Perspectives - Faculté de médecine

juin 2005
Vol 10, No. 10
Perspectives
Setting Directions
On June 9, 2005 there will be a retreat of all members of Faculty Advisory Board, members of
the Setting Directions Steering Group and Co-chairs of the Setting Directions Working
Groups. The retreat, to be facilitated by Mr. Peter Cleveland, formerly of Ernst and Young
and now Executive in Residence in the School of Management at the University of Ottawa,
will develop a number of recommendations for strategic directions for the Faculty over the
next 5-10 years. The resulting recommendations, in turn, will be broadcast widely to faculty
members, students, graduate students, staff and members of the external community for
feedback and comment.
Much has been done in preparation for this retreat. Four working groups have developed
position papers that will form the backbone of the retreat. You can see the membership of
the working groups on the Setting Directions website (www.medecine.uottawa.ca/
settingdirections/eng/membership.html). The reports themselves also will be posted on the
same site in the next few days. The four groups focused on the following topics:
Training Physicians for Society’s Needs, co-chaired by Family Medicine physician, Melanie
Mason and David Hawkins, Executive Director of the Ottawa-based Association of
Faculties of Medicine in Canada (AFMC);
Communicating our Worth, co-chaired by Ruth Slack , Assistant Dean, Graduate and
Postdoctoral Studies, Faculty of Medicine and David Mitchell, University Vice-President
External Affairs;
Exploring the Future: Research, co-chaired by Jeremy Grimshaw and Dennis Bulman, both
senior scientists at the Ottawa Health Research Institute; and
Building the Best Environment for all Members and Staff, co-chaired by Family Medicine
physician Frank Knoefel and Sharon Whiting, Chief of Staff at CHEO.
There is a number of converging themes and issues coming from the reports. First and
foremost is the belief that we must become a whole that is vastly more than the sum of its
parts. Second, we must build a deeply felt sense of pride and belonging. And third, we must
an create a vital commitment to innovation and creativity.
I look forward to your comments and feedback – it is a critical part of the entire process.
New
Directions
You have all heard of the commitment of the provincial government to invest heavily in
postsecondary education over the next several years. That this unprecedented funding
commitment of $6.2B through 2010 comes in the face of an existing, albeit improving, budget
deficit is even more compelling. In fact, the government is responding to two
complementary and powerful messages. The first is that spending on postsecondary
education is a critical investment that creates wealth and social capital for Ontario and
prepares it and its citizens for a globally competitive environment. The second is the
message from the Rae Review and the specific recommendations for investing significant
resources in medicine, both in education and in research.
There remains much uncertainty about the full financial implications of the budget
statement. But several things are clear. The budget called for an additional $95m to be
invested in medical education (this also includes other health disciplines) with a further
increase in undergraduate enrolment of 15% (or 104 places). An important feature of the call
for a further increase in undergraduate enrolment is the recognition that medical schools are
presently underfunded.
In fact, the underfunding can be traced to the timing of the previous expansion that began
in 2000 when this medical school began its major increase in entry positions. Throughout
the 1980s and the 1990s, the entry class at the University of Ottawa was fixed at 84 places.
In 2000 we began to increase progressively such that by 2002 we had increased out intake
by 39 students (an increase of 46%; note that these figures do not include the students
from the Consortium national de formation en santé and from the Department of National
Defense).
First year
2000
2001
2002
2003
2004
2005
2008
7
27
39
39
39
55
55
7
27
39
39
39
55
7
27
39
39
55
7
27
39
55
112
144
172
220
Second year
Third year
Fourth year
Total
7
34
73
Table 1. Numbers of Province of Ontario funded expansion students in the
undergraduate cohort since 2000. In 2000, the base was 84 entry students per year.
Over the period of 5 years there have been an additional 144 students enrolled in our
undergraduate program, an increase of 43% (we are slated to take in a further
expansion cohort of 39 students in the 2005 entry class. As the current fourth year
graduates and is replaced by the first year cohort entering the system, we will be at
the expected full expansion of 156 students (a 46% increase). Instead, in the 2005
entry class there will be a further expansion to 55 students and this will reach
equilibrium or steady state in 2008. At that time we will have experienced an overall
expansion of 220 students above our historical cohort of 336 students for a total
expansion of 65%.
