant by faculty of medicine. Coding specificities are available in the APPLICANT STUDY MANUAL. | int | 1999 | 2016 |
| AP120 | Applicants | Action | Medical School's Action With Respect to This Application. Coding specificities are available in the APPLICANT STUDY MANUAL. | int | 1999 | 2016 |
| AP121 | Applicants | Response | Applicant's Response. Coding specificities are available in the APPLICANT STUDY MANUAL. | int | 1999 | 2016 |
| AP122 | Applicants | MCAT2015Date | Year MCAT2015 taken. | int | 1999 | 2016 |
| AP123 | Applicants | MCATBio | Score on Biological and Biochemical foundations of living systems test. | int | 1999 | 2016 |
| AP124 | Applicants | MCATChePhy | Score on Chemical and Physical foundations of biological systems test. | int | 1999 | 2016 |
| AP125 | Applicants | MCATPsySoc | Score on Psychological, Social and biological foundations of behavior test. | int | 1999 | 2016 |
| AP126 | Applicants | MCATCritAn | Score on Critical Analysis and reasoning skills test. | int | 1999 | 2016 |
| CF101 | Clinical Facilities | ClinFac_ID | Auto-Incremented primary key column | int | 2012 | 2016 |
| CF102 | Clinical Facilities | ReportYear | Valid Report Year in Format YYYY | float | 2012 | 2016 |
| CF103 | Clinical Facilities | Univ_ID | FK: Two-Digit Canadian FOM Code Assigned by AFMC | float | 2012 | 2016 |
| CF104 | Clinical Facilities | ClinicalFacility | Clinical Facility identifies the clinical teaching facilities used by the faculty of medicine programs (listing hospital networks and health authorities by faculty with relevant postal code). | nvarchar | 2012 | 2016 |
| CF105 | Clinical Facilities | PostalCode | Postal code identifies the postal code of the clinical learning sites. | nvarchar | 2012 | 2016 |
| CF106 | Clinical Facilities | ClerkshipDiscipline | Clerkship Discipline(s) identifies the clerkship disciplines taught at the faculty including all Elective/Selective/Mandatory Rotations. | nvarchar | 2012 | 2016 |
| CF107 | Clinical Facilities | Notes | Notes data field does not apply to all records but may be used for background information. | nvarchar | 2012 | 2016 |
| EN101 | Enrolment | Enrol_ID | Auto-Incremented primary key column | int | 2003 | 2016 |
| EN102 | Enrolment | DDT_ID | Unique DDT identifier, also equates to the Master_ID in the DDT_Master table. | int | 2003 | 2016 |
| EN103 | Enrolment | ReportYear | Academic year in which the student is currently enrolled in UGME, i.e. 2002 refers to the 2002/03 academic year. | int | 2003 | 2016 |
| EN104 | Enrolment | Univ_ID | Faculty of medicine code where the student is enrolled. ID references are located in the University table in the Standards database. | int | 2003 | 2016 |
| EN105 | Enrolment | Degree_ID | Type of medical degree code the student is completing (MD, MD/PhD etc). ID references are located in the Degree table in the Standards database. | int | 2003 | 2016 |
| EN106 | Enrolment | EnrolYr_ID | UGME program year code in which the student is currently enrolled. ID references are located in the Enrol_Year table in the Standards database. | int | 2003 | 2016 |
| EN107 | Enrolment | Status_ID | Enrollment status code for the student completing an MD (first time, continuing, on leave etc). ID references are located in the Enrol_Year table in the Standards database. | int | 2003 | 2016 |
| EN108 | Enrolment | ExpectedMDYr | Academic year in which the student is expected to complete his/her degree (not terribly accurate): i.e. 2002 refers to the 2002/03 academic year. | int | 2003 | 2016 |
| EN109 | Enrolment | LegalStatus_ID | Student's legal status code at time of application. ID references are located in the LegalStatus table in the Standards database. | int | 2003 | 2016 |
| EN110 | Enrolment | Residence_ID | Student's place of residence code at time of application. ID references are located in the Residence table in the Standards database. | int | 2003 | 2016 |
| EN111 | Enrolment | CountryCitiz_ID | Student's country of citizenship code at the time of application. ID references are located in the CitzCountries_Unique view in the Standards database (CitizCountry_ID = CountryCode_GS). | int | 2003 | 2016 |
| EN112 | Enrolment | Quota_ID | UGME program quota type code in which the student is currently enrolled (regular quota, above-quota). ID references are located in the Quota table in the Standards database. | int | 2003 | 2016 |
| EN113 | Enrolment | Campus_ID | Faculty of medicine campus specific code where the student is enrolled (main, regional etc). ID references are located in the Campus table in the Standards database. | int | 2003 | 2016 |
| EN114 | Enrolment | Notes | Any additional notes pertaining to the enrolled student. | nvarchar | 2003 | 2016 |
| EN115 | Enrolment | MCAT_FAC | Indicator of whether MCAT scores were required of the enrolled students when they applied: 1 = Yes, 0 = No. | int | 2003 | 2016 |
| FA101 | Faculty Data | FAC_ID | Auto-Incremented primary key column | int | 2001 | 2016 |
| FA102 | Faculty Data | REPORTYEAR | Valid Report Year in Format YYYY | int | 2001 | 2016 |
| FA103 | Faculty Data | Univ_ID | FK: Two-Digit Canadian FOM Code Assigned by AFMC | int | 2001 | 2016 |
| FA104 | Faculty Data | EGI_ID | FK: Four-Digit Discipline Code Assigned by AFMC | int | 2001 | 2016 |
| FA105 | Faculty Data | Gender_ID | FK: 1=Male, 2=Female, 3=Unknown, 4=Not Collected, 5=Not Reported | int | 2001 | 2016 |
| FA106 | Faculty Data | Age_Cat | Age Category: < 35, 35 - 44, 45 - 54, 55 - 65, > 65, Not Collected, Unknown | nvarchar | 2001 | 2016 |
| FA107 | Faculty Data | PROF | Number of full-time professors submitted by FOM | float | 2001 | 2016 |
| FA108 | Faculty Data | ASSOC | Number of full-time associate professors submitted by FOM | float | 2001 | 2016 |
| FA109 | Faculty Data | ASST | Number of full-time assistant professors submitted by FOM | float | 2001 | 2016 |
| FA110 | Faculty Data | INSTR | Number of full-time instructors professors submitted by FOM | float | 2001 | 2016 |
| FA111 | Faculty Data | PAID | Number of part-time paid professors submitted by FOM | float | 2001 | 2016 |
| FA112 | Faculty Data | VOL | Number of part-time volunteer upaid professors submitted by FOM | float | 2001 | 2016 |
| GQ100 | Questionnaire à l’intention des diplômés | faculty | Please confirm the faculty at which you are registered by selecting it from the list below. | int | 2016 | 2017 |
| GQ101 | Questionnaire à l’intention des diplômés | dalhousie | Please confirm the campus/site at which you are registered by selecting it from the list below. | int | 2016 | 2017 |
| GQ102 | Questionnaire à l’intention des diplômés | mcmaster | Please confirm the campus/site at which you are registered by selecting it from the list below. | int | 2016 | 2017 |
| GQ103 | Questionnaire à l’intention des diplômés | nosm | Please confirm the campus/site at which you are registered by selecting it from the list below. | int | 2016 | 2017 |
| GQ104 | Questionnaire à l’intention des diplômés | montreal | Please confirm the campus/site at which you are registered by selecting it from the list below. | int | 2016 | 2017 |
| GQ105 | Questionnaire à l’intention des diplômés | sherbrooke | Please confirm the campus/site at which you are registered by selecting it from the list below. | int | 2016 | 2017 |
| GQ106 | Questionnaire à l’intention des diplômés | ubc | Please confirm the campus/site at which you are registered by selecting it from the list below. | int | 2016 | 2017 |
| GQ107 | Questionnaire à l’intention des diplômés | ottawa | Please confirm the campus/site at which you are registered by selecting it from the list below. | int | 2016 | 2017 |
| GQ108 | Questionnaire à l’intention des diplômés | saskatchewan | Please confirm the campus/site at which you are registered by selecting it from the list below. | int | 2016 | 2017 |
| GQ109 | Questionnaire à l’intention des diplômés | toronto | Please confirm the campus/site at which you are registered by selecting it from the list below. | int | 2016 | 2017 |
| GQ110 | Questionnaire à l’intention des diplômés | western | Please confirm the campus/site at which you are registered by selecting it from the list below. | int | 2016 | 2017 |
| GQ111 | Questionnaire à l’intention des diplômés | age | Age: | int | 2015 | 2016 |
| GQ112 | Questionnaire à l’intention des diplômés | gender | 2015: Gender: How do you self-identify? 2016: What is your current gender identity? | bit | 2015 | 2016 |
| GQ113 | Questionnaire à l’intention des diplômés | gender_other_txt | 2015: Gender: How do you self-identify? [Other, please specify...] [text] 2016: What is your current gender identity? [Different identity (please specify):] [text] | nvarchar | 2015 | 2016 |
| GQ114 | Questionnaire à l’intention des diplômés | sex | What sex were you assigned at birth, meaning on your original birth certificate? | int | 2016 | 2016 |
| GQ115 | Questionnaire à l’intention des diplômés | language | Which languages can you speak well enough to conduct a medical discussion? Select all that apply [English] | bit | 2015 | 2016 |
| GQ116 | Questionnaire à l’intention des diplômés | language_other_txt | Which languages can you speak well enough to conduct a medical discussion? Select all that apply [Other (please specify):] [text] | nvarchar | 2015 | 2016 |
| GQ117 | Questionnaire à l’intention des diplômés | first_year | Year in which you first entered medical school (not including any preparatory or pre-medical year): | int | 2015 | 2016 |
| GQ118 | Questionnaire à l’intention des diplômés | degree_type_2015 | Type of degree program from which you are graduating: Select all that apply [MD] | bit | 2015 | 2015 |
| GQ119 | Questionnaire à l’intention des diplômés | degree_type_other_txt | Type of degree program from which you are graduating: Select all that apply [Other, please specify...] [text] | nvarchar | 2015 | 2015 |
| GQ120 | Questionnaire à l’intention des diplômés | degree_type_2016 | Please select the type of degree program from which you are graduating | int | 2016 | 2016 |
| GQ121 | Questionnaire à l’intention des diplômés | concentration | 2015: If you are graduating with a combined degree, please indicate the major area of concentration of your master's or doctoral degree: 2016: Please indicate the major area of concentration of your combined degree. | int | 2015 | 2016 |
| GQ122 | Questionnaire à l’intention des diplômés | overall_rating | Please rate the quality of your medical education. | int | 2015 | 2017 |
| GQ123 | Questionnaire à l’intention des diplômés | overall_strong | Please comment on what you perceive to be the strengths and weaknesses of the medical school from which you are graduating. | Strengths | nvarchar | 2015 | 2016 |
| GQ124 | Questionnaire à l’intention des diplômés | overall_weak | Please comment on what you perceive to be the strengths and weaknesses of the medical school from which you are graduating. | Weaknesses | nvarchar | 2015 | 2016 |
| GQ125 | Questionnaire à l’intention des diplômés | preclinical_behavioural | The educational activities provided in my MD program in the following areas helped me better prepare for required clinical learning experiences and electives: | Behavioural/Social Sciences | int | 2015 | 2017 |
| GQ126 | Questionnaire à l’intention des diplômés | preclinical_biochemistry | The educational activities provided in my MD program in the following areas helped me better prepare for required clinical learning experiences and electives: | Biochemistry | int | 2015 | 2017 |
| GQ127 | Questionnaire à l’intention des diplômés | preclinical_biostatistics | The educational activities provided in my MD program in the following areas helped me better prepare for required clinical learning experiences and electives: |Biostatistics and epidemiology | int | 2015 | 2017 |
| GQ128 | Questionnaire à l’intention des diplômés | preclinical_genetics | The educational activities provided in my MD program in the following areas helped me better prepare for required clinical learning experiences and electives: | Genetics | int | 2015 | 2017 |
| GQ129 | Questionnaire à l’intention des diplômés | preclinical_anatomy | The educational activities provided in my MD program in the following areas helped me better prepare for required clinical learning experiences and electives: | Gross anatomy | int | 2015 | 2017 |
| GQ130 | Questionnaire à l’intention des diplômés | preclinical_immunology | The educational activities provided in my MD program in the following areas helped me better prepare for required clinical learning experiences and electives: |Immunology | int | 2015 | 2017 |
| GQ131 | Questionnaire à l’intention des diplômés | preclinical_microanatomy | The educational activities provided in my MD program in the following areas helped me better prepare for required clinical learning experiences and electives: | Microanatomy /Histology | int | 2015 | 2017 |
| GQ132 | Questionnaire à l’intention des diplômés | preclinical_microbiology | The educational activities provided in my MD program in the following areas helped me better prepare for required clinical learning experiences and electives: | Microbiology | int | 2015 | 2017 |
| GQ133 | Questionnaire à l’intention des diplômés | preclinical_nutrition | The educational activities provided in my MD program in the following areas helped me better prepare for required clinical learning experiences and electives: | Nutrition | int | 2015 | 2017 |
| GQ134 | Questionnaire à l’intention des diplômés | preclinical_pathology | The educational activities provided in my MD program in the following areas helped me better prepare for required clinical learning experiences and electives: | Pathology | int | 2015 | 2017 |
| GQ135 | Questionnaire à l’intention des diplômés | preclinical_pathophysiology | The educational activities provided in my MD program in the following areas helped me better prepare for required clinical learning experiences and electives: | Pathophysiology | int | 2015 | 2017 |
