Queen's Academic Context
All teachers of family medicine residents must have an academic appointment in the Faculty of Health Sciences at Queen's University. Family physicians should be Certificants of the College of Family Physicians of Canada; other specialty teachers should be Fellows of the Royal College of Physicians and Surgeons of Canada.
To apply for an Adjunct 1 faculty appointment, please send a letter outlining the nature of your involvement with Queen's, as well as a brief curriculum vitae. Please be sure to include your date of birth, SIN number, email address, work address, phone number and fax number. As a valued faculty member, you are also encouraged to apply for promotion, and will be notified annually about the procedure to do so.
Address your letter to:
Faculty Support Coordinator
220 Bagot Street, PO Bag 8888
Kingston, Ontario K7L 5E9
Tel #: (613) 533-9300 ext. 73007
Fax #: (613) 533-2210
Evaluation of Residents
As a clinical supervisor for our residents, the most important unit of assessment is the electronic Field Note. Field Notes are designed to document the verbal feedback that you have already given in the clinical setting. They are written online during or at the end of the clinic. This presentation about Field Notes takes you through all the basics of Field Notes, including how to log on to our system, how to write a Field Note, what to write and how to have residents write Field Notes on your behalf.
Our expectation is that you will write a Field Note on each resident after every clinic. These are compiled electronically in the residents’ portfolio and are an important measure of the residents’ progress.
In addition to Field Notes, you may work in an experience that will require an In-Training Assessment to be done. These are what we used to call End of Rotation Evaluations. We currently use a website called One-45 to organize these In-Training Assessments. You will know there is an assessment to complete when you get a message to that effect containing a link to the One-45 website. This will usually be done at the mid-point and at the end of a learning experience and should always be done face to face.
For any help regarding log-ins, please contact the Queen’s Department of Family Medicine Education Office.
At the beginning of a learning experience, preceptors are responsible for orienting the resident to the learning environment, from the point of view of physical space, responsibility, work flow and teams. An important component of this orientation includes a discussion of the learning objectives for the experience and the residents’ personal objectives.
Preceptors must give regular feedback to learners about their performance. Direct observation is an important tool that gives the most accurate reflection of skill levels. Feedback is seen by residents as being more credible when it comes from a preceptor who is directly observing them. This can be done using videotape, audiotape, web cameras or one-way mirrors, or by accompanying the resident to the examining room. To be most useful to the residents and have the most impact on their learning, this feedback should include what strengths were apparent in the performance you observed, what they should focus on improving next time and, ideally, how they can improve.
Field Notes can document your feedback to a resident after an observation, and allow you to record and transmit your observations and educational prescription.
The Resident in Difficulty on a Rotation
Early identification of residents in difficulty on a rotation is very important. Please make early contact with Program Director Dr. Karen Schultz at firstname.lastname@example.org for assistance. A mid-rotation written evaluation is mandatory in these situations.
Evaluation of your Teaching Skills
You will be provided with anonymous feedback on your teaching skills, usually on an annual basis. The feedback will be based on the teacher and rotation evaluations residents provide as part of their online evaluation system. To ensure anonymity for the residents, we accumulate five evaluations before distributing them to you. This may be why you have not received formal feedback yet. If, however, you feel you would have had more than five evaluations and haven’t received feedback, please don’t hesitate to get in touch with the PG office to let us know. As always, thank you very much for your involvement with teaching residents.
Our safety policy requires direct supervision for first home visits. If you and the resident feel comfortable, future home visits could be made independently. Home visits are often an excellent opportunity for one-on-one teaching, and we encourage teachers to accompany learners to “off-site” settings. We also caution our residents about the dangers of driving while fatigued. Please reinforce the safety issues with residents and ensure that their safety is not compromised during their rotation with you.
Physical Exam Attendants
The importance of having an attendant present during intimate physical exams of patients should be discussed by residents and their supervisors. Male residents must, without exception, have an attendant present during the intimate/internal examination of female patients. During other internal/intimate examinations, both the patient and the resident have the right to request that a third party be present. Where such a request is made, an attendant must be made available for part or all of the examination.
For more information about Resident Health and Wellness, please visit Queen's School of Medicine Postgraduate Education or log in to the Queen's Department of Family Medicine Intranet.
All Queen’s faculty members are able to benefit from the resources of Queen’s Bracken Health Sciences Library. Once you have a faculty appointment, contact Laura Kennedy, Faculty Support Coordinator for the Department of Family Medicine, at email@example.com for help in obtaining access to the library resources.
The Queen's School of Medicine supports an office to promote regional teaching. Information on resident housing policies, videoconferencing and other policies is available at the School of Medicine Regional Office.
Intimidation and Harassment
Group Learning Resources
Queen’s FM Residency Program’s outline, learning objectives, rotation-specific objectives and evaluation forms are available on the postgraduate (residency) program Intranet. When you log into the Intranet, chooce "Resident Rotation Information" from the left thand menu. You can then browse the available rotations, their objectives and evaluation forms.
- If you are responsible for a specific component of the program, become familiar with the learning objectives for your subject area or rotation and with the associated parts of the residents’ evaluation portfolio, including “field notes”.
- If you are a resident’s Academic Advisor, all the objectives and evaluation methods will be relevant and, in the evaluation section, there are specific instructions about the Academic Advisor role.
The "CanMEDS-FM Roles" are the framework for our curriculum; their full description is available on the CFPC website.
Defining Competence for the Purposes of Certification: The New Evaluation Objectives in Family Medicine is the set of criteria set by the CFPC for the certification exam. They are helpful in understanding the goals of our curriculum. This document of the CFPC includes “dimensions of competence”, 99 priority topics (and their key features) and lists of core and enhanced procedural skills.