Based on our analysis of the costs of educating an undergraduate medical student ($49,000
per student per year), Daniel Levac has estimated that the cumulative funding shortfall was
over $4m (see Table 1). The government has signaled that it will prospectively redress the
shortfall beginning with the next intake class in the Fall of 2005. The initial transfer amount
per existing expansion student per year will be $19,000, increasing to $27,000 per student per
year in 2007-08. As a result, the base budget of the Faculty will increase by $2.9m annually.
A final adjustment will occur in 2 years and add a further $1.5m each year. The total for our
existing expansion places, then, will be $4.5m annually.
But that is not all! As indicated above, the provincial government will increase
undergraduate enrolment by a further 15% beginning this Fall. Government has used the
following criteria for awarding these new undergraduate seats:
Perspectives Vol. 10, No. 10, Page 2
1.
2.
ensure programs appropriately address system priorities and needs;
assist students from disadvantaged and underrepresented groups (including
Aboriginal students, visible minorities and francophone students);
enhance and create collaborative education models that address system needs;
cost to the system;
innovation in medical education;
success of school in implementing past initiatives and meeting timelines and
deliverables;
3.
4.
5.
6.
It is clear that, as a medical school, we have amply met these criteria for allocation. As a
consequence, the Ministry of Training, Colleges and Universities and the Ministry of
Health & Long Term Care requested that we take on an additional 16 medical students in
first year in the 2005 entry class. These places will be funded at the full amount of $49,000
per student per year, effective this year. This additional funding will bring in $3m annually at
maturity, i.e. when all 4 years are populated. In sum, the two sources of additional funding –
restoration of the underfunding component that started in 2000 and the enhanced
expansion that will begin in 2005 – will contribute approximately $7.5m annually.
2005
Existing
expansion
$ per
student
(1)
(2)
(3)
16
2008
New
$ per
expansion student
Total $m
Existing
expansion
$ per
student
(4)
(1x2)+(3x4)
(1)
(2)
27
New
$ per
expansion student
(3)
(4)
Total $m
(1x2)+(3x4)
First year
39
19
1173
39
27
16
27
14 8 5
Second year
39
19
741
39
27
16
27
14 8 5
Third year
39
19
741
39
27
16
27
1485
Fourth year
39
19
741
39
27
16
27
Total
3396
1485
5940
Table 2. Funding stream associated with expansion positions in undergraduate
medicine at the University of Ottawa. The figures identified reflect the amounts
over and above the value of the basic income unit (BIU) transferred to the
University from the Ministry of Training, Colleges and Universities. The BIU for
a medical student is approximately $22,000 per student per year. The total cost
(exclusive of tuition fees) of educating a medical student, however, is $49,000 per
student per year. Prior to 2000 and for the historical cohort, the difference was
made up internally by the University. For the expansion numbers, the Ministry
will be flowing an additional $27,000 per student per year as a special grant for
undergraduate medical education. In fiscal 2004-2005, Ministry will begin to fund
the existing expansion at $19,000 per student per year, increasing to full funding
of $27,000 by 2007-2008. For new expansion students, Ministry will flow the
entire $49,000 ($22,000 BIU + $27,000 special grant). What is not shown in the
table is the sharing formula between the Faculty and the University.
Various discussions throughout the Faculty, including with students, contributed to our
decision to reserve half of these positions for the development of an Aboriginal student
stream and we have engaged Health Canada in discussions towards longer-term support of
the program. The development of an Aboriginal stream in our school is entirely consistent
with our mission and our commitment to accessibility to medical education by all Canadians
and specifically to Canadians who are underrepresented in medicine. I am excited about the
opportunities this program will afford, not only to Aboriginal students and communities,
but to everyone in the school as we add a vital cultural component to our claim to be
Canada’s university and Canada’s medical school.