| GQ136 | Questionnaire à l’intention des diplômés | preclinical_pharmacology | The educational activities provided in my MD program in the following areas helped me better prepare for required clinical learning experiences and electives: | Pharmacology | int | 2015 | 2017 |
| GQ137 | Questionnaire à l’intention des diplômés | preclinical_physiology | The educational activities provided in my MD program in the following areas helped me better prepare for required clinical learning experiences and electives: | Physiology | int | 2015 | 2017 |
| GQ138 | Questionnaire à l’intention des diplômés | preclinical_radiology | The educational activities provided in my MD program in the following areas helped me better prepare for required clinical learning experiences and electives: |Radiology/Imaging | int | 2015 | 2017 |
| GQ139 | Questionnaire à l’intention des diplômés | perception_strong | Any comments you write below will be provided to your medical school verbatim. The verbatim responses will not be linked to your identity and will not be linked to GQ data other than your campus location. When providing comments, you should not provide self-identifying information unless it is your intention that your identity be known. Please provide your perceptions on your preparedness for clinical learning experiences (patient-based learning) in relation to your knowledge base, clinical skills, and professional behaviours. | nvarchar | 2015 | 2016 |
| GQ140 | Questionnaire à l’intention des diplômés | perception_weak | Please provide your perceptions on areas where you could have been better prepared for clinical learning experiences (patient- based learning). | nvarchar | 2015 | 2016 |
| GQ141 | Questionnaire à l’intention des diplômés | learning_structure | Please select the appropriate description of the structure of your clinical learning experience: | int | 2015 | 2016 |
| GQ142 | Questionnaire à l’intention des diplômés | clinical_emergency | 2015, 2016: Please rate the quality of your educational experiences in the following clinical disciplines: | Emergency Medicine 2017: Please rate the quality of your educational experiences in each of the following: | Emergency Medicine | int | 2015 | 2017 |
| GQ143 | Questionnaire à l’intention des diplômés | clinical_family | 2015, 2016: Please rate the quality of your educational experiences in the following clinical disciplines: | Family Medicine 2017: Please rate the quality of your educational experiences in each of the following: | Family Medicine | int | 2015 | 2017 |
| GQ144 | Questionnaire à l’intention des diplômés | clinical_medicine | 2015, 2016: Please rate the quality of your educational experiences in the following clinical disciplines: |Medicine 2017: Please rate the quality of your educational experiences in each of the following: | Medicine | int | 2015 | 2017 |
| GQ145 | Questionnaire à l’intention des diplômés | clinical_obstetrics | 2015, 2016: Please rate the quality of your educational experiences in the following clinical disciplines: | Obstetrics/Gynecology 2017: Please rate the quality of your educational experiences in each of the following: | Obstetrics/Gynecology | int | 2015 | 2017 |
| GQ146 | Questionnaire à l’intention des diplômés | clinical_pediatrics | 2015, 2016: Please rate the quality of your educational experiences in the following clinical disciplines: | Pediatrics 2017: Please rate the quality of your educational experiences in each of the following: | Pediatrics | int | 2015 | 2017 |
| GQ147 | Questionnaire à l’intention des diplômés | clinical_psychiatry | 2015, 2016: Please rate the quality of your educational experiences in the following clinical disciplines: | Psychiatry 2017: Please rate the quality of your educational experiences in each of the following: | Psychiatry | int | 2015 | 2017 |
| GQ148 | Questionnaire à l’intention des diplômés | clinical_surgery | 2015, 2016: Please rate the quality of your educational experiences in the following clinical disciplines: |Surgery 2017: Please rate the quality of your educational experiences in each of the following: | Surgery | int | 2015 | 2017 |
| GQ149 | Questionnaire à l’intention des diplômés | clinical_anesthesia | Please rate the quality of your educational experiences in the following clinical disciplines: | Anesthesia | int | 2015 | 2016 |
| GQ150 | Questionnaire à l’intention des diplômés | clinical_lic | Please rate the quality of your educational experiences in each of the following: | Longitudinal Integrated Clerkship (LIC) | int | 2017 | 2017 |
| GQ151 | Questionnaire à l’intention des diplômés | emergency_guidance | Emergency Medicine | Faculty provided clear guidance on what I needed to learn and do | int | 2015 | 2016 |
| GQ152 | Questionnaire à l’intention des diplômés | emergency_balance | Emergency Medicine | The balance between inpatient and outpatient care was appropriate | int | 2015 | 2016 |
| GQ153 | Questionnaire à l’intention des diplômés | emergency_faculty | Emergency Medicine | Faculty provided teaching consistent with the learning objectives | int | 2015 | 2016 |
| GQ154 | Questionnaire à l’intention des diplômés | emergency_resident | Emergency Medicine | Residents/Fellows provided teaching consistent with the learning objectives | int | 2015 | 2016 |
| GQ155 | Questionnaire à l’intention des diplômés | emergency_hour | Emergency Medicine | The work week hours and frequency of on-call outlined in the clerkship policies/ manual/ handbook was not exceeded | int | 2015 | 2016 |
| GQ156 | Questionnaire à l’intention des diplômés | emergency_log | Emergency Medicine | I had sufficient access to the variety of patients and procedures required to complete my encounter log | int | 2015 | 2017 |
| GQ157 | Questionnaire à l’intention des diplômés | emergency_care | Emergency Medicine | I was given appropriate responsibility for patient care | int | 2015 | 2017 |
| GQ158 | Questionnaire à l’intention des diplômés | emergency_personal_safety | Emergency Medicine | The supervision I received ensured my safety | int | 2015 | 2017 |
| GQ159 | Questionnaire à l’intention des diplômés | emergency_patient_safety | Emergency Medicine |The supervision I received ensured the safety of the patients for whom I provided care | int | 2015 | 2017 |
| GQ160 | Questionnaire à l’intention des diplômés | emergency_history | Emergency Medicine | A faculty member or resident observed me taking a patient history | int | 2015 | 2017 |
| GQ161 | Questionnaire à l’intention des diplômés | emergency_examination | Emergency Medicine | A faculty member or resident observed me performing a physical examination | int | 2015 | 2017 |
| GQ162 | Questionnaire à l’intention des diplômés | emergency_feedback | Emergency Medicine | I received feedback early enough to allow me time to improve my performance | int | 2015 | 2017 |
| GQ163 | Questionnaire à l’intention des diplômés | emergency_knowledge | [Emergency Medicine | Bedside and formal teaching helped me develop appropriate knowledge for clinical care | int | 2015 | 2016 |
| GQ164 | Questionnaire à l’intention des diplômés | emergency_skills | Emergency Medicine | Bedside and formal teaching helped me develop appropriate skills & professional behaviors for clinical care | int | 2015 | 2016 |
| GQ165 | Questionnaire à l’intention des diplômés | emergency_learn | Emergency Medicine | Methods used to assess my performance helped me learn | int | 2015 | 2016 |
| GQ166 | Questionnaire à l’intention des diplômés | emergency_appropriate | Emergency Medicine | Methods used to assess my performance were appropriate for my level of training | int | 2015 | 2016 |
| GQ167 | Questionnaire à l’intention des diplômés | emergency_objective | Emergency Medicine | Methods used to assess my performance reflected the learning objectives | int | 2015 | 2016 |
| GQ168 | Questionnaire à l’intention des diplômés | emergency_strong | Emergency Medicine | Strengths | nvarchar | 2015 | 2016 |
| GQ169 | Questionnaire à l’intention des diplômés | emergency_weak | Emergency Medicine |Weaknesses | nvarchar | 2015 | 2016 |
| GQ170 | Questionnaire à l’intention des diplômés | family_guidance | Family Medicine | Faculty provided clear guidance on what I needed to learn and do | int | 2015 | 2016 |
| GQ171 | Questionnaire à l’intention des diplômés | family_balance | Family Medicine | The balance between inpatient and outpatient care was appropriate | int | 2015 | 2016 |
| GQ172 | Questionnaire à l’intention des diplômés | family_faculty | Family Medicine | Faculty provided teaching consistent with the learning objectives | int | 2015 | 2016 |
| GQ173 | Questionnaire à l’intention des diplômés | family_resident | Family Medicine | Residents/Fellows provided teaching consistent with the learning objectives | int | 2015 | 2016 |
| GQ174 | Questionnaire à l’intention des diplômés | family_hour | Family Medicine | The work week hours and frequency of on-call outlined in the clerkship policies/ manual/ handbook was not exceeded | int | 2015 | 2016 |
| GQ175 | Questionnaire à l’intention des diplômés | family_log | Family Medicine | I had sufficient access to the variety of patients and procedures required to complete my encounter log | int | 2015 | 2017 |
| GQ176 | Questionnaire à l’intention des diplômés | family_care | Family Medicine | I was given appropriate responsibility for patient care | int | 2015 | 2017 |
| GQ177 | Questionnaire à l’intention des diplômés | family_personal_safety | Family Medicine | The supervision I received ensured my safety | int | 2015 | 2017 |
| GQ178 | Questionnaire à l’intention des diplômés | family_patient_safety | Family Medicine | The supervision I received ensured the safety of the patients for whom I provided care | int | 2015 | 2017 |
| GQ179 | Questionnaire à l’intention des diplômés | family_history | Family Medicine | A faculty member or resident observed me taking a patient history | int | 2015 | 2017 |
| GQ180 | Questionnaire à l’intention des diplômés | family_examination | Family Medicine | A faculty member or resident observed me performing a physical examination | int | 2015 | 2017 |
| GQ181 | Questionnaire à l’intention des diplômés | family_feedback | Family Medicine | I received feedback early enough to allow me time to improve my performance | int | 2015 | 2017 |
| GQ182 | Questionnaire à l’intention des diplômés | family_knowledge | Family Medicine | Bedside and formal teaching helped me develop appropriate knowledge for clinical care | int | 2015 | 2016 |
| GQ183 | Questionnaire à l’intention des diplômés | family_skills | Family Medicine | Bedside and formal teaching helped me develop appropriate skills & professional behaviors for clinical care | int | 2015 | 2016 |
| GQ184 | Questionnaire à l’intention des diplômés | family_learn | Family Medicine | Methods used to assess my performance helped me learn | int | 2015 | 2016 |
| GQ185 | Questionnaire à l’intention des diplômés | family_appropriate | Family Medicine | Methods used to assess my performance were appropriate for my level of training | int | 2015 | 2016 |
| GQ186 | Questionnaire à l’intention des diplômés | family_objective | Family Medicine | Methods used to assess my performance reflected the learning objectives | int | 2015 | 2016 |
| GQ187 | Questionnaire à l’intention des diplômés | family_strong | Family Medicine | Strengths | nvarchar | 2015 | 2016 |
| GQ188 | Questionnaire à l’intention des diplômés | family_weak | Family Medicine | Weaknesses | nvarchar | 2015 | 2016 |
| GQ189 | Questionnaire à l’intention des diplômés | medicine_guidance | Medicine | Faculty provided clear guidance on what I needed to learn and do | int | 2015 | 2016 |
| GQ190 | Questionnaire à l’intention des diplômés | medicine_balance | Medicine | The balance between inpatient and outpatient care was appropriate | int | 2015 | 2016 |
| GQ191 | Questionnaire à l’intention des diplômés | medicine_faculty | Medicine | Faculty provided teaching consistent with the learning objectives | int | 2015 | 2016 |
| GQ192 | Questionnaire à l’intention des diplômés | medicine_resident | Medicine | Residents/Fellows provided teaching consistent with the learning objectives | int | 2015 | 2016 |
| GQ193 | Questionnaire à l’intention des diplômés | medicine_hour | Medicine | The work week hours and frequency of on-call outlined in the clerkship policies/ manual/ handbook was not exceeded | int | 2015 | 2016 |
| GQ194 | Questionnaire à l’intention des diplômés | medicine_log | Medicine | I had sufficient access to the variety of patients and procedures required to complete my encounter log | int | 2015 | 2017 |
| GQ195 | Questionnaire à l’intention des diplômés | medicine_care | Medicine | I was given appropriate responsibility for patient care | int | 2015 | 2017 |
| GQ196 | Questionnaire à l’intention des diplômés | medicine_personal_safety | Medicine | The supervision I received ensured my safety | int | 2015 | 2017 |
| GQ197 | Questionnaire à l’intention des diplômés | medicine_patient_safety | Medicine | The supervision I received ensured the safety of the patients for whom I provided care | int | 2015 | 2017 |
| GQ198 | Questionnaire à l’intention des diplômés | medicine_history | Medicine | A faculty member or resident observed me taking a patient history | int | 2015 | 2017 |
| GQ199 | Questionnaire à l’intention des diplômés | medicine_examination | Medicine | A faculty member or resident observed me performing a physical examination | int | 2015 | 2017 |
| GQ200 | Questionnaire à l’intention des diplômés | medicine_feedback | Medicine | I received feedback early enough to allow me time to improve my performance | int | 2015 | 2017 |
| GQ201 | Questionnaire à l’intention des diplômés | medicine_knowledge | Medicine | Bedside and formal teaching helped me develop appropriate knowledge for clinical care | int | 2015 | 2016 |
| GQ202 | Questionnaire à l’intention des diplômés | medicine_skills | Medicine | Bedside and formal teaching helped me develop appropriate skills & professional behaviors for clinical care | int | 2015 | 2016 |
