Residency programs, while intending to select residents fairly, can find themselves constrained by policies designed for greater operational effectiveness and reducing medico-legal vulnerabilities, which may unintentionally favour CSA. To foster an equitable selection procedure, pinpointing the factors contributing to these potential biases is essential.

Throughout the COVID-19 pandemic, the task of preparing students for workplace-based clerkships and nurturing their professional identity development became increasingly difficult and complex. The COVID-19 crisis prompted a complete overhaul and revitalization of the former clerkship rotation model, accelerating the development and implementation of electronic health records and technology-enhanced learning approaches. Nonetheless, the hands-on combination of learning and teaching processes, and the utilization of meticulously formulated pedagogical first principles in higher education, prove difficult to implement during this pandemic period. Our paper details the implementation of our clerkship rotation, focusing on the transition-to-clerkship (T2C) course. We examine the diverse curricular challenges from the perspectives of different stakeholders, concluding with a discussion of practical lessons learned.

The competency-based curriculum of medical education (CBME) is structured to ensure graduates' proficiency in meeting the demands of patient care. Resident involvement is instrumental in CBME's achievement, but the experiences of trainees during the implementation of CBME have not been thoroughly examined in many studies. The experiences of residents within Canadian training programs, who had implemented CBME, were investigated by our team.
Our study, utilizing semi-structured interviews, examined the experiences of 16 residents in seven Canadian postgraduate training programs regarding their engagement with CBME. An identical cohort of participants was enrolled in both the family medicine and specialty programs. By means of constructivist grounded theory principles, themes were determined.
CBME's goals were well-received by residents; nevertheless, they identified several limitations, primarily in the assessment and feedback systems. For numerous residents, the substantial administrative strain and emphasis on evaluation fostered performance anxiety. The assessments, in some instances, were viewed as lacking substance by residents because supervisors chose to check boxes and offer non-specific, broadly applicable comments. Moreover, common expressions of frustration targeted the subjective and inconsistent nature of evaluations, especially when assessments were used to halt progression towards greater independence, contributing to attempts to manipulate the system. Cell Biology Resident experiences with CBME benefited from enhanced faculty engagement and support.
Although residents recognize the promise of CBME in refining educational standards, assessments, and feedback, the practical application of CBME presently might not uniformly accomplish these ideals. To improve resident engagement in CBME assessment and feedback, the authors propose diverse initiatives.
While residents appreciate CBME's promise to improve the quality of education, assessment, and feedback, the current application of CBME may not consistently reach these objectives. The authors' proposed initiatives cover several aspects to enhance resident experiences in the CBME assessment and feedback processes.

Medical schools must empower their students to proactively recognize and advocate for the community's well-being. Nonetheless, the integration of social determinants of health into clinical learning objectives is not consistently prioritized. By providing a structured approach to reflection, learning logs effectively engage students in clinical encounters and support their focused skill acquisition. While effectively used in medical learning, learning logs are mostly employed to develop biomedical understanding and procedural competence. Accordingly, students could be deficient in the skills necessary to deal with the psychosocial concerns integral to comprehensive medical services. Experiential logs on social accountability were created for third-year medical students at the University of Ottawa to help with and counteract the social determinants of health. The results of student-conducted quality improvement surveys demonstrated the initiative's positive impact on learning and the enhancement of clinical confidence. Across various medical schools, the adaptable nature of experiential logs in clinical training allows for tailoring to the unique needs and priorities of each institution's local communities.

The concept of professionalism, with its many attributes, requires a feeling of strong commitment and responsibility when delivering patient care. Within the initial phases of clinical training, a great deal of mystery surrounds the genesis of this conceptual embodiment. This qualitative research seeks to delve into the development of physician-patient care ownership within the clerkship context.
We employed a qualitative, descriptive methodology involving twelve individual, in-depth, semi-structured interviews with the final year medical students at one university. Participants were asked to explain their understanding and beliefs about patient care ownership, detailing how these mental models were formed during their clerkship rotations, particularly focusing on the supportive factors. Data were inductively analyzed using qualitative descriptive methods, and professional identity formation provided the theoretical lens.
The development of ownership of patient care in students is a consequence of professional socialization, which includes the impact of role models, self-assessment, the learning environment, healthcare and curriculum frameworks, the attitudes and interactions of others, and growing proficiency. Ownership of patient care is evident in understanding and valuing patients' needs, actively involving patients in their care, and holding oneself accountable for patient outcomes.
Optimizing the development of patient care ownership in early medical training requires understanding its genesis and enabling factors. Curricular design incorporating longitudinal patient contact, a supportive learning environment embodying positive role models, clear lines of responsibility, and purposeful autonomy are key strategies for improvement.
Knowing how patient care ownership develops early in medical training and the supportive elements, can provide insight into optimizing the process, including the creation of curricula with more longitudinal patient contact experiences, and building a strong supportive learning environment that features positive role models, clearly defined responsibilities, and purposefully granted self-governance.

In residency education, the Royal College of Physicians and Surgeons of Canada has recognized Quality Improvement and Patient Safety (QIPS) as crucial, however, the discrepancy among previously created curricula presents a constraint to wider implementation. We developed a longitudinal, resident-led patient safety curriculum. This curriculum utilized relatable real-life patient safety incidents and a structured analysis framework. Implementation was successful, well-received by residents, and resulted in a considerable improvement in their knowledge, skills, and attitudes regarding patient safety. A culture of patient safety (PS) was cultivated within the pediatric residency program's curriculum, further promoted by early engagement in quality improvement and practice standards (QIPS), effectively addressing a curriculum gap.

Physician attributes, including educational background and socioeconomic factors, are correlated with specific practice approaches, including rural practice. Analyzing the Canadian implications of these associations can provide insights for recruitment at medical schools and decisions about the health workforce.
This scoping review aimed to document the scope and depth of existing research on the relationship between Canadian physician traits and their clinical practices. Research studies were incorporated that showed relationships between the educational qualifications and socioeconomic characteristics of Canadian physicians or residents, and their practice behaviors, including career choices, practice locations, and patient demographics.
Our search for quantitative primary studies encompassed five electronic databases: MEDLINE (R) ALL, Embase, ERIC, Education Source, and Scopus. Furthermore, we conducted a thorough review of the reference lists of identified studies to uncover any additional relevant studies. A standardized data charting form was used to extract the data.
From our search, we retrieved 80 research-based studies. An analysis of education was undertaken by sixty-two individuals, evenly distributed among undergraduate and postgraduate learners. epigenetic stability An analysis of fifty-eight physicians' attributes was conducted, with a significant focus on their sex/gender-related characteristics. Practically all the studies considered the results that originated from the practice environment. We discovered no studies addressing the relationship between race/ethnicity and socioeconomic status in our analysis.
Positive associations between rural training/background and rural practice settings, and between location of training and physicians' practice location, were consistently observed across numerous studies in our review, reflecting prior research. The exploration of sex/gender correlations with workforce characteristics yielded inconsistent outcomes, suggesting a reduced applicability of these findings to workforce planning or recruitment strategies designed to address gaps in healthcare provision. Selleckchem Pevonedistat Additional studies are necessary to explore the connection between characteristics such as race/ethnicity and socioeconomic status, and their impact on career decisions and the target populations.
Positive associations between rural training/background and rural practice, and the link between training location and physician practice location, were found in numerous studies in our review. These findings echo prior literature in the field.