Expansion of our undergraduate class size does not, of course, come automatically.
Approval of the LCME is required and we await their decision. Also, expansion does not
come without the need for new or renovated space. In fact, construction of three new PBL
Perspectives Vol. 10, No. 10, Page 3
classrooms and modifications to some of the amphitheatres already has taken place in
anticipation of the call for increased enrolment. Finally, no expansion would be possible
without appropriate levels of funding. It is clear that government has met this issue head on
and provided us with full cost recovery funding. As a consequence, offers of admission
have been made to accommodate a Fall 2005 entry class of 152 students (139 MoHLTC, 8
CNFS and 5 DND funded places). Over the next short while, we will be organizing
resources, PBL tutors, etc. in preparation for the largest entry class in our history. The
creation of an Aboriginal student stream will add complexity and excitement.
Honours &
Awards
Leo Renaud, Medicine, will receive the 2005 Distinguished Scientist Award of the
Canadian Society for Clinical Investigation at the annual meeting of the Society in
Vancouver. Dr. Renaud has been recognized for his sustained and substantial record of
contribution to our understanding of hypothalamic regulatory mechanisms.
CIHR
Toward Canadian benchmarks for health services wait times
William Hodge and Ralf Buhrmann, Ophthalmology, A systematic review of waiting times
and outcomes for sight restoration. 1y
Randomized clinical trials
Dean Fergusson, Medicine, Age of red blood cells in premature infants (ARIPI) trial. 3y
Promotions
The following individuals have received notification of their promotion by the Joint
Committee of the Board and Senate of the University of Ottawa.
To Associate Professor
Gregory Bryson, Anesthesia
Dan Deforge, Medicine (Rehabilitation Medicine)
Garth Dickinson, Emergency Medicine
Lloyd Duchesne, Medicine (Cardiology)
Wayne Kendal, Radiology (Radiation Oncology)
To Full Professor
Ross Davies, Medicine (Cardiology)
Elaine Jolly, Obstetrics & Gynecology
Congratulations.
In
Memoriam
Professor Pavel Hrdina, Professor Emeritus, passed away on April 20, 2005 after a long
illness. Dr. Hrdina was a longstanding member of the Departments of Pharmacology (later
the Department of Cellular & Molecular Medicine) and Psychiatry. He received his MD
degree from Comenius University in Bratislava and his PhD in Pharmacology from the
Czechoslovakia Academy of Science. After several years on faculty at Komensky
University, he fled his native Czechoslvakia to join the University of Ottawa in 1969,
eventually rising to Full Professor in 1988. He was Acting Chair of the Department of
Pharmacology from 1994-95. In addition, Dr. Hrdina had a long relationship with the
University of Ottawa Institute of Mental Health Research at the Royal Ottawa Hospital. He
is survived by his wife, Judith.
Perspectives Vol. 10, No. 10, Page 4
Assistant
Dean,
Postgraduate
Medical
Education
Assistant Dean, Postgraduate Medical Education (PGME), is a key position in the
Academic Office of the Faculty of Medicine, with responsibility for overall conduct and
quality of supervision of the postgraduate training programs of the Faculty of Medicine,
University of Ottawa, and for administering the office of Postgraduate Medical Education.
The Faculty of Medicine has undergone a successful recent Royal College of Physicians
and Surgeons of Canada and College of Family Medicine of Canada accreditation, attesting
to the health and strength of its postgraduate educational programs.
Role and Responsibilities
The Assistant Dean, PGME, reports to the Vice Dean, Academic Affairs, and is a member of
the Academic Affairs Group, Extended Dean’s Group, Faculty Advisory Board, Faculty
Council and the appropriate educational committees of the Faculty of Medicine. Please see
the Faculty website for the organizational chart at http://www.medicine.uottawa.ca/org/eng/
org_d.shtml
The successful candidate will have general overall responsibility for the administration and
support of all activities related to postgraduate medical education. Collaboration with the
other offices in the Dean’s Office, in particular in the Academic Affairs portfolio, is a key
expectation of the Assistant Dean, PGME. The Assistant Dean will be engaged in
partnership with various University offices, hospitals and communities where postgraduate
medical education is carried out. The Assistant Dean will work in liaison with external
organizations, including AAMC, AFMC, COFM (COU), CPSO, the provincial government
and other Ontario and Canadian Faculties of Medicine. As such, the successful candidate
for this position must be capable of successful collaboration with diverse groups of
stakeholders.