| GQ203 | Questionnaire à l’intention des diplômés | medicine_learn | Medicine | Methods used to assess my performance helped me learn | int | 2015 | 2016 |
| GQ204 | Questionnaire à l’intention des diplômés | medicine_appropriate | Medicine | Methods used to assess my performance were appropriate for my level of training | int | 2015 | 2016 |
| GQ205 | Questionnaire à l’intention des diplômés | medicine_objective | Medicine | Methods used to assess my performance reflected the learning objectives | int | 2015 | 2016 |
| GQ206 | Questionnaire à l’intention des diplômés | medicine_strong | Medicine | Strengths | nvarchar | 2015 | 2016 |
| GQ207 | Questionnaire à l’intention des diplômés | medicine_weak | Medicine | Weaknesses | nvarchar | 2015 | 2016 |
| GQ208 | Questionnaire à l’intention des diplômés | obstetrics_guidance | Obstetrics/Gynecology | Faculty provided clear guidance on what I needed to learn and do | int | 2015 | 2016 |
| GQ209 | Questionnaire à l’intention des diplômés | obstetrics_balance | Obstetrics/Gynecology | The balance between inpatient and outpatient care was appropriate | int | 2015 | 2016 |
| GQ210 | Questionnaire à l’intention des diplômés | obstetrics_faculty | Obstetrics/Gynecology | Faculty provided teaching consistent with the learning objectives | int | 2015 | 2016 |
| GQ211 | Questionnaire à l’intention des diplômés | obstetrics_resident | Obstetrics/Gynecology | Residents/Fellows provided teaching consistent with the learning objectives | int | 2015 | 2016 |
| GQ212 | Questionnaire à l’intention des diplômés | obstetrics_hour | Obstetrics/Gynecology | The work week hours and frequency of on-call outlined in the clerkship policies/ manual/ handbook was not exceeded | int | 2015 | 2016 |
| GQ213 | Questionnaire à l’intention des diplômés | obstetrics_log | Obstetrics/Gynecology | I had sufficient access to the variety of patients and procedures required to complete my encounter log | int | 2015 | 2017 |
| GQ214 | Questionnaire à l’intention des diplômés | obstetrics_care | Obstetrics/Gynecology | I was given appropriate responsibility for patient care | int | 2015 | 2017 |
| GQ215 | Questionnaire à l’intention des diplômés | obstetrics_personal_safety | Obstetrics/Gynecology | The supervision I received ensured my safety | int | 2015 | 2017 |
| GQ216 | Questionnaire à l’intention des diplômés | obstetrics_patient_safety | Obstetrics/Gynecology | The supervision I received ensured the safety of the patients for whom I provided care | int | 2015 | 2017 |
| GQ217 | Questionnaire à l’intention des diplômés | obstetrics_history | Obstetrics/Gynecology | A faculty member or resident observed me taking a patient history | int | 2015 | 2017 |
| GQ218 | Questionnaire à l’intention des diplômés | obstetrics_examination | Obstetrics/Gynecology | A faculty member or resident observed me performing a physical examination | int | 2015 | 2017 |
| GQ219 | Questionnaire à l’intention des diplômés | obstetrics_feedback | Obstetrics/Gynecology | I received feedback early enough to allow me time to improve my performance | int | 2015 | 2017 |
| GQ220 | Questionnaire à l’intention des diplômés | obstetrics_knowledge | Obstetrics/Gynecology | Bedside and formal teaching helped me develop appropriate knowledge for clinical care | int | 2015 | 2016 |
| GQ221 | Questionnaire à l’intention des diplômés | obstetrics_skills | Obstetrics/Gynecology | Bedside and formal teaching helped me develop appropriate skills & professional behaviors for clinical care | int | 2015 | 2016 |
| GQ222 | Questionnaire à l’intention des diplômés | obstetrics_learn | Obstetrics/Gynecology | Methods used to assess my performance helped me learn | int | 2015 | 2016 |
| GQ223 | Questionnaire à l’intention des diplômés | obstetrics_appropriate | Obstetrics/Gynecology | Methods used to assess my performance were appropriate for my level of training | int | 2015 | 2016 |
| GQ224 | Questionnaire à l’intention des diplômés | obstetrics_objective | Obstetrics/Gynecology | Methods used to assess my performance reflected the learning objectives | int | 2015 | 2016 |
| GQ225 | Questionnaire à l’intention des diplômés | obstetrics_strong | Obstetrics/Gynecology | Strengths | nvarchar | 2015 | 2016 |
| GQ226 | Questionnaire à l’intention des diplômés | obstetrics_weak | Obstetrics/Gynecology | Weaknesses | nvarchar | 2015 | 2016 |
| GQ227 | Questionnaire à l’intention des diplômés | pediatrics_guidance | Pediatrics | Faculty provided clear guidance on what I needed to learn and do | int | 2015 | 2016 |
| GQ228 | Questionnaire à l’intention des diplômés | pediatrics_balance | Pediatrics | The balance between inpatient and outpatient care was appropriate | int | 2015 | 2016 |
| GQ229 | Questionnaire à l’intention des diplômés | pediatrics_faculty | Pediatrics | Faculty provided teaching consistent with the learning objectives | int | 2015 | 2016 |
| GQ230 | Questionnaire à l’intention des diplômés | pediatrics_resident | Pediatrics | Residents/Fellows provided teaching consistent with the learning objectives | int | 2015 | 2016 |
| GQ231 | Questionnaire à l’intention des diplômés | pediatrics_hour | Pediatrics | The work week hours and frequency of on-call outlined in the clerkship policies/ manual/ handbook was not exceeded | int | 2015 | 2016 |
| GQ232 | Questionnaire à l’intention des diplômés | pediatrics_log | Pediatrics | I had sufficient access to the variety of patients and procedures required to complete my encounter log | int | 2015 | 2017 |
| GQ233 | Questionnaire à l’intention des diplômés | pediatrics_care | Pediatrics | I was given appropriate responsibility for patient care | int | 2015 | 2017 |
| GQ234 | Questionnaire à l’intention des diplômés | pediatrics_personal_safety | Pediatrics | The supervision I received ensured my safety | int | 2015 | 2017 |
| GQ235 | Questionnaire à l’intention des diplômés | pediatrics_patient_safety | Pediatrics | The supervision I received ensured the safety of the patients for whom I provided care | int | 2015 | 2017 |
| GQ236 | Questionnaire à l’intention des diplômés | pediatrics_history | Pediatrics | A faculty member or resident observed me taking a patient history | int | 2015 | 2017 |
| GQ237 | Questionnaire à l’intention des diplômés | pediatrics_examination | Pediatrics | A faculty member or resident observed me performing a physical examination | int | 2015 | 2017 |
| GQ238 | Questionnaire à l’intention des diplômés | pediatrics_feedback | Pediatrics | I received feedback early enough to allow me time to improve my performance | int | 2015 | 2017 |
| GQ239 | Questionnaire à l’intention des diplômés | pediatrics_knowledge | Pediatrics | Bedside and formal teaching helped me develop appropriate knowledge for clinical care | int | 2015 | 2016 |
| GQ240 | Questionnaire à l’intention des diplômés | pediatrics_skills | Pediatrics | Bedside and formal teaching helped me develop appropriate skills & professional behaviors for clinical care | int | 2015 | 2016 |
| GQ241 | Questionnaire à l’intention des diplômés | pediatrics_learn | Pediatrics | Methods used to assess my performance helped me learn | int | 2015 | 2016 |
| GQ242 | Questionnaire à l’intention des diplômés | pediatrics_appropriate | Pediatrics | Methods used to assess my performance were appropriate for my level of training | int | 2015 | 2016 |
| GQ243 | Questionnaire à l’intention des diplômés | pediatrics_objective | Pediatrics | Methods used to assess my performance reflected the learning objectives | int | 2015 | 2016 |
| GQ244 | Questionnaire à l’intention des diplômés | pediatrics_strong | Pediatrics | Strengths | nvarchar | 2015 | 2016 |
| GQ245 | Questionnaire à l’intention des diplômés | pediatrics_weak | Pediatrics | Weaknesses | nvarchar | 2015 | 2016 |
| GQ246 | Questionnaire à l’intention des diplômés | psychiatry_guidance | Psychiatry | Faculty provided clear guidance on what I needed to learn and do | int | 2015 | 2016 |
| GQ247 | Questionnaire à l’intention des diplômés | psychiatry_balance | Psychiatry | The balance between inpatient and outpatient care was appropriate | int | 2015 | 2016 |
| GQ248 | Questionnaire à l’intention des diplômés | psychiatry_faculty | Psychiatry | Faculty provided teaching consistent with the learning objectives | int | 2015 | 2016 |
| GQ249 | Questionnaire à l’intention des diplômés | psychiatry_resident | Psychiatry | Residents/Fellows provided teaching consistent with the learning objectives | int | 2015 | 2016 |
| GQ250 | Questionnaire à l’intention des diplômés | psychiatry_hour | Psychiatry | The work week hours and frequency of on-call outlined in the clerkship policies/ manual/ handbook was not exceeded | int | 2015 | 2016 |
| GQ251 | Questionnaire à l’intention des diplômés | psychiatry_log | Psychiatry | I had sufficient access to the variety of patients and procedures required to complete my encounter log | int | 2015 | 2017 |
| GQ252 | Questionnaire à l’intention des diplômés | psychiatry_care | Psychiatry | I was given appropriate responsibility for patient care | int | 2015 | 2017 |
| GQ253 | Questionnaire à l’intention des diplômés | psychiatry_personal_safety | Psychiatry | The supervision I received ensured my safety | int | 2015 | 2017 |
| GQ254 | Questionnaire à l’intention des diplômés | psychiatry_patient_safety | Psychiatry | The supervision I received ensured the safety of the patients for whom I provided care | int | 2015 | 2017 |
| GQ255 | Questionnaire à l’intention des diplômés | psychiatry_history | Psychiatry | A faculty member or resident observed me taking a patient history | int | 2015 | 2017 |
| GQ256 | Questionnaire à l’intention des diplômés | psychiatry_examination | 2015, 2016: Psychiatry | A faculty member or resident observed me performing a physical examination 2017: Psychiatry | A faculty member or resident observed me performing a mental status exmination | int | 2015 | 2017 |
| GQ257 | Questionnaire à l’intention des diplômés | psychiatry_feedback | Psychiatry | I received feedback early enough to allow me time to improve my performance | int | 2015 | 2017 |
| GQ258 | Questionnaire à l’intention des diplômés | psychiatry_knowledge | Psychiatry | Bedside and formal teaching helped me develop appropriate knowledge for clinical care | int | 2015 | 2016 |
| GQ259 | Questionnaire à l’intention des diplômés | psychiatry_skills | Psychiatry | Bedside and formal teaching helped me develop appropriate skills & professional behaviors for clinical care | int | 2015 | 2016 |
| GQ260 | Questionnaire à l’intention des diplômés | psychiatry_learn | Psychiatry | Methods used to assess my performance helped me learn | int | 2015 | 2016 |
| GQ261 | Questionnaire à l’intention des diplômés | psychiatry_appropriate | Psychiatry | Methods used to assess my performance were appropriate for my level of training | int | 2015 | 2016 |
| GQ262 | Questionnaire à l’intention des diplômés | psychiatry_objective | Psychiatry | Methods used to assess my performance reflected the learning objectives | int | 2015 | 2016 |
| GQ263 | Questionnaire à l’intention des diplômés | psychiatry_strong | Psychiatry | Strengths | nvarchar | 2015 | 2016 |
| GQ264 | Questionnaire à l’intention des diplômés | psychiatry_weak | Psychiatry | Weaknesses | nvarchar | 2015 | 2016 |
| GQ265 | Questionnaire à l’intention des diplômés | surgery_guidance | Surgery | Faculty provided clear guidance on what I needed to learn and do | int | 2015 | 2016 |
| GQ266 | Questionnaire à l’intention des diplômés | surgery_balance | Surgery | The balance between inpatient and outpatient care was appropriate | int | 2015 | 2016 |
| GQ267 | Questionnaire à l’intention des diplômés | surgery_faculty | Surgery | Faculty provided teaching consistent with the learning objectives | int | 2015 | 2016 |
| GQ268 | Questionnaire à l’intention des diplômés | surgery_resident | Surgery | Residents/Fellows provided teaching consistent with the learning objectives | int | 2015 | 2016 |
| GQ269 | Questionnaire à l’intention des diplômés | surgery_hour | Surgery | The work week hours and frequency of on-call outlined in the clerkship policies/ manual/ handbook was not exceeded | int | 2015 | 2016 |
| GQ270 | Questionnaire à l’intention des diplômés | surgery_log | Surgery | I had sufficient access to the variety of patients and procedures required to complete my encounter log | int | 2015 | 2017 |
| GQ271 | Questionnaire à l’intention des diplômés | surgery_care | Surgery | I was given appropriate responsibility for patient care | int | 2015 | 2017 |
| GQ272 | Questionnaire à l’intention des diplômés | surgery_personal_safety | Surgery | The supervision I received ensured my safety | int | 2015 | 2017 |
| GQ273 | Questionnaire à l’intention des diplômés | surgery_patient_safety | Surgery | The supervision I received ensured the safety of the patients for whom I provided care | int | 2015 | 2017 |
| GQ274 | Questionnaire à l’intention des diplômés | surgery_history | Surgery | A faculty member or resident observed me taking a patient history | int | 2015 | 2017 |
| GQ275 | Questionnaire à l’intention des diplômés | surgery_examination | Surgery | A faculty member or resident observed me performing a physical examination | int | 2015 | 2017 |
| GQ276 | Questionnaire à l’intention des diplômés | surgery_feedback | Surgery | I received feedback early enough to allow me time to improve my performance | int | 2015 | 2017 |
| GQ277 | Questionnaire à l’intention des diplômés | surgery_knowledge | Surgery | Bedside and formal teaching helped me develop appropriate knowledge for clinical care | int | 2015 | 2016 |
| GQ278 | Questionnaire à l’intention des diplômés | surgery_skills | Surgery | Bedside and formal teaching helped me develop appropriate skills & professional behaviors for clinical care | int | 2015 | 2016 |
| GQ279 | Questionnaire à l’intention des diplômés | surgery_learn | Surgery | Methods used to assess my performance helped me learn | int | 2015 | 2016 |
| GQ280 | Questionnaire à l’intention des diplômés | surgery_appropriate | Surgery | Methods used to assess my performance were appropriate for my level of training | int | 2015 | 2016 |
