A project funded by Health Canada


Environmental Scan


While it may not be something that people often think about, every Canadian is affected by postgraduate medical education (PGME). PGME plays a pivotal role in the health care system and, in turn, has a direct impact on the single most important factor in Canadians’ lives – their health.

The Canadian PGME system is vast and incredibly complex. Take for example its myriad stakeholders, including program directors, deans’ offices, federal government, other health care professionals, patients, provincial/territorial ministries of health, resident-physicians and clinical teachers, to name a few. Consider its governance system, characterized by multi-stakeholder, multi-level organizational structures (such as Royal College of Physicians and Surgeons of Canada, College of Family Physicians of Canada, medical schools, teaching hospitals, Medical Council of Canada, regulatory authorities, governments, etc.). For the consortium partner organizations providing leadership to this project, an appropriately comprehensive environmental scan of Canadian PGME was seen as an important foundational step in helping to create an academically rigorous evidence base from which to draft recommendations.

The environmental scan for the Health Canada-funded Future of Medical Education in Canada Postgraduate (FMEC PG) Project was undertaken by a coalition of the University of British Columbia, the University of Toronto and McGill University. It was comprised of a comprehensive literature review, interviews with national key stakeholders and a synthesis.

Below you find links to the synthesis report and each of the twenty-four commissioned papers that were completed as part of this environmental scan. Each paper includes a review and analysis of relevant literature from the past decade.

  1. Health disparities, social accountability and PGME
  2. Generalism in PGME
  3. Trends and issues in PGME: inputs, outputs & outcomes
  4. Training residents to address the needs of a socially diverse population
  5. International medical graduates - current issues
  6. Future health care trends: Impact on PGME
  7. Integrating patient safety and quality improvement with PGME
  8. Governance in PGME in Canada
  9. Issues related to residents as workers and learners
  10. Length of training in PGME in Canada
  11. Accreditation of PGME
  12. Distributed education and distance learning in PGME
  13. Assessment in PGME: Trends and issues in assessment in the workplace
  14. Information and educational technology in PGME
  15. Integration of CanMEDS expectations & outcomes
  16. Innovations in teaching and learning in the clinical setting for PGME
  17. Inter and intra-professional collaborative patient-centred care in PGME
  18. Simulation in PGME
  19. Innovations, integration and implementation issues in competency-based training in PGME
  20. Teaching, learning and assessing professionalism at the postgraduate level
  21. Faculty development for postgraduate education: the road ahead
  22. The career decision-making process of medical students and residents and the choice of specialty and practice location: how does PGME fit in?
  23. Resident wellness and work/life balance in PGME
  24. Supporting the development of residents as teachers: Current Practices and emerging trends
  25. Synthesis Report


Copyright © 2011 The Association of Faculties of Medicine of Canada; The College of Family Physicians of Canada; Le Collège des médecins du Québec; and, The Royal College of Physicians and Surgeons of Canada. All Rights Reserved.