The responsibilities of the Assistant Dean, PGME, include:
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Overall supervision and management of the Postgraduate training programs
ensuring appropriate mechanisms are in place for allocation of residency training
positions;
Participation in the planning and implementation of appropriate mechanisms for the
evaluation of residents and teachers;
Oversee the management of Northeastern Ontario Specialty Residency programs,
through the Director of NESR Postgraduate Medical Education, in support of the
development of teaching capacity in Northeastern Ontario;
Oversee the International Fellowship programs;
Ensure that a process is in place for timely appeals by residents of their training
evaluations especially if judged not to have met the requirements of their rotation;
Ensure processes are in place for appropriate registration of all trainees;
Liaison with outside agencies and organizations related to documentation
(licencing, visa, etc);
Ensuring assistance and support to residents who experience academic difficulties;
Encouragement and facilitation of professional development and educational
scholarship on the part of program directors and teachers in the postgraduate
training programs;
Keep Vice Dean, Academic Affairs, Dean and Faculty informed of new
developments in field of work force/postgraduate training as appropriate;
Identification of the human and material resources necessary to support the
postgraduate education programs and inform the Vice Dean and Dean;
Ensure that Postgraduate programs comply with the accreditation requirements of
CFPC, RCPSC, CPSO, MOHLTC, and other licensing/accrediting bodies and that
accreditation related activities occur in a continuous manner within the Faculty;
Ensure that appropriate internal reviews of residency training programs are held as
required by accrediting bodies;
Administrative conduct of internal and external accreditation on-site visits;
Perspectives Vol. 10, No. 10, Page 5
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Assist in development and implementation of Faculty policies related to
Postgraduate program-structure, allocation, evaluation, appeals, admission
standards and appointment procedures in keeping with standards set by the
University and Certifying bodies etc;
Appoint and oversee work of Program Directors, including support, ensure
training, orientation and mentorship for Program Directors;
Account for the MOHLTC Clinical Education Budget as well as funds derived from
Foreign Resident and fellowship training fees;
Supervise personnel in the Office of Postgraduate Medical Education.
The ideal candidate
This opportunity requires a leader with vision, enthusiasm and demonstrated success in the
field of medical education. While we recognize that no one candidate may possess all of
the characteristics below, the ideal candidate would bring the following experience and
characteristics to the position:
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Demonstrated leader in medical education, MD. or PhD in biomedical science.
Preference will be given to candidates holding a doctorate in medicine (an
additional graduate degree in adult education would be a plus);
Knowledge of the process for planning and supporting postgraduate medical
education in a variety of settings;
Knowledgeable about future directions in medical education and their implications
for postgraduate medical learning;
Demonstrated successful innovation in medical education;
Bilingualism - ability to work in both English and French;
Ability to work in a collaborative team environment;
Excellent communication and interpersonal skills.
Position specifics
Time allocation: 0.5 FTE, however this is flexible depending on the candidate and their other
professional activities. Compensation will be both competitive and commensurate with the
successful candidate’s experience. There is flexibility regarding the remainder of the
Assistant Dean’s professional effort, which would be discussed, as needed. This would be
a 5 year appointment, with some flexibility in start date in Fall 2005.
Interested candidates should submit an up-to-date curriculum vitae and a two-page
document outlining their interests, their leadership experience and their thoughts on what
they would bring to the challenges of academic leadership in postgraduate medical
education to: Dr. Rose Goldstein, Vice Dean, Academic Affairs, on or before Thursday, June
30, 2005.