| GQ281 | Questionnaire à l’intention des diplômés | surgery_objective | Surgery | Methods used to assess my performance reflected the learning objectives | int | 2015 | 2016 |
| GQ282 | Questionnaire à l’intention des diplômés | surgery_strong | Surgery | Strengths | nvarchar | 2015 | 2016 |
| GQ283 | Questionnaire à l’intention des diplômés | surgery_weak | Surgery | Weaknesses | nvarchar | 2015 | 2016 |
| GQ284 | Questionnaire à l’intention des diplômés | anesthesia_guidance | Anesthesia | Faculty provided clear guidance on what I needed to learn and do | int | 2015 | 2016 |
| GQ285 | Questionnaire à l’intention des diplômés | anesthesia_balance | Anesthesia | The balance between inpatient and outpatient care was appropriate | int | 2015 | 2016 |
| GQ286 | Questionnaire à l’intention des diplômés | anesthesia_faculty | Anesthesia | Faculty provided teaching consistent with the learning objectives | int | 2015 | 2016 |
| GQ287 | Questionnaire à l’intention des diplômés | anesthesia_resident | Anesthesia | Residents/Fellows provided teaching consistent with the learning objectives | int | 2015 | 2016 |
| GQ288 | Questionnaire à l’intention des diplômés | anesthesia_hour | Anesthesia | The work week hours and frequency of on-call outlined in the clerkship policies/ manual/ handbook was not exceeded | int | 2015 | 2016 |
| GQ289 | Questionnaire à l’intention des diplômés | anesthesia_log | Anesthesia | I had sufficient access to the variety of patients and procedures required to complete my encounter log | int | 2015 | 2016 |
| GQ290 | Questionnaire à l’intention des diplômés | anesthesia_care | Anesthesia | I was given appropriate responsibility for patient care | int | 2015 | 2016 |
| GQ291 | Questionnaire à l’intention des diplômés | anesthesia_personal_safety | Anesthesia | The supervision I received ensured my safety | int | 2015 | 2016 |
| GQ292 | Questionnaire à l’intention des diplômés | anesthesia_patient_safety | Anesthesia | The supervision I received ensured the safety of the patients for whom I provided care | int | 2015 | 2016 |
| GQ293 | Questionnaire à l’intention des diplômés | anesthesia_history | Anesthesia | A faculty member or resident observed me taking a patient history | int | 2015 | 2016 |
| GQ294 | Questionnaire à l’intention des diplômés | anesthesia_examination | Anesthesia | A faculty member or resident observed me performing a physical examination | int | 2015 | 2016 |
| GQ295 | Questionnaire à l’intention des diplômés | anesthesia_feedback | Anesthesia | I received feedback early enough to allow me time to improve my performance | int | 2015 | 2016 |
| GQ296 | Questionnaire à l’intention des diplômés | anesthesia_knowledge | Anesthesia | Bedside and formal teaching helped me develop appropriate knowledge for clinical care | int | 2015 | 2016 |
| GQ297 | Questionnaire à l’intention des diplômés | anesthesia_skills | Anesthesia | Bedside and formal teaching helped me develop appropriate skills & professional behaviors for clinical care | int | 2015 | 2016 |
| GQ298 | Questionnaire à l’intention des diplômés | anesthesia_learn | Anesthesia | Methods used to assess my performance helped me learn | int | 2015 | 2016 |
| GQ299 | Questionnaire à l’intention des diplômés | anesthesia_appropriate | Anesthesia | Methods used to assess my performance were appropriate for my level of training | int | 2015 | 2016 |
| GQ300 | Questionnaire à l’intention des diplômés | anesthesia_objective | Anesthesia | Methods used to assess my performance reflected the learning objectives | int | 2015 | 2016 |
| GQ301 | Questionnaire à l’intention des diplômés | anesthesia_strong | Anesthesia | Strengths | nvarchar | 2015 | 2016 |
| GQ302 | Questionnaire à l’intention des diplômés | anesthesia_weak | Anesthesia | Weaknesses | nvarchar | 2015 | 2016 |
| GQ303 | Questionnaire à l’intention des diplômés | lic_log | Longitudinal Integrated Clerkship | I had sufficient access to the variety of patients and procedures required to complete my encounter log | int | 2017 | 2017 |
| GQ304 | Questionnaire à l’intention des diplômés | lic_care | Longitudinal Integrated Clerkship | I was given appropriate responsibility for patient care | int | 2017 | 2017 |
| GQ305 | Questionnaire à l’intention des diplômés | lic_personal_safety | Longitudinal Integrated Clerkship | The supervision I received ensured my safety | int | 2017 | 2017 |
| GQ306 | Questionnaire à l’intention des diplômés | lic_patient_safety | Longitudinal Integrated Clerkship | The supervision I received ensured the safety of the patients for whom I provided care | int | 2017 | 2017 |
| GQ307 | Questionnaire à l’intention des diplômés | lic_history | Longitudinal Integrated Clerkship | A faculty member or resident observed me taking a patient history | int | 2017 | 2017 |
| GQ308 | Questionnaire à l’intention des diplômés | lic_examination | Longitudinal Integrated Clerkship | A faculty member or resident observed me performing a physical examination | int | 2017 | 2017 |
| GQ309 | Questionnaire à l’intention des diplômés | lic_feedback | Longitudinal Integrated Clerkship | I received feedback early enough to allow me time to improve my performance | int | 2017 | 2017 |
| GQ310 | Questionnaire à l’intention des diplômés | professionalism_interest | Professionalism | A commitment to advocate at all times the interest of oneís patients over oneís own interests | int | 2015 | 2017 |
| GQ311 | Questionnaire à l’intention des diplômés | professionalism_access | Professionalism | A commitment to advocate for access to health care for members of traditionally underserved populations | int | 2015 | 2017 |
| GQ312 | Questionnaire à l’intention des diplômés | professionalism_learning | Professionalism | The need to engage in lifelong learning to stay abreast of relevant scientific advances | int | 2015 | 2017 |
| GQ313 | Questionnaire à l’intention des diplômés | professionalism_conflict | Professionalism | The threats to medical professionalism posed by conflicts of interest | int | 2015 | 2017 |
| GQ314 | Questionnaire à l’intention des diplômés | professionalism_compassion | Professionalism | The compassionate treatment of patients | int | 2015 | 2017 |
| GQ315 | Questionnaire à l’intention des diplômés | professionalism_privacy | Professionalism | Respect for the privacy and dignity of patients | int | 2015 | 2017 |
| GQ316 | Questionnaire à l’intention des diplômés | professionalism_honesty | Professionalism | The value of honesty and integrity in all professional interactions | int | 2015 | 2017 |
| GQ317 | Questionnaire à l’intention des diplômés | professionalism_decision_making | Professionalism | The principles that govern ethical decision-making | int | 2015 | 2017 |
| GQ318 | Questionnaire à l’intention des diplômés | professionalism_dilemma | Professionalism | The major ethical dilemmas that arise in medicine | int | 2015 | 2017 |
| GQ319 | Questionnaire à l’intention des diplômés | professionalism_limitation | Professionalism | The recognition and acceptance of limitations in oneís own knowledge and skills | int | 2015 | 2017 |
| GQ320 | Questionnaire à l’intention des diplômés | relationship_industry | Based on your experiences, indicate whether you agree with the following statement about medicine and the profession: I was educated about professional relationships with industry | int | 2015 | 2016 |
| GQ321 | Questionnaire à l’intention des diplômés | diversity_background | Please indicate whether you agree or disagree with the following statements: | I was appropriately trained to care for individuals from diverse backgrounds | int | 2015 | 2017 |
| GQ322 | Questionnaire à l’intention des diplômés | diversity_culture | Please indicate whether you agree or disagree with the following statements: | Overall my clinical experiences highlighted the need to understand and incorporate diversity and culture in delivering patient care | int | 2015 | 2017 |
| GQ323 | Questionnaire à l’intention des diplômés | diversity_competent | Please indicate whether you agree or disagree with the following statements: | I feel prepared to provide culturally competent care | int | 2015 | 2017 |
| GQ324 | Questionnaire à l’intention des diplômés | diversity_plan | Please indicate whether you agree or disagree with the following statements: | I feel prepared to integrate the social determinants of health into an appropriate management plan | int | 2015 | 2017 |
| GQ325 | Questionnaire à l’intention des diplômés | diversity_patient | Please indicate whether you agree or disagree with the following statements: | I feel appropriately prepared to advocate for my future patients | int | 2015 | 2017 |
| GQ326 | Questionnaire à l’intention des diplômés | diversity_community | Please indicate whether you agree or disagree with the following statements: | I feel appropriately prepared to advocate for the communities of my future patients to better meet their health needs. | int | 2015 | 2017 |
| GQ327 | Questionnaire à l’intention des diplômés | decision_history | When presented with a variety of patients I am confident that I have the knowledge and skills to: | Take a patient's history | int | 2015 | 2017 |
| GQ328 | Questionnaire à l’intention des diplômés | decision_examination | When presented with a variety of patients I am confident that I have the knowledge and skills to: | Perform a physical examination | int | 2015 | 2017 |
| GQ329 | Questionnaire à l’intention des diplômés | decision_diagnosis | When presented with a variety of patients I am confident that I have the knowledge and skills to: | Develop an appropriate differential diagnosis | int | 2015 | 2017 |
| GQ330 | Questionnaire à l’intention des diplômés | decision_reason | When presented with a variety of patients I am confident that I have the knowledge and skills to: | Reason clinically | int | 2015 | 2017 |
| GQ331 | Questionnaire à l’intention des diplômés | decision_report | When presented with a variety of patients I am confident that I have the knowledge and skills to: | Interpret imaging reports for common health problems | int | 2015 | 2017 |
| GQ332 | Questionnaire à l’intention des diplômés | decision_investigation | When presented with a variety of patients I am confident that I have the knowledge and skills to: | Use investigations in an evidence-informed and cost effective manner | int | 2015 | 2016 |
| GQ333 | Questionnaire à l’intention des diplômés | decision_result | When presented with a variety of patients I am confident that I have the knowledge and skills to: | Interpret laboratory results | int | 2015 | 2017 |
| GQ334 | Questionnaire à l’intention des diplômés | decision_skill | When presented with a variety of patients I am confident that I have the knowledge and skills to: | Apply clinical decision making skills | int | 2015 | 2016 |
| GQ335 | Questionnaire à l’intention des diplômés | decision_ethic | When presented with a variety of patients I am confident that I have the knowledge and skills to: | Include ethical issues into decision making | int | 2015 | 2016 |
| GQ336 | Questionnaire à l’intention des diplômés | decision_plan | When presented with a variety of patients I am confident that I have the knowledge and skills to: | Develop an appropriate management plan | int | 2015 | 2017 |
| GQ337 | Questionnaire à l’intention des diplômés | decision_hospital | When presented with a variety of patients I am confident that I have the knowledge and skills to: | Care for patients in a hospital setting | int | 2015 | 2017 |
| GQ338 | Questionnaire à l’intention des diplômés | decision_ambulatory | When presented with a variety of patients I am confident that I have the knowledge and skills to: | Care for patients in an ambulatory setting | int | 2015 | 2017 |
| GQ339 | Questionnaire à l’intention des diplômés | decision_error | When presented with a variety of patients I am confident that I have the knowledge and skills to: | Recognize medical errors and their causes | int | 2015 | 2017 |
| GQ340 | Questionnaire à l’intention des diplômés | decision_safety | When presented with a variety of patients I am confident that I have the knowledge and skills to: | Incorporate the principles of patient safety in clinical care | int | 2015 | 2016 |
| GQ341 | Questionnaire à l’intention des diplômés | decision_quality | When presented with a variety of patients I am confident that I have the knowledge and skills to: | Assess the quality of care | int | 2015 | 2017 |
| GQ342 | Questionnaire à l’intention des diplômés | evidence_critic | Evidence-Informed Medicine I am confident that I have the knowledge and skills to: | Critically review published clinical research studies | int | 2015 | 2016 |
| GQ343 | Questionnaire à l’intention des diplômés | evidence_review | Evidence-Informed Medicine I am confident that I have the knowledge and skills to: | Conduct a systematic literature review | int | 2015 | 2016 |
| GQ344 | Questionnaire à l’intention des diplômés | evidence_incorporate | Evidence-Informed Medicine I am confident that I have the knowledge and skills to: | Incorporate evidence-informed decision-making into patient care | int | 2015 | 2017 |
| GQ345 | Questionnaire à l’intention des diplômés | evidence_access | Evidence-Informed Medicine I am confident that I have the knowledge and skills to: | Access evidence-informed treatment guidelines | int | 2015 | 2017 |
| GQ346 | Questionnaire à l’intention des diplômés | evidence_apply | Evidence-Informed Medicine I am confident that I have the knowledge and skills to: | Apply evidence- informed treatment guidelines to patient care | int | 2015 | 2016 |
| GQ347 | Questionnaire à l’intention des diplômés | population_promotion | Population-Based Medicine Do you believe that your instruction in each of the following areas was inadequate, appropriate, or excessive? | Health promotion and disease prevention | int | 2015 | 2017 |
| GQ348 | Questionnaire à l’intention des diplômés | population_screening | Population-Based Medicine Do you believe that your instruction in each of the following areas was inadequate, appropriate, or excessive? | Screening for diseases | int | 2015 | 2017 |
