POSTER PRESENTATIONS / PRÉSENTATIONS D’AFFICHES
NOVEMBER 10 NOVEMBRE
extended its rural training in order to meet the Triple C Competency-based curriculum mandate and to accommodate an increase in residency numbers. The program supports rural preceptors and residents by conducting site visits. Objectives: To solicit opinions about the role of the site visit, to discover opinions relevant to site visits, to develop a survey based on the results, to administer the survey to preceptors and residents, and to determine satisfaction. Design and intervention: A sequential exploratory model was used. Phase 1 involved interviewing site visitors, preceptors, and residents to determine opinions of site visits. A program logic model was developed based on the original program. Phase 2 involved developing the survey and distributing it to rural preceptors and residents. Results were brought to the residency program and the logic model was updated. Participants: Rural preceptors and family medicine residents. Results/findings: Thirty-one preceptors responded. Preceptors indicated the importance of reviewing educational goals (77.4 per cent), meeting and supporting preceptors (51.6 per cent), addressing concerns (54.8 per cent), and reviewing site infrastructure and resident housing (61.3 per cent). Preceptors suggested having the agenda prior to the visit, including faculty development, reviewing site feedback, having more time, and increasing the frequency of visits as ways to improve. Finding the time and arranging the time were noted as the biggest challenges. Overall, 70.4 per cent of preceptors indicated satisfaction. Thirteen residents completed the survey. All reported satisfaction and they appreciated the opportunity to discuss potential concerns and to review their training. Conclusions: The mixed-methods approach enabled preceptors and residents to voice concerns. The program responded to the results by shifting the program structure, reviewing the site visit program, creating means for better communication, and subsequently improving the ability to address the needs of preceptors and residents. 719 Are We Having an Impact? The Toronto International Program In Strengthening Family Medicine and Primary Care (TIP-FM) Katherine Rouleau*, MD CM, CCFP, MHSc; Paula Godoy-Ruiz, MA, PhD; Jamie Rodas, MPH; Kenneth Yakubu, MD In the wake of calls by the WHO for countries to organise health systems according to the needs of people and communities, with an emphasis on integrated people-centred primary care (WHO 2008; WHO 2016), countries around the world are striving to strengthen primary health care in their respective jurisdictions. An important element of this thrust is to build capacity in the delivery of primary care including the development of locally congruent models of family medicine. In 2013, the Department of Family & Community Medicine (DFCM) at the University of Toronto launched the Toronto International Program in Strengthening Family Medicine and Primary Care (TIP-FM) with the goal of enhancing leadership capacity in family medicine and primary care globally. TIP-FM is a two-week program, delivered in Toronto, and is aimed at international leaders in policy, academia, or health care delivery who are engaged in strengthening family medicine in their settings. The program has graduated 40 individuals from 11 countries, since 2013. Through a mixed-methods, approach this study examines the quality and impact of TIP-FM on the learners. In the first phase, an online questionnaire is used to assess the program’s quality through relevance (did it meet learner needs) and applicability (were learners able to transform knowledge and apply it to their setting). In the second phase, semi-structured interviews are applied to examine the perceived impact of TIP-FM on the learners themselves, their organisations, and/or the communities they serve. This research project contributes to the scholarship on international educational experiences in medicine and fills a gap in literature specifically exploring global health education in family medicine and primary care. This project also informs future research examining the transformative efficacy and models of cultural congruency in international health education. 720 Continuing Professional Development and Self-Directed Learning in a Digital Age: Implications for health professional adult learners Vernon Curran,PhD; Lisa Fleet, MA; Diana Gustafson, PHd; Lauren Matthews, B.Sc., Mohamed Ravalia, MD, FCFP, Karla Simmons, MA; Pamela Snow*, MD, FCFP; Lyle Wetsch, MBA Background: Self-directed learning activities are a recognized type of informal adult learning across many CPD systems. Adult learners report a number of barriers to SDL, including concerns with their access to information (i.e.,the Internet) and the ability to use systems effectively to search and locate relevant information. The latter is particularly important given the increasing use of digital technologies such as the Internet and social media. While the use of
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FMF 2017