Please send to: [email protected] or 451 Smyth Rd, Room 2037A, Ottawa, ON, K1H
8M5.
Doyen
adjoint/
doyenne
adjointe,
études
médicales
postdoctorales
Titulaire d’un poste clé du Bureau des affaires scolaires de la Faculté de médecine, le
doyen adjoint/la doyenne adjointe, études médicales postdoctorales est responsable de la
direction et la supervision générales des programmes de formation postdoctorale de la
Faculté de médecine de l’Université d’Ottawa, de même que de l’administration du Bureau
des études médicales postdoctorales. La Faculté de médecine de l’Université d’Ottawa a
reçu récemment l’agrément du Collège royal des médecins et chirurgiens du Canada ainsi
que du Collège des médecins de famille du Canada, attestant du bien-être et de la force de
ses programmes d’éducation postdoctoraux.
Rôle et responsabilités
Le titulaire du poste relève de la vice-doyenne des Affaires scolaires et est membre du
Groupe des affaires scolaires, du Groupe de travail élargi du doyen, du Conseil consultatif
Perspectives Vol. 10, No. 10, Page 6
de la faculté, du Conseil d’administration de la faculté et d’autres comités pertinents de la
Faculté de médecine. Pour consulter l’organigramme, veuillez vous rendre au site Web de la
Faculté au http://www.medicine.uottawa.ca/org/eng/org_d.shtml.
Le doyen adjoint/la doyenne adjointe des études médicales postdoctorales assumera la
responsabilité globale de l’administration et du soutien des activités liées aux études
médicales postdoctorales. La collaboration avec les autres bureaux faisant partie du cabinet
du doyen, particulièrement pour ce qui est de la gamme des services du Bureau des affaires
scolaires, est une des principales attentes envers le ou la titulaire du poste. Cette personne
travaillera en partenariat avec divers services de l’université, de même qu’avec les hôpitaux
et les communautés où est offerte l’éducation médicale postdoctorale. Elle travaillera aussi
de concert avec des organismes externes, dont l’AAMC, l’AFMC, le COFM(COU),
l’OMCO, le gouvernement provincial ainsi que les autres facultés de médecine de l’Ontario
et du Canada. Ainsi, le candidat retenu doit être en mesure d’assurer une bonne
collaboration avec différents groupes d’intervenants.
Parmi les responsabilités du doyen adjoint/de la doyenne adjointe, études médicales
postdoctorales, mentionnons :
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assurer la supervision et la gestion générales des programmes de
formation postdoctorale, assurant que les mécanismes nécessaires sont
en place pour l’allocation des postes dans les programmes de résidence;
participer à la planification et à la mise en œuvre des mécanismes
nécessaires pour l’évaluation des résidents et des enseignants;
veiller à la gestion du programme de résidence dans des spécialités du
Nord-Est de l’Ontario (NESR), par l’entremise du directeur ou de la
directrice du programme de résidence dans des spécialités du Nord-Est de
l’Ontario, et ce, à l’appui de la croissance de la capacité d’enseignement
dans le Nord-Est de la province;
superviser les programmes de bourses de recherche internationaux;
veiller à ce qu’un processus soit en place permettant aux résidents
d’interjeter appel des évaluations qu’ils reçoivent durant leur formation
en résidence, surtout s’il est jugé qu’ils n’ont pas satisfait aux exigences
d’un stage;
veiller à ce que des mécanismes sont mis en place pour assurer
l’inscription de tous les stagiaires;
assurer la liaison avec les organismes externes en ce qui a trait à la
documentation pertinente (permis d’exercice, visa, etc.);
appuyer et aider les résidents qui connaissent des problèmes scolaires;
encourager et faciliter le perfectionnement professionnel et
l’accomplissement de la mission professorale chez les membres du corps
professoral des programmes de formation postdoctorale;
informer la vice-doyenne des Affaires scolaires et le doyen de la Faculté
de tout nouveau développement dans le domaine de la main-d’œuvre et
de la formation postdoctorale, au besoin;
déterminer les ressources humaines et matérielles nécessaires à la