| GQ349 | Questionnaire à l’intention des diplômés | population_prevention | Population-Based Medicine Do you believe that your instruction in each of the following areas was inadequate, appropriate, or excessive? | Infectious disease prevention | int | 2015 | 2017 |
| GQ350 | Questionnaire à l’intention des diplômés | population_counsel | Population-Based Medicine Do you believe that your instruction in each of the following areas was inadequate, appropriate, or excessive? | Risk assessment and counselling | int | 2015 | 2017 |
| GQ351 | Questionnaire à l’intention des diplômés | population_determinant | Population-Based Medicine Do you believe that your instruction in each of the following areas was inadequate, appropriate, or excessive? | Health determinants including social determinants | int | 2015 | 2017 |
| GQ352 | Questionnaire à l’intention des diplômés | other_long_term | Other Medical Topics Do you believe that your instruction in each of the following areas was inadequate, appropriate, or excessive? | Long-term healthcare | int | 2015 | 2017 |
| GQ353 | Questionnaire à l’intention des diplômés | other_continuity | Other Medical Topics Do you believe that your instruction in each of the following areas was inadequate, appropriate, or excessive? | Continuity of care | int | 2015 | 2017 |
| GQ354 | Questionnaire à l’intention des diplômés | other_management | Other Medical Topics Do you believe that your instruction in each of the following areas was inadequate, appropriate, or excessive? | Pain management | int | 2015 | 2017 |
| GQ355 | Questionnaire à l’intention des diplômés | other_policy | Other Medical Topics Do you believe that your instruction in each of the following areas was inadequate, appropriate, or excessive? | Health policy | int | 2015 | 2017 |
| GQ356 | Questionnaire à l’intention des diplômés | other_system | Other Medical Topics Do you believe that your instruction in each of the following areas was inadequate, appropriate, or excessive? | Health care systems | int | 2015 | 2017 |
| GQ357 | Questionnaire à l’intention des diplômés | other_law | Other Medical Topics Do you believe that your instruction in each of the following areas was inadequate, appropriate, or excessive? | Law & Medicine | int | 2015 | 2017 |
| GQ358 | Questionnaire à l’intention des diplômés | other_behavioural | Other Medical Topics Do you believe that your instruction in each of the following areas was inadequate, appropriate, or excessive? | Behavioral Sciences | int | 2015 | 2017 |
| GQ359 | Questionnaire à l’intention des diplômés | other_alternative | Other Medical Topics Do you believe that your instruction in each of the following areas was inadequate, appropriate, or excessive? | Complementary and alternative medicine | int | 2015 | 2017 |
| GQ360 | Questionnaire à l’intention des diplômés | other_sexuality | Other Medical Topics Do you believe that your instruction in each of the following areas was inadequate, appropriate, or excessive? | Human sexuality | int | 2015 | 2017 |
| GQ361 | Questionnaire à l’intention des diplômés | other_palliative | Other Medical Topics Do you believe that your instruction in each of the following areas was inadequate, appropriate, or excessive? | End-of-life /palliative care | int | 2015 | 2017 |
| GQ362 | Questionnaire à l’intention des diplômés | other_violence | Other Medical Topics Do you believe that your instruction in each of the following areas was inadequate, appropriate, or excessive? | Family/ Domestic violence | int | 2015 | 2017 |
| GQ363 | Questionnaire à l’intention des diplômés | other_abuse | Other Medical Topics Do you believe that your instruction in each of the following areas was inadequate, appropriate, or excessive? | Drug and alcohol abuse | int | 2015 | 2017 |
| GQ364 | Questionnaire à l’intention des diplômés | other_humanism | Other Medical Topics Do you believe that your instruction in each of the following areas was inadequate, appropriate, or excessive? | Ethics/Humanism | int | 2015 | 2017 |
| GQ365 | Questionnaire à l’intention des diplômés | communication_patient | Please indicate your level of agreement with the following statements: | Communicate effectively with patients and their families | int | 2015 | 2017 |
| GQ366 | Questionnaire à l’intention des diplômés | communication_physician | Please indicate your level of agreement with the following statements: | Communicate with other physicians | int | 2015 | 2017 |
| GQ367 | Questionnaire à l’intention des diplômés | communication_professional | Please indicate your level of agreement with the following statements: | Communicate with other health professionals | int | 2015 | 2017 |
| GQ368 | Questionnaire à l’intention des diplômés | communication_colleague | Please indicate your level of agreement with the following statements: | Discuss patient care with a health care colleague | int | 2015 | 2016 |
| GQ369 | Questionnaire à l’intention des diplômés | communication_error | Please indicate your level of agreement with the following statements: | Discuss a medical error with a patient | int | 2015 | 2016 |
| GQ370 | Questionnaire à l’intention des diplômés | communication_counsel | Please indicate your level of agreement with the following statements: | Provide safe-sex counselling to patients | int | 2015 | 2017 |
| GQ371 | Questionnaire à l’intention des diplômés | communication_option | Please indicate your level of agreement with the following statements: | Discuss options with a patient and/or family members who request unnecessary /unwarranted tests or procedures | int | 2015 | 2017 |
| GQ372 | Questionnaire à l’intention des diplômés | communication_therapy | Please indicate your level of agreement with the following statements: | Discuss the health practices of a patient using alternate therapies | int | 2015 | 2017 |
| GQ373 | Questionnaire à l’intention des diplômés | information_technology | I am confident that I have the appropriate knowledge and skills to: | Use technology to access information at the time of a patient encounter if needed | int | 2015 | 2017 |
| GQ374 | Questionnaire à l’intention des diplômés | information_confidentiality | I am confident that I have the appropriate knowledge and skills to: | Safeguard the confidentiality of the patientís medical records | int | 2015 | 2016 |
| GQ375 | Questionnaire à l’intention des diplômés | information_telemedicine | I am confident that I have the appropriate knowledge and skills to: | Participate in patient care using telemedicine | int | 2015 | 2016 |
| GQ376 | Questionnaire à l’intention des diplômés | information_real_time | I am confident that I have the appropriate knowledge and skills to: | Access information in real time to make decisions for patient care | int | 2015 | 2016 |
| GQ377 | Questionnaire à l’intention des diplômés | residency | I am confident that I have developed the clinical skills required to begin a residency program. | int | 2015 | 2017 |
| GQ378 | Questionnaire à l’intention des diplômés | final_year | The final year was helpful in my preparation for residency. | int | 2015 | 2016 |
| GQ379 | Questionnaire à l’intention des diplômés | participation_research | I participated in a research project or other scholarly activity with a faculty member: | int | 2015 | 2017 |
| GQ380 | Questionnaire à l’intention des diplômés | participation_research_other | I participated in a research project or other scholarly activity with a faculty member: [No, other (please specify):] [text] | nvarchar | 2016 | 2016 |
| GQ381 | Questionnaire à l’intention des diplômés | research_preparation | Indicate whether you agree or disagree with the following statements: | The curriculum in my MD program prepared me to undertake a research project and/or other scholarly activities in my residency training | int | 2015 | 2016 |
| GQ382 | Questionnaire à l’intention des diplômés | research_interest | Indicate whether you agree or disagree with the following statements: | The curriculum in my MD program stimulated my interest in becoming involved in a research study or other scholarly work | int | 2015 | 2016 |
| GQ383 | Questionnaire à l’intention des diplômés | research_encouragement | Indicate whether you agree or disagree with the following statements: | I was encouraged to undertake a research project | int | 2015 | 2016 |
| GQ384 | Questionnaire à l’intention des diplômés | research_opportunity | Indicate whether you agree or disagree with the following statements: | There were opportunities available for me to undertake research | int | 2015 | 2016 |
| GQ385 | Questionnaire à l’intention des diplômés | research_support | Indicate whether you agree or disagree with the following statements: | My research project was well supported by faculty | int | 2015 | 2016 |
| GQ386 | Questionnaire à l’intention des diplômés | research_question | Indicate whether you agree or disagree with the following statements: | I am comfortable with my ability to formulate a research question | int | 2015 | 2016 |
| GQ387 | Questionnaire à l’intention des diplômés | research_clinical | Indicate whether you agree or disagree with the following statements: | Research is valuable for clinical practice | int | 2015 | 2016 |
| GQ388 | Questionnaire à l’intention des diplômés | research_knowledge | Indicate whether you agree or disagree with the following statements: | All physicians should know how to conduct health research | int | 2015 | 2016 |
| GQ389 | Questionnaire à l’intention des diplômés | ume_accessibility | Office of the Associate Dean for Educational Programs/Medical Education | Accessibility | int | 2015 | 2017 |
| GQ390 | Questionnaire à l’intention des diplômés | ume_awareness | Office of the Associate Dean for Educational Programs/Medical Education | Awareness of student concerns | int | 2015 | 2016 |
| GQ391 | Questionnaire à l’intention des diplômés | ume_responsiveness | Office of the Associate Dean for Educational Programs/Medical Education | Responsiveness to student problems | int | 2015 | 2017 |
| GQ392 | Questionnaire à l’intention des diplômés | ume_inclusion | Office of the Associate Dean for Educational Programs/Medical Education | Includes students on key medical school committees and working groups | int | 2015 | 2017 |
| GQ393 | Questionnaire à l’intention des diplômés | ume_helpful | Office of the Associate Dean for Educational Programs/Medical Education | Helpfulness of the administrative support staff (non-faculty) | int | 2015 | 2016 |
| GQ394 | Questionnaire à l’intention des diplômés | student_affair_wellness | Office of Student Affairs/Student support services team | Promotes student success,wellness | int | 2015 | 2016 |
| GQ395 | Questionnaire à l’intention des diplômés | student_affair_accessibility | Office of Student Affairs/Student support services team | Accessibility | int | 2015 | 2017 |
| GQ396 | Questionnaire à l’intention des diplômés | student_affair_awareness | Office of Student Affairs/Student support services team | Awareness of student concerns | int | 2015 | 2016 |
| GQ397 | Questionnaire à l’intention des diplômés | student_affair_responsiveness | Office of Student Affairs/Student support services team | Responsiveness to student problems | int | 2015 | 2017 |
| GQ398 | Questionnaire à l’intention des diplômés | student_affair_inclusion | Office of Student Affairs/Student support services team | Includes students on key medical school committees and working groups | int | 2015 | 2017 |
| GQ399 | Questionnaire à l’intention des diplômés | student_affair_engagement | Office of Student Affairs/Student support services team | Engages students in Student Affairs activities | int | 2015 | 2016 |
| GQ400 | Questionnaire à l’intention des diplômés | student_affair_helpful | Office of Student Affairs/Student support services team | Helpfulness of the administrative support staff (non-faculty) | int | 2015 | 2016 |
| GQ401 | Questionnaire à l’intention des diplômés | student_affair_academic_counsel | Office of Student Affairs/Student support services team | Academic advising/counselling | int | 2015 | 2017 |
| GQ402 | Questionnaire à l’intention des diplômés | student_affair_career_advising | Office of Student Affairs/Student support services team | Career advising | int | 2015 | 2016 |
| GQ403 | Questionnaire à l’intention des diplômés | student_affair_personal_counsel | Office of Student Affairs/Student support services team | Personal counselling | int | 2015 | 2017 |
| GQ404 | Questionnaire à l’intention des diplômés | student_affair_confidentiality | Office of Student Affairs/Student support services team | Confidentiality of personal counselling | int | 2015 | 2016 |
| GQ405 | Questionnaire à l’intention des diplômés | student_affair_finance | Office of Student Affairs/Student support services team | Financial aid administrative services | int | 2015 | 2017 |
| GQ406 | Questionnaire à l’intention des diplômés | student_affair_overall_debt | Office of Student Affairs/Student support services team | Overall educational debt management counselling | int | 2015 | 2017 |
| GQ407 | Questionnaire à l’intention des diplômés | student_affair_student_debt | Office of Student Affairs/Student support services team | Student Debt | int | 2015 | 2016 |
| GQ408 | Questionnaire à l’intention des diplômés | wellness | Wellness How satisfied are you with programs/activities that promote effective stress management, a balanced lifestyle and overall wellbeing? | int | 2015 | 2017 |
| GQ409 | Questionnaire à l’intention des diplômés | career_service | Career Planning Services | Career planning services | int | 2015 | 2017 |
| GQ410 | Questionnaire à l’intention des diplômés | career_specialty | Career Planning Services | Information about specialties | int | 2015 | 2017 |
| GQ411 | Questionnaire à l’intention des diplômés | career_workforce | Career Planning Services | Information about the changing workforce environment | int | 2015 | 2017 |
