Overview

The program has full approval as an Enhanced Skill Program of the CFPC. This program is affiliated with the Department of Family Medicine at Queen’s University, Kingston, Ontario. The usual length of the program is six or twelve months depending on applicant’s career plans and funding availability.

Dr. Agata Szlanta, who completed the Care of the Elderly program in 2010, is the Program Director for Care of the Elderly at Queen’s University, and Dr. Karen Schultz is the Program Director for Family Medicine.

Residents are based primarily at Providence Care Hospital (PCH), which is a new hospital that opened in April 2017.  Residents also spend time in acute care (Kingston General Hospital – KGH), in the community, in other clinics, and in long-term care facilities. While certain core experiences are best completed in a ‘block’ format (e.g. inpatient geriatric rehabilitation) the program has evolved to support a significant proportion of the core requirements as a longitudinal experience.

Twelve-month (13 blocks) program

This program permits residents to explore many aspects of a Care of the Elderly physician, with increased elective time, and more experiences with administrative, leadership, teaching, and scholarly work.

Block experiences (core)

  • Geriatric In-Patient Rehabilitation Unit (PCH) 2 blocks
  • Senior’s Day Rehabilitation (PCH) 2 blocks
  • Geriatric Consultation Team (Acute care - KGH) 1 block or equivalent longitudinal experiences
  • Geriatric Psychiatry (community-based) – 2 blocks

Longitudinal experiences (core)

  • Geriatric Clinics & Home visits (PCH)
  • Long-term Care
  • Academic Experience (focus on education, administration, scholarly work including required academic projects, and leadership skills)

Elective experiences – determined in discussion with the program coordinator

  • Residents have 12 to 16 weeks of elective time, depending on how their longitudinal experiences are structured
  • At least one elective must have a significant focus on comprehensive family practice
  • Examples: Palliative Care, Physical medicine and rehabilitation inpatients or clinics; sub-specialty clinics; other inpatient experiences;

Six block program

This program permits residents to expand and refine their skills in Care of the Elderly, with some additional focus on leadership and scholarly skills.

Block experiences (core)

  • Geriatric In-Patient Rehabilitation Unit (PCH) 1 block
  • Senior’s Day Rehabilitation (PCH) 2 blocks
  • Geriatric Consultation Team (Acute care - KGH) ½ block or equivalent longitudinal experience

Longitudinal experiences (core)

These 3.5 blocks are structured in a longitudinal fashion to meet the educational needs of the resident.

  • Geriatric Clinics & Home visits (PCH)
  • Long-term Care
  • Academic Experience (focus on education, administration, scholarly work including required academic projects, and leadership skills)
  • Geriatric Psychiatry (community-based)
  • Electives (of which at least one component must have a significant focus on comprehensive family - determined in discussion with the program coordinator)

Sample longitudinal schedule:

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

AM

Geriatric Psychiatry

Geriatric Psychiatry

LTC

Geriatric Psychiatry

Geriatric Psychiatry

PM

Geriatric Clinic

Geriatric Psychiatry

LTC

Family Medicine

Academic   Half Day

 
Academic requirements – 6-block and 12-month programs

Each resident will be expected to complete a scholarly project for which there will be academic time provided throughout the year. The details of this timing will be discussed with the Program Coordinator and will vary depending on a resident’s needs and the rotations they are currently completing. As a minimum, the resident must complete an in-depth literature review with presentation at the end of training, but if the resident is interested in research, this can be supported.

In addition, residents will work on developing their leadership skills. This is accomplished through formal leadership teaching, “junior attending” roles, and a mini-administrative project, where they identify an administrative issue, and develop a plan to resolve it. In the past, residents have enhanced orientation materials, updated a website, or brought a suggestion through hospital committee processes.

Residents will participate in regular teaching offered to all residents during their geriatrics rotations; they will be responsible for teaching junior residents, and for supporting other residents during their own teaching sessions. Formal Care of the Elderly specific teaching is planned to address individual resident needs via an academic half-day format.