réalisation du programme d’études médicales de premier cycle et en
informer la vice-doyenne et le doyen;
assurer que les programmes de formation postdoctorale satisfont à toutes
les exigences du CMFC, du CRMCC, de l’OMCO et du MSSLD ainsi que
de tout autre organisme d’agrément ou d’attribution des permis, et
coordonner les activités relatives à l’agrément au sein de la Faculté de
façon continue;
assurer que les mécanismes de révision internes des programmes de
résidence sont en place tel qu’exigé par les organismes d’agrément;
effectuer des visites administratives d’agrément, sur place et à l’extérieur;
Perspectives Vol. 10, No. 10, Page 7
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appuyer le développement et la mise en œuvre des politiques de la Faculté
qui concernent la structure du programme de formation postdoctorale,
l’affectation, l’évaluation, les appels, les normes d’admission et les
procédures de nomination, conformément aux normes établies par
l’université et par les organismes certificateurs;
nommer et suivre le travail des directeurs de programme, en plus de leur
offrir de l’appui, d’assurer leur formation, leur orientation et leur mentorat;
rendre compte du budget accordé par le MSSLD pour la formation
clinique ainsi que pour les fonds reçus dans le cadre du programme de
résidents étrangers et de bourses;
assurer la supervision du Bureau de l’éducation médicale postdoctorale.
Candidat idéal
La personne qui occupera ce poste doit être un dirigeant enthousiaste, doté d’une vision et
ayant manifestement réussi dans le domaine de l’éducation médicale. Bien que nous soyons
conscients que personne ne peut correspondre à toutes les caractéristiques énumérées cidessous, le « candidat idéal » mettrait à profit l’expérience et les particularités suivantes
dans le cadre de ses fonctions :
• qualités manifestes de chef en éducation médicale, et doctorat en médecine ou en
sciences biomédicales. La préférence sera accordée aux candidats qui détiennent
un doctorat en médecine (un autre grade supérieur en éducation des adultes serait
un atout);
• connaissance du processus de planification et du soutien de l’éducation médicale
postdoctorale dans différents milieux;
• connaissance des orientations futures des études médicales et de leurs
répercussions sur les études médicales postdoctorales;
• innovation manifeste en matière d’éducation médicale;
• bilinguisme – capacité de travailler en anglais et en français;
• capacité de travailler en équipe dans un esprit de collaboration;
• excellentes habiletés en communications et en relations interpersonnelles.
Perspectives is a
publication of the Dean’s
Office of the Faculty of
Medicine at the University of Ottawa. It is
published monthly from
September through June
and is available by email
or on the web
(www.uottawa.ca/
academic/med).
Particularités du poste
Bien qu’il s’agisse d’un poste 0,5 ETP, des ajustements seront possibles selon les autres
activités professionnelles du candidat retenu. Concurrentielle, la rémunération tiendra
compte de l’expérience de la personne retenue. Nous ferons preuve de souplesse
relativement aux autres engagements professionnels du doyen adjoint/de la doyenne
adjointe, études médicales postdoctorales et une discussion aura lieu à ce sujet, au besoin.
Il s’agit d’un mandat de cinq ans, avec une certaine flexibilité quant à l’entrée en poste à
l’automne 2005.
Les personnes intéressées sont priées de présenter un curriculum vitae à jour, de même
qu’un document de deux pages décrivant leurs intérêts et leur expérience en matière de
leadership, et expliquant en quoi elles contribueraient à relever les défis du leadership
pédagogique se rattachant aux études médicales postdoctorales. Elles doivent envoyer le
tout au plus tard le 30 juin 2005 à : Dre Rose Goldstein, vice-doyenne des Affaires scolaires,
par courriel à [email protected] ou par la poste au 451, ch. Smyth, bureau 2037A,
Ottawa (Ontario) K1H 8M5 .
To subscribe please
contact Valerie Beck at
562.5800.8707
Please send your
comments to:
[email protected]
Perspectives Vol. 10, No. 10, Page 8