| GQ412 | Questionnaire à l’intention des diplômés | career_faculty | Career Planning Services | Faculty mentoring | int | 2015 | 2016 |
| GQ413 | Questionnaire à l’intention des diplômés | career_resident | Career Planning Services | Resident mentoring | int | 2015 | 2016 |
| GQ414 | Questionnaire à l’intention des diplômés | career_guidance | Career Planning Services | Guidance when choosing electives | int | 2015 | 2017 |
| GQ415 | Questionnaire à l’intention des diplômés | career_opportunity | Career Planning Services | Opportunity for electives at my own school | int | 2015 | 2016 |
| GQ416 | Questionnaire à l’intention des diplômés | student_health | Student Health | Student health services | int | 2015 | 2017 |
| GQ417 | Questionnaire à l’intention des diplômés | student_mental_health | Student Health | Student mental health services | int | 2015 | 2017 |
| GQ418 | Questionnaire à l’intention des diplômés | student_insurance | Student Health | Awareness of and access to student disability insurance | int | 2015 | 2017 |
| GQ419 | Questionnaire à l’intention des diplômés | student_education | Student Health | Education about exposure to and prevention of infectious diseases (e.g., needle stick injury procedures) | int | 2015 | 2017 |
| GQ420 | Questionnaire à l’intention des diplômés | needle_injury | I know what to do if I am exposed to an infectious or environmental hazard like a needle stick injury. | int | 2015 | 2017 |
| GQ421 | Questionnaire à l’intention des diplômés | service_resource | 2015: Other Student Services Indicate your level of satisfaction with the following university supports: | Medical School /University based learning resources 2016: Please indicate your level of satisfaction with the following. Other Student Services | Medical School/University based learning resources | int | 2015 | 2016 |
| GQ422 | Questionnaire à l’intention des diplômés | service_study | 2015: Other Student Services Indicate your level of satisfaction with the following university supports: | Student study space 2016: Please indicate your level of satisfaction with the following. Other Student Services | Student study space | int | 2015 | 2017 |
| GQ423 | Questionnaire à l’intention des diplômés | service_relaxation | 2015: Other Student Services Indicate your level of satisfaction with the following university supports: | Student relaxation space 2016: Please indicate your level of satisfaction with the following. Other Student Services | Student relaxation space | int | 2015 | 2017 |
| GQ424 | Questionnaire à l’intention des diplômés | service_security | 2015: Other Student Services Indicate your level of satisfaction with the following university supports: | Provision of services that promote student security on campus 2016: Please indicate your level of satisfaction with the following. Other Student Services | Provision of services that promote student security on campus | int | 2015 | 2016 |
| GQ425 | Questionnaire à l’intention des diplômés | service_library | 2015: Other Student Services Indicate your level of satisfaction with the following university supports: | Library 2016: Please indicate your level of satisfaction with the following. Other Student Services | Library | int | 2015 | 2017 |
| GQ426 | Questionnaire à l’intention des diplômés | service_computer_resource | 2015: Other Student Services Indicate your level of satisfaction with the following university supports: | Computer Resource Center 2016: Please indicate your level of satisfaction with the following. Other Student Services | Computer Resource Center | int | 2015 | 2016 |
| GQ427 | Questionnaire à l’intention des diplômés | service_computer_access | 2015: Other Student Services Indicate your level of satisfaction with the following university supports: | Access to computers 2016: Please indicate your level of satisfaction with the following. Other Student Services | Access to computers | int | 2015 | 2017 |
| GQ428 | Questionnaire à l’intention des diplômés | service_internet | 2015: Other Student Services Indicate your level of satisfaction with the following university supports: | Access to internet 2016: Please indicate your level of satisfaction with the following. Other Student Services | Access to internet | int | 2015 | 2017 |
| GQ429 | Questionnaire à l’intention des diplômés | policy_mistreatment | School Policies Regarding Mistreatment | Are you aware that your school has policies regarding the mistreatment of medical students? | int | 2015 | 2017 |
| GQ430 | Questionnaire à l’intention des diplômés | procedure_mistreatment | School Policies Regarding Mistreatment | Do you know the procedure at your school for reporting the mistreatment of medical students? | int | 2015 | 2017 |
| GQ431 | Questionnaire à l’intention des diplômés | student_affair_strong | Student Affairs Please comment on what you perceive to be the strengths and weaknesses of the student affairs/student support services at your medical school. (250 word limit each). Any comments you write below will be provided to your medical school verbatim. The verbatim responses will not be linked to your identity and will not be linked to GQ data other than your campus location. When providing comments, you should not provide self-identifying information unless it is your intention that your identity be known. | Strengths | nvarchar | 2015 | 2016 |
| GQ432 | Questionnaire à l’intention des diplômés | student_affair_weak | Student Affairs Please comment on what you perceive to be the strengths and weaknesses of the student affairs/student support services at your medical school. (250 word limit each). Any comments you write below will be provided to your medical school verbatim. The verbatim responses will not be linked to your identity and will not be linked to GQ data other than your campus location. When providing comments, you should not provide self-identifying information unless it is your intention that your identity be known. | Weaknesses | nvarchar | 2015 | 2016 |
| GQ433 | Questionnaire à l’intention des diplômés | mistreatment_embarrassed | Behaviours Experienced During Medical School For each of the following behaviours, please indicate the frequency you personally experienced that behaviour during medical school. Include in your response any behaviours performed by faculty, nurses, residents/interns, other institution employees or staff, and other students. Please do not include behaviours performed by patients and their families. During medical school, how frequently have you been: | Publicly embarrassed? | int | 2015 | 2016 |
| GQ434 | Questionnaire à l’intention des diplômés | mistreatment_humiliated | Behaviours Experienced During Medical School For each of the following behaviours, please indicate the frequency you personally experienced that behaviour during medical school. Include in your response any behaviours performed by faculty, nurses, residents/interns, other institution employees or staff, and other students. Please do not include behaviours performed by patients and their families. During medical school, how frequently have you been: | Publicly humiliated? | int | 2015 | 2017 |
| GQ435 | Questionnaire à l’intention des diplômés | mistreatment_threat | Behaviours Experienced During Medical School For each of the following behaviours, please indicate the frequency you personally experienced that behaviour during medical school. Include in your response any behaviours performed by faculty, nurses, residents/interns, other institution employees or staff, and other students. Please do not include behaviours performed by patients and their families. During medical school, how frequently have you been: | Threatened with physical harm? | int | 2015 | 2017 |
| GQ436 | Questionnaire à l’intention des diplômés | mistreatment_harm | Behaviours Experienced During Medical School For each of the following behaviours, please indicate the frequency you personally experienced that behaviour during medical school. Include in your response any behaviours performed by faculty, nurses, residents/interns, other institution employees or staff, and other students. Please do not include behaviours performed by patients and their families. During medical school, how frequently have you been: | Physically harmed? | int | 2015 | 2017 |
| GQ437 | Questionnaire à l’intention des diplômés | mistreatment_service | Behaviours Experienced During Medical School For each of the following behaviours, please indicate the frequency you personally experienced that behaviour during medical school. Include in your response any behaviours performed by faculty, nurses, residents/interns, other institution employees or staff, and other students. Please do not include behaviours performed by patients and their families. During medical school, how frequently have you been: | Required to perform personal services? | int | 2015 | 2017 |
| GQ438 | Questionnaire à l’intention des diplômés | mistreatment_sexual_advance | Behaviours Experienced During Medical School For each of the following behaviours, please indicate the frequency you personally experienced that behaviour during medical school. Include in your response any behaviours performed by faculty, nurses, residents/interns, other institution employees or staff, and other students. Please do not include behaviours performed by patients and their families. During medical school, how frequently have you been: | Subjected to unwanted sexual advances? | int | 2015 | 2017 |
| GQ439 | Questionnaire à l’intention des diplômés | mistreatment_sexual_favour | Behaviours Experienced During Medical School For each of the following behaviours, please indicate the frequency you personally experienced that behaviour during medical school. Include in your response any behaviours performed by faculty, nurses, residents/interns, other institution employees or staff, and other students. Please do not include behaviours performed by patients and their families. During medical school, how frequently have you been: | Asked to exchange sexual favors for grades or other rewards? | int | 2015 | 2017 |
| GQ440 | Questionnaire à l’intention des diplômés | mistreatment_gender_reward | Behaviours Experienced During Medical School For each of the following behaviours, please indicate the frequency you personally experienced that behaviour during medical school. Include in your response any behaviours performed by faculty, nurses, residents/interns, other institution employees or staff, and other students. Please do not include behaviours performed by patients and their families. During medical school, how frequently have you been: | Denied opportunities for training or rewards based on gender? | int | 2015 | 2017 |
| GQ441 | Questionnaire à l’intention des diplômés | mistreatment_gender_remark | Behaviours Experienced During Medical School For each of the following behaviours, please indicate the frequency you personally experienced that behaviour during medical school. Include in your response any behaviours performed by faculty, nurses, residents/interns, other institution employees or staff, and other students. Please do not include behaviours performed by patients and their families. During medical school, how frequently have you been: | Subjected to offensive sexist remarks/names? | int | 2015 | 2017 |
| GQ442 | Questionnaire à l’intention des diplômés | mistreatment_gender_grade | Behaviours Experienced During Medical School For each of the following behaviours, please indicate the frequency you personally experienced that behaviour during medical school. Include in your response any behaviours performed by faculty, nurses, residents/interns, other institution employees or staff, and other students. Please do not include behaviours performed by patients and their families. During medical school, how frequently have you been: | Received lower evaluations/grades based on gender? | int | 2015 | 2017 |
| GQ443 | Questionnaire à l’intention des diplômés | mistreatment_race_reward | Behaviours Experienced During Medical School For each of the following behaviours, please indicate the frequency you personally experienced that behaviour during medical school. Include in your response any behaviours performed by faculty, nurses, residents/interns, other institution employees or staff, and other students. Please do not include behaviours performed by patients and their families. During medical school, how frequently have you been: | Denied opportunities for training or rewards based on race or ethnicity? | int | 2015 | 2017 |
| GQ444 | Questionnaire à l’intention des diplômés | mistreatment_race_remark | Behaviours Experienced During Medical School For each of the following behaviours, please indicate the frequency you personally experienced that behaviour during medical school. Include in your response any behaviours performed by faculty, nurses, residents/interns, other institution employees or staff, and other students. Please do not include behaviours performed by patients and their families. During medical school, how frequently have you been: | Subjected to racially or ethnically offensive remarks/names? | int | 2015 | 2017 |
| GQ445 | Questionnaire à l’intention des diplômés | mistreatment_race_grade | [NegBehavior.0] Behaviours Experienced During Medical School For each of the following behaviours, please indicate the frequency you personally experienced that behaviour during medical school. Include in your response any behaviours performed by faculty, nurses, residents/interns, other institution employees or staff, and other students. Please do not include behaviours performed by patients and their families. During medical school, how frequently have you been: | Received lower evaluations or grades solely because of race or ethnicity rather than performance? | int | 2015 | 2017 |
