Program foundations and beginning of concerns (part 1 of 3). When residents shouldn’t become clinicians: getting a grip on fair and defensible processes for termination of training

Training programs have the dual responsibility of providing excellent training for their learners and ensuring their graduates are competent practitioners. Despite everyone’s best efforts a small minority of learners will be unable to achieve competence and cannot graduate. Unfortunately, program d...

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Autores principales:	Karen Schultz, Andrea Risk, Lisa Newton, Nicholas Snider
Formato:	article
Lenguaje:	EN
Publicado:	Canadian Medical Education Journal 2021
Materias:	Education (General) L7-991 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/b5f6d466e3ca482db785f352d24d1c56
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spelling	oai:doaj.org-article:b5f6d466e3ca482db785f352d24d1c562021-12-01T22:35:45ZProgram foundations and beginning of concerns (part 1 of 3). When residents shouldn’t become clinicians: getting a grip on fair and defensible processes for termination of training10.36834/cmej.701701923-1202https://doaj.org/article/b5f6d466e3ca482db785f352d24d1c562021-09-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/70170https://doaj.org/toc/1923-1202 Training programs have the dual responsibility of providing excellent training for their learners and ensuring their graduates are competent practitioners. Despite everyone’s best efforts a small minority of learners will be unable to achieve competence and cannot graduate. Unfortunately, program decisions for training termination are often overturned, not because the academic decision was wrong, but because fair assessment processes were not implemented or followed. This series of three articles, intended for those setting residency program assessment policies and procedures, outlines recommendations, from establishing robust assessment foundations and the beginning of concerns (Part One), to established concerns and formal remediation (Part Two) to participating in formal appeals and after (Part Three). With these 14 recommendations on how to get a grip on fair and defensible processes for termination of training, career-impacting decisions that are both fair for the learner and defensible for programs are indeed possible. They are offered to minimize the chances of academic decisions being overturned, an outcome which wastes program resources, poses patient safety risks, and delays the resident finding a more appropriate career path. This article (part one in the series of three) will focus on the foundational aspects of residency training and the emergence of concerns. Karen SchultzAndrea RiskLisa NewtonNicholas SniderCanadian Medical Education JournalarticleEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 12, Iss 4 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Education (General) L7-991 Medicine (General) R5-920
spellingShingle	Education (General) L7-991 Medicine (General) R5-920 Karen Schultz Andrea Risk Lisa Newton Nicholas Snider Program foundations and beginning of concerns (part 1 of 3). When residents shouldn’t become clinicians: getting a grip on fair and defensible processes for termination of training
description	Training programs have the dual responsibility of providing excellent training for their learners and ensuring their graduates are competent practitioners. Despite everyone’s best efforts a small minority of learners will be unable to achieve competence and cannot graduate. Unfortunately, program decisions for training termination are often overturned, not because the academic decision was wrong, but because fair assessment processes were not implemented or followed. This series of three articles, intended for those setting residency program assessment policies and procedures, outlines recommendations, from establishing robust assessment foundations and the beginning of concerns (Part One), to established concerns and formal remediation (Part Two) to participating in formal appeals and after (Part Three). With these 14 recommendations on how to get a grip on fair and defensible processes for termination of training, career-impacting decisions that are both fair for the learner and defensible for programs are indeed possible. They are offered to minimize the chances of academic decisions being overturned, an outcome which wastes program resources, poses patient safety risks, and delays the resident finding a more appropriate career path. This article (part one in the series of three) will focus on the foundational aspects of residency training and the emergence of concerns.
format	article
author	Karen Schultz Andrea Risk Lisa Newton Nicholas Snider
author_facet	Karen Schultz Andrea Risk Lisa Newton Nicholas Snider
author_sort	Karen Schultz
title	Program foundations and beginning of concerns (part 1 of 3). When residents shouldn’t become clinicians: getting a grip on fair and defensible processes for termination of training
title_short	Program foundations and beginning of concerns (part 1 of 3). When residents shouldn’t become clinicians: getting a grip on fair and defensible processes for termination of training
title_full	Program foundations and beginning of concerns (part 1 of 3). When residents shouldn’t become clinicians: getting a grip on fair and defensible processes for termination of training
title_fullStr	Program foundations and beginning of concerns (part 1 of 3). When residents shouldn’t become clinicians: getting a grip on fair and defensible processes for termination of training
title_full_unstemmed	Program foundations and beginning of concerns (part 1 of 3). When residents shouldn’t become clinicians: getting a grip on fair and defensible processes for termination of training
title_sort	program foundations and beginning of concerns (part 1 of 3). when residents shouldn’t become clinicians: getting a grip on fair and defensible processes for termination of training
publisher	Canadian Medical Education Journal
publishDate	2021
url	https://doaj.org/article/b5f6d466e3ca482db785f352d24d1c56
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Program foundations and beginning of concerns (part 1 of 3). When residents shouldn’t become clinicians: getting a grip on fair and defensible processes for termination of training

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