| GQ446 | Questionnaire à l’intention des diplômés | mistreatment_orientation_reward | Behaviours Experienced During Medical School For each of the following behaviours, please indicate the frequency you personally experienced that behaviour during medical school. Include in your response any behaviours performed by faculty, nurses, residents/interns, other institution employees or staff, and other students. Please do not include behaviours performed by patients and their families. During medical school, how frequently have you been: | Denied opportunities for training or rewards based on sexual orientation? | int | 2015 | 2017 |
| GQ447 | Questionnaire à l’intention des diplômés | mistreatment_orientation_remark | Behaviours Experienced During Medical School For each of the following behaviours, please indicate the frequency you personally experienced that behaviour during medical school. Include in your response any behaviours performed by faculty, nurses, residents/interns, other institution employees or staff, and other students. Please do not include behaviours performed by patients and their families. During medical school, how frequently have you been: | Subjected to offensive remarks/names related to sexual orientation? | int | 2015 | 2017 |
| GQ448 | Questionnaire à l’intention des diplômés | mistreatment_orientation_grade | Behaviours Experienced During Medical School For each of the following behaviours, please indicate the frequency you personally experienced that behaviour during medical school. Include in your response any behaviours performed by faculty, nurses, residents/interns, other institution employees or staff, and other students. Please do not include behaviours performed by patients and their families. During medical school, how frequently have you been: | Received lower evaluations or grades solely because of sexual orientation rather than performance? | int | 2015 | 2017 |
| GQ449 | Questionnaire à l’intention des diplômés | mistreatment_other | Behaviours Experienced During Medical School For each of the following behaviours, please indicate the frequency you personally experienced that behaviour during medical school. Include in your response any behaviours performed by faculty, nurses, residents/interns, other institution employees or staff, and other students. Please do not include behaviours performed by patients and their families. During medical school, how frequently have you been: | Subjected to negative or offensive behaviour(s) not described above? | int | 2015 | 2016 |
| GQ450 | Questionnaire à l’intention des diplômés | mistreatment_other_txt | [NegBehOther] If you were subjected to negative or offensive behaviour(s) not described above, please describe the behaviour(s) here: | nvarchar | 2015 | 2016 |
| GQ451 | Questionnaire à l’intention des diplômés | bhv_embarrassed | You indicated that you personally experienced the following behaviour(s) during medical school. Indicate below which person(s) engaged in the behaviour that was directed at you. Check all that apply. [Publicly embarrassed?] | bit | 2015 | 2016 |
| GQ452 | Questionnaire à l’intention des diplômés | bhv_humiliated | You indicated that you personally experienced the following behaviour(s) during medical school. Indicate below which person(s) engaged in the behaviour that was directed at you. Check all that apply. [Publicly humiliated?] | bit | 2015 | 2016 |
| GQ453 | Questionnaire à l’intention des diplômés | bhv_threat | You indicated that you personally experienced the following behaviour(s) during medical school. Indicate below which person(s) engaged in the behaviour that was directed at you. Check all that apply. [Threatened with physical harm?] | bit | 2015 | 2016 |
| GQ454 | Questionnaire à l’intention des diplômés | bhv_harm | You indicated that you personally experienced the following behaviour(s) during medical school. Indicate below which person(s) engaged in the behaviour that was directed at you. Check all that apply. [Physically harmed?] | bit | 2015 | 2016 |
| GQ455 | Questionnaire à l’intention des diplômés | bhv_service | You indicated that you personally experienced the following behaviour(s) during medical school. Indicate below which person(s) engaged in the behaviour that was directed at you. Check all that apply. [Required to perform personal services?] | bit | 2015 | 2016 |
| GQ456 | Questionnaire à l’intention des diplômés | bhv_sexual_advance | You indicated that you personally experienced the following behaviour(s) during medical school. Indicate below which person(s) engaged in the behaviour that was directed at you. Check all that apply. [Subjected to unwanted sexual advances?] | bit | 2015 | 2016 |
| GQ457 | Questionnaire à l’intention des diplômés | bhv_sexual_favour | You indicated that you personally experienced the following behaviour(s) during medical school. Indicate below which person(s) engaged in the behaviour that was directed at you. Check all that apply. [Asked to exchange sexual favors for grades or other rewards?] | bit | 2015 | 2016 |
| GQ458 | Questionnaire à l’intention des diplômés | bhv_gender_reward | You indicated that you personally experienced the following behaviour(s) during medical school. Indicate below which person(s) engaged in the behaviour that was directed at you. Check all that apply. [Denied opportunities for training or rewards based on gender?] | bit | 2015 | 2016 |
| GQ459 | Questionnaire à l’intention des diplômés | bhv_gender_remark | You indicated that you personally experienced the following behaviour(s) during medical school. Indicate below which person(s) engaged in the behaviour that was directed at you. Check all that apply. [Subjected to offensive sexist remarks/names?] | bit | 2015 | 2016 |
| GQ460 | Questionnaire à l’intention des diplômés | bhv_gender_grade | You indicated that you personally experienced the following behaviour(s) during medical school. Indicate below which person(s) engaged in the behaviour that was directed at you. Check all that apply. [Received lower evaluations/grades based on gender?] | bit | 2015 | 2016 |
| GQ461 | Questionnaire à l’intention des diplômés | bhv_race_reward | You indicated that you personally experienced the following behaviour(s) during medical school. Indicate below which person(s) engaged in the behaviour that was directed at you. Check all that apply. [Denied opportunities for training or rewards based on race or ethnicity?] | bit | 2015 | 2016 |
| GQ462 | Questionnaire à l’intention des diplômés | bhv_race_remark | You indicated that you personally experienced the following behaviour(s) during medical school. Indicate below which person(s) engaged in the behaviour that was directed at you. Check all that apply. [Subjected to racially or ethnically offensive remarks/names?] | bit | 2015 | 2016 |
| GQ463 | Questionnaire à l’intention des diplômés | bhv_race_grade | You indicated that you personally experienced the following behaviour(s) during medical school. Indicate below which person(s) engaged in the behaviour that was directed at you. Check all that apply. [Received lower evaluations or grades solely because of race or ethnicity rather than performance?] | bit | 2015 | 2016 |
| GQ464 | Questionnaire à l’intention des diplômés | bhv_orientation_reward | You indicated that you personally experienced the following behaviour(s) during medical school. Indicate below which person(s) engaged in the behaviour that was directed at you. Check all that apply. [Denied opportunities for training or rewards based on sexual orientation?] | bit | 2015 | 2016 |
| GQ465 | Questionnaire à l’intention des diplômés | bhv_orientation_remark | You indicated that you personally experienced the following behaviour(s) during medical school. Indicate below which person(s) engaged in the behaviour that was directed at you. Check all that apply. [Subjected to offensive remarks/names related to sexual orientation?] | bit | 2015 | 2016 |
| GQ466 | Questionnaire à l’intention des diplômés | bhv_orientation_grade | You indicated that you personally experienced the following behaviour(s) during medical school. Indicate below which person(s) engaged in the behaviour that was directed at you. Check all that apply. [Received lower evaluations or grades solely because of sexual orientation rather than performance?] | bit | 2015 | 2016 |
| GQ467 | Questionnaire à l’intention des diplômés | bhv_other | You indicated that you personally experienced the following behaviour(s) during medical school. Indicate below which person(s) engaged in the behaviour that was directed at you. Check all that apply. [Subjected to negative or offensive behaviour(s) not described above?] | bit | 2015 | 2016 |
| GQ468 | Questionnaire à l’intention des diplômés | report | Did you report any of the behaviours listed above to a designated faculty member or a member of the medical school administration empowered to handle such complaints? | int | 2015 | 2016 |
| GQ469 | Questionnaire à l’intention des diplômés | report_to_whom | To whom did you report the behaviours? Check all that apply | bit | 2015 | 2016 |
| GQ470 | Questionnaire à l’intention des diplômés | report_other_txt | To whom did you report the behaviours? Check all that apply [Other, please specify...] [text] | nvarchar | 2016 | 2016 |
| GQ471 | Questionnaire à l’intention des diplômés | report_satisfaction | How satisfied are you with the outcome of having reported the behaviour(s)? | int | 2015 | 2016 |
| GQ472 | Questionnaire à l’intention des diplômés | not_report | If there were any incidents of these behaviours that you did not report, why didn't you report them? Check all thay apply. | bit | 2015 | 2016 |
| GQ473 | Questionnaire à l’intention des diplômés | not_report_other_txt | If there were any incidents of these behaviours that you did not report, why didn't you report them? Check all thay apply [Other, please specify...] [text] | nvarchar | 2016 | 2016 |
| GQ474 | Questionnaire à l’intention des diplômés | sexual_orient | What do you consider your sexual orientation to be? Please select all that apply. | bit | 2015 | 2016 |
| GQ475 | Questionnaire à l’intention des diplômés | sexual_orient_other_txt | What do you consider your sexual orientation to be? Please select all that apply. [Other (please specify):] [text] | nvarchar | 2015 | 2016 |
| GQ476 | Questionnaire à l’intention des diplômés | ethnic_background | What is your ethnic/cultural background? Select all that apply. | bit | 2015 | 2015 |
| GQ477 | Questionnaire à l’intention des diplômés | ethnic_other_txt | What is your ethnic/cultural background? Select all that apply. [Other, please specify... ] [text] | nvarchar | 2015 | 2015 |
| GQ478 | Questionnaire à l’intention des diplômés | ethnic_prefer_not | 2015: What is your ethnic/cultural background? Select all that apply. [Prefer not to say ] 2016: What is your ethnic/cultural background? [Prefer not to say ] | bit | 2015 | 2016 |
| GQ479 | Questionnaire à l’intention des diplômés | ethnic_specify | What is your ethnic/cultural background? [Please specify... ] | int | 2016 | 2016 |
| GQ480 | Questionnaire à l’intention des diplômés | ethnic_specify_txt | What is your ethnic/cultural background? [Please specify... ] [text] | nvarchar | 2016 | 2016 |
| GQ481 | Questionnaire à l’intention des diplômés | education_parent1 | What was the highest level of education attained by your parent(s)/guardian(s)? | Parent/ Guardian 1 | int | 2015 | 2016 |
| GQ482 | Questionnaire à l’intention des diplômés | education_parent2 | What was the highest level of education attained by your parent(s)/guardian(s)? | Parent/ Guardian 2 | int | 2015 | 2016 |
| GQ483 | Questionnaire à l’intention des diplômés | education_parent3 | What was the highest level of education attained by your parent(s)/guardian(s)? | Parent/ Guardian 3 | int | 2015 | 2016 |
| GQ484 | Questionnaire à l’intention des diplômés | education_parent4 | What was the highest level of education attained by your parent(s)/guardian(s)? | Parent/ Guardian 4 | int | 2015 | 2016 |
| GQ485 | Questionnaire à l’intention des diplômés | community_size | Size of community in which you lived on entry into high school: | int | 2015 | 2016 |
| GQ486 | Questionnaire à l’intention des diplômés | prior_uni_province | Please indicate where you lived prior to attending university: | int | 2015 | 2016 |
| GQ487 | Questionnaire à l’intention des diplômés | prior_uni_other | Please indicate where you lived prior to attending university: [other] | nvarchar | 2015 | 2016 |
| GQ488 | Questionnaire à l’intention des diplômés | intention | Please indicate your career intention from the different activities listed below: Select all that apply. | bit | 2015 | 2016 |
| GQ489 | Questionnaire à l’intention des diplômés | research_career | How extensively do you expect to be involved in research and/or scholarly activities during your medical career? | int | 2015 | 2016 |
| GQ490 | Questionnaire à l’intention des diplômés | practice_location | Where do you plan to practice? | int | 2015 | 2016 |
| GQ491 | Questionnaire à l’intention des diplômés | practice_location_other | Where do you plan to practice? [other] | nvarchar | 2015 | 2016 |
| GQ492 | Questionnaire à l’intention des diplômés | practice_location_canada | Where do you plan to practice in Canada? | int | 2015 | 2016 |
| GQ493 | Questionnaire à l’intention des diplômés | geography_alberta | Where do you want to practice? Please rank your top three choices from the list below. | Alberta | int | 2016 | 2016 |
| GQ494 | Questionnaire à l’intention des diplômés | geography_british_columbia | Where do you want to practice? Please rank your top three choices from the list below. | British Columbia | int | 2016 | 2016 |
| GQ495 | Questionnaire à l’intention des diplômés | geography_manitoba | Where do you want to practice? Please rank your top three choices from the list below. | Manitoba | int | 2016 | 2016 |
| GQ496 | Questionnaire à l’intention des diplômés | geography_new_brunswick | Where do you want to practice? Please rank your top three choices from the list below. | New Brunswick | int | 2016 | 2016 |
| GQ497 | Questionnaire à l’intention des diplômés | geography_newfounland | Where do you want to practice? Please rank your top three choices from the list below. | Newfoundland and Labrador | int | 2016 | 2016 |
| GQ498 | Questionnaire à l’intention des diplômés | geography_nova_scotia | Where do you want to practice? Please rank your top three choices from the list below. | Nova Scotia | int | 2016 | 2016 |
| GQ499 | Questionnaire à l’intention des diplômés | geography_ontario | Where do you want to practice? Please rank your top three choices from the list below. | Ontario | int | 2016 | 2016 |
| GQ500 | Questionnaire à l’intention des diplômés | geography_pei | Where do you want to practice? Please rank your top three choices from the list below. | Prince Edward Island | int | 2016 | 2016 |
| GQ501 | Questionnaire à l’intention des diplômés | geography_quebec | Where do you want to practice? Please rank your top three choices from the list below. | Quebec | int | 2016 | 2016 |
| GQ502 | Questionnaire à l’intention des diplômés | geography_saskatchewan | Where do you want to practice? Please rank your top three choices from the list below. | Saskatchewan | int | 2016 | 2016 |
| GQ503 | Questionnaire à l’intention des diplômés | geography_northwest | Where do you want to practice? Please rank your top three choices from the list below. | Northwest Territories | int | 2016 | 2016 |
| GQ504 | Questionnaire à l’intention des diplômés | geography_nunavut | Where do you want to practice? Please rank your top three choices from the list below. | Nunavut | int | 2016 | 2016 |
| GQ505 | Questionnaire à l’intention des diplômés | geography_yukon | Where do you want to practice? Please rank your top three choices from the list below. | Yukon | int | 2016 | 2016 |
| GQ506 | Questionnaire à l’intention des diplômés | geography_canada_undecided | Where do you want to practice? Please rank your top three choices from the list below. | Canada, province/territory undecided | int | 2016 | 2016 |
| GQ507 | Questionnaire à l’intention des diplômés | geography_united_states | Where do you want to practice? Please rank your top three choices from the list below. | United States | int | 2016 | 2016 |
| GQ508 | Questionnaire à l’intention des diplômés | geography_outside_can | Where do you want to practice? Please rank your top three choices from the list below. | Outside Canada/US (please specify below) | int | 2016 | 2016 |
| GQ509 | Questionnaire à l’intention des diplômés | geography_outside_can_undecided | Where do you want to practice? Please rank your top three choices from the list below. | Outside Canada/US, undecided | int | 2016 | 2016 |
| GQ510 | Questionnaire à l’intention des diplômés | geography_outside_can_txt | Where do you want to practice? Please rank your top three choices from the list below. | Outside Canada/US (please specify below) [text] | nvarchar | 2016 | 2016 |
| GQ511 | Questionnaire à l’intention des diplômés | practice_location_likely | Indicate your most likely future practice location: | int | 2015 | 2016 |
| GQ512 | Questionnaire à l’intention des diplômés | factor_interest | How important were the following factors in determining your career choice? | Personal interest | int | 2015 | 2016 |
| GQ513 | Questionnaire à l’intention des diplômés | factor_mentor | How important were the following factors in determining your career choice? | Mentor/Role model influence | int | 2015 | 2016 |
| GQ514 | Questionnaire à l’intention des diplômés | factor_lifestyle | How important were the following factors in determining your career choice? | Lifestyle expectations | int | 2015 | 2016 |
| GQ515 | Questionnaire à l’intention des diplômés | factor_salary | How important were the following factors in determining your career choice? | Salary expectations | int | 2015 | 2016 |
| GQ516 | Questionnaire à l’intention des diplômés | factor_family | How important were the following factors in determining your career choice? | Family expectations (spouse, parents, children, relatives) | int | 2015 | 2016 |
| GQ517 | Questionnaire à l’intention des diplômés | factor_geography | How important were the following factors in determining your career choice? | Geographic considerations | int | 2015 | 2016 |
| GQ518 | Questionnaire à l’intention des diplômés | factor_need | 2015: How important were the following factors in determining your career choice? | Current need for physicians in this discipline 2016: How important were the following factors in determining your career choice? | Current need for physicians | int | 2015 | 2016 |
| GQ519 | Questionnaire à l’intention des diplômés | factor_competitiveness | How important were the following factors in determining your career choice? | Competitiveness of career choice | int | 2015 | 2016 |
| GQ520 | Questionnaire à l’intention des diplômés | factor_subspecialization | How important were the following factors in determining your career choice? | Options for sub-specialization | int | 2015 | 2015 |
| GQ521 | Questionnaire à l’intention des diplômés | factor_residency | How important were the following factors in determining your career choice? | Length of residency training | int | 2015 | 2016 |
| GQ522 | Questionnaire à l’intention des diplômés | debt_medical_school | 2015: Have you accumulated debt directly related to your medical studies? | int | 2015 | 2015 |
| GQ523 | Questionnaire à l’intention des diplômés | debt_medical_school_amount | 2015: Approximate amount in Canadian dollars: | int | 2015 | 2015 |
| GQ524 | Questionnaire à l’intention des diplômés | related_debt | What was the approximate amount of debt (in Canadian dollars) that you have accumulated directly related to your medical studies? | bit | 2016 | 2017 |
| GQ525 | Questionnaire à l’intention des diplômés | related_debt_amount_txt | What was the approximate amount of debt (in Canadian dollars) that you have accumulated directly related to your medical studies? |The approximate amount is (please specify): [text] | money | 2016 | 2017 |
| GQ526 | Questionnaire à l’intention des diplômés | debt | Do you have non-educational debt for accommodation (rent or mortgage), transportation, general living expenses and recreation? | int | 2015 | 2015 |
| GQ527 | Questionnaire à l’intention des diplômés | debt_amount | Approximate amount in Canadian dollars non-educational debt: | int | 2015 | 2015 |
| GQ528 | Questionnaire à l’intention des diplômés | obligation | Do you have any obligations for return of service based on financial assistance for medical school from other sources? If yes, please select all that apply. | bit | 2015 | 2016 |
| GQ529 | Questionnaire à l’intention des diplômés | obligation_other_txt | 2015: Do you have any obligations for return of service based on financial assistance for medical school from other sources? If yes then please select all that apply. [Other, please specify...] [text] 2016: Do you have any obligations for return of service based on financial assistance for medical school from other sources? If yes, please select all that apply. [Yes, other (please specify)] [text] | nvarchar | 2015 | 2016 |
| GQ530 | Questionnaire à l’intention des diplômés | scholarship | Did you receive scholarship funding? (Note: A scholarship is financial award based on merit or standing.) | int | 2015 | 2016 |
| GQ531 | Questionnaire à l’intention des diplômés | scholarship_amount | Did you receive scholarship funding? (Note: A scholarship is financial award based on merit or standing.) | bit | 2016 | 2016 |
| GQ532 | Questionnaire à l’intention des diplômés | scholarship_amount_txt | Did you receive scholarship funding? (Note: A scholarship is financial award based on merit or standing.) | Approximate amount in Canadian dollars: | money | 2015 | 2016 |
| GQ533 | Questionnaire à l’intention des diplômés | bursary | Did you receive bursary funding, grant funding or sponsorship? (Note: Bursary funding, grant funding and sponsorship are financial awards based on financial need.) | int | 2015 | 2016 |
| GQ534 | Questionnaire à l’intention des diplômés | bursary_amount | Did you receive bursary funding, grant funding or sponsorship? (Note: Bursary funding, grant funding and sponsorship are financial awards based on financial need.) | bit | 2016 | 2016 |
| GQ535 | Questionnaire à l’intention des diplômés | bursary_amount_txt | Did you receive bursary funding, grant funding or sponsorship? (Note: Bursary funding, grant funding and sponsorship are financial awards based on financial need.) |Approximate amount in Canadian dollars: [text] | money | 2015 | 2016 |
| GQ536 | Questionnaire à l’intention des diplômés | funding_need | To what extent do you believe that the amount of financial assistance available to you through grants and loans from either government or university institutions met your actual direct educational financial need (specifically tuition, books and required equipment/technology)? | int | 2015 | 2016 |
| GQ537 | Questionnaire à l’intention des diplômés | circumstance_travel | Were there particular circumstances relating to your medical school experience that caused increased necessary debt? Select all that apply. | bit | 2015 | 2015 |
| GQ538 | Questionnaire à l’intention des diplômés | circumstance_other_txt | Were there particular circumstances relating to your medical school experience that caused increased necessary debt? Select all that apply. [Other] [text] | nvarchar | 2015 | 2015 |
| GQ539 | Questionnaire à l’intention des diplômés | work | Did you work part-time to support yourself during your medical school? | int | 2015 | 2016 |
| GQ540 | Questionnaire à l’intention des diplômés | debt_prior_medical_school | Did you have any educational debt prior to entering medical school? | int | 2015 | 2015 |
| GQ541 | Questionnaire à l’intention des diplômés | debt_prior_medical_school_amount | Approximate amount in Canadian dollars debt prior to entering medical school: | int | 2015 | 2015 |
| GQ542 | Questionnaire à l’intention des diplômés | unrelated_debt | What was the approximate amount of debt (in Canadian dollars) of your educational debt prior to entering medical school? | None - I had no educational debt prior to entering medical school ($0) | bit | 2016 | 2016 |
| GQ543 | Questionnaire à l’intention des diplômés | unrelated_debt_amount_txt | What was the approximate amount of debt (in Canadian dollars) of your educational debt prior to entering medical school? |The approximate amount was (please specify): [text] | money | 2016 | 2016 |
| GQ544 | Questionnaire à l’intention des diplômés | feedback | Survey Evaluation | nvarchar | 2015 | 2017 |
| GS101 | Graduate Students | GradStud_ID | Auto-Incremented primary key column | int | 2001 | 2016 |
| GS102 | Graduate Students | REPORTYEAR | Valid Report Year in Format YYYY | int | 2001 | 2016 |
| GS103 | Graduate Students | Univ_ID | FK: Two-Digit Canadian FOM Code Assigned by AFMC | int | 2001 | 2016 |
| GS104 | Graduate Students | EGI_ID | FK: Four-Digit Discipline Code Assigned by AFMC | int | 2001 | 2016 |
| GS105 | Graduate Students | MAENFT | Number of full-time master's students enrolled | int | 2001 | 2016 |
| GS106 | Graduate Students | MAENPT | Number of part-time master's students enrolled | int | 2001 | 2016 |
| GS107 | Graduate Students | PHDENFT | Number of full-time PhD students enrolled | int | 2001 | 2016 |
| GS108 | Graduate Students | PHDENPT | Number of part-time PhD students enrolled | int | 2001 | 2016 |
| GS109 | Graduate Students | POSTDOC | Number of postdoctoral fellows enrolled | int | 2001 | 2016 |
| GS110 | Graduate Students | MADEGRE | Number of part-time master's degrees awarded | int | 2001 | 2016 |
| GS111 | Graduate Students | PHDDEGRE | Number of part-time PhD degrees awarded | int | 2001 | 2016 |
| MD101 | MD Graduates | MDGrad_ID | Auto-Incremented primary key column | int | 2003 | 2017 |
| MD102 | MD Graduates | DDT_ID | Unique DDT identifier, also equates to the Master_ID in the DDT_Master table. | float | 2003 | 2017 |
| MD103 | MD Graduates | REPORTYEAR | Academic year in which the student completed their degree, i.e. 2002 refers to the 2002/03 academic year. | float | 2003 | 2017 |
| MD104 | MD Graduates | Univ_ID | Faculty of medicine code where the application to medical school was submitted. ID references are located in the University table in the Standards database. | int | 2003 | 2017 |
| MD105 | MD Graduates | Residence_ID | Student's place of residence code at time of application. ID references are located in the Residence table in the Standards database. | int | 2003 | 2017 |
| MD106 | MD Graduates | LegalStatus_ID | Student's legal status code at time of application. ID references are located in the LegalStatus table in the Standards database. | int | 2003 | 2017 |
| MD107 | MD Graduates | EnrolDate | Date at which the student enrolled for the MD degree. | datetime | 2003 | 2017 |
| MD108 | MD Graduates | MDDate | Date at which the student completed their degree. | datetime | 2003 | 2017 |
| MD109 | MD Graduates | Campus_ID | Faculty of medicine campus specific code where the student completed their degree (main, regional etc). ID references are located in the Campus table in the Standards database. | float | 2003 | 2017 |
| MD110 | MD Graduates | NOTES | Any additional notes pertaining to the enrolled student. | nvarchar | 2003 | 2017 |
| MD111 | MD Graduates | Quota | UGME program quota type code in which the student was enrolled (regular quota, above-quota). ID references are located in the Quota table in the Standards database. | float | 2003 | 2017 |
| MD112 | MD Graduates | mdconfrm | Indicator or whether or not the MD was officially granted: 1 = Yes, 0 = No. | int | 2003 | 2017 |
150 rue Elgin — 10e étage
Ottawa, ON K2P 1L4
Territoire traditionnel algonquin non cédé
Tél: 613-730-0687
Fax: 613-730-1196
N'hésitez pas à nous contacter.
L'infolettre de l'AFMC est publiée cinq fois par an et vous apporte toutes les nouvelles et informations pertinentes concernant nos initiatives et celles de nos facultés.
En insérant votre adresse électronique, vous acceptez nos Conditions générales et notre Politique de confidentialité.
