Triple C Toolkit

Welcome to the Triple C Toolkit.

Access our slideshows, available in printable PDF or read the Triple C Report Part I, the Evaluation Objectives, and the CanMEDS-FM framework.

The Triple C Toolkit gives you access to the tools you’ll need to better understand or explain the CFPC’s Triple C Competency-based Curriculum, as a whole or in its components, including the process of competency-based assessment. These tools are designed for program directors, educational leaders, clinical teachers, residents and learners, and external collaborators.

As you scroll below, you will find:

  • On Triple C video
  • Nine Triple C-related presentations
  • Reports
  • Supporting documents
  • Resources
  • Promotional materials
  • Published articles related to Triple C
VideoDescription
 

Dr AJ, a first-year family medicine resident, is beginning his journey to becoming a family physician. He and his primary preceptor establish an active partnership that provides many positive learning opportunities during Dr AJ’s two-year training period. Through the use of direct observations, field notes, and periodic reviews, Dr AJ and his preceptor demonstrate Triple C’s competency-based approach to assessment and express the critical partnership between a resident who plays an active role in his learning and a preceptor who is committed to helping him reach his goal.

On the Triple C, the abridged 90-second version of the 8-minute video.

 This 8-minute video, On the Triple C, passionately describes what Triple C is and what it intends to do for residents, teachers, family physicians, colleagues, and patients.
 
PresentationObjectives

Triple C Competency-based Curriculum: A Brief Overview

  • Describe the components of the “Triple C competency based curriculum”
  • Explain the rationale supporting these key directions

 

Key Concepts and Definitions of Competency-based Education

Define the key concepts of:

  • Competence and Competencies
  • Competency-based Education (CBE)

Defining the Three Cs of the Triple C Competency-based Curriculum

 

  • Describe the major elements of the Triple C Competency-based Curriculum, i.e. the Three Cs
  • Explain some impacts of each of the Three Cs on residency training

Triple C Competency-based Curriculum: Implications for Family Medicine Residency Programs

  • Describe how a Triple C Competency-based Curriculum translates into key characteristics of a Family Medicine residency program
  • Explain teaching and learning strategies within a Triple C Competency- based Curriculum

 

Triple C Competency-based Curriculum: A Competency-based Approach to In-Training Assessment

  • Participants will begin to develop a process of in- training assessment for their own institution that focuses on learner/patient interactions during daily clinical activity
  • Participants will clarify roles, skills and tasks of learners, preceptors, faculty advisors and program directors
  • Participants will become familiar with the tools available to achieve superior assessments which include individual documentation, classification and progress reports

Evaluation Objectives in Family Medicine: Defining Competence for the Purposes of Certification

  • Describe the methodology leading to the development of the Evaluation Objectives in Family Medicine
  • Describe the components of the Evaluation Objectives
  • Outline their use in both the certification examination and in- training assessment

CanMEDS-Family Medicine: A Competency Framework for Family Medicine Education and Practice in Canada

  • Explain the rationale leading to the development of CanMEDS-FM
  • Describe the content of CanMEDS-FM
  • Demonstrate how CanMEDS-FM can be used across the learning continuum

The Scope of Training for Family Medicine Residency: Domains of Clinical Care and Evolving Professional Competencies as an Outline for Teaching, Learning and Assessment

  • Describe the content of the Domains of Clinical Care for residency training - Explain their impact on residency training
  • Describe the Evolving professional competencies - Discuss their impact on residency training
  • Discuss the relationship between Domains of Clinical Care, CanMEDS- FM and the Triple C Competency-based Curriculum

Linking Curriculum and Assessment in a Competency-based Residency Training Program

Explains the integration of:

  • CanMEDS-FM
  • Domains of Clinical Care
  • Evaluation Objectives within a Triple C Competency-based Curriculum

 

Report (PDF)Description
Triple C Competency-based Curriculum Report Part 2
This Report aims to assist stakeholders in the full implementation of the Triple C Competency-based Curriculum (Triple C). It gathers expert opinions, resources and tools developed by members of various CFPC educational committees, and intends to guide the change toward the Triple C curriculum.

Triple C Competency-based Curriculum Report  Part 1

The central recommendation of the WGCR is that each family medicine residency training program in Canada is to establish a competency-based curriculum in family medicine that is comprehensive, focused on continuity, and centred in family medicine—the Triple C Competency-based Curriculum (Triple C).

Defining Competence for the Purposes of Certification by the College of Family Physicians of Canada: Evaluation Objectives

This document articulates, for the purposes of assessment, the specific skills required by physicians to effectively function within the context of family medicine in Canada. Part I of the document describes the components and structure of these evaluation objectives, explaining and justifying the methods used in their development. Part II lays out, in detail, the operational level of all the evaluation objectives.

CanMEDS-Family Medicine

CanMEDS-Family Medicine (CanMEDS-FM) is an adaptation of CanMEDS 20051, the competency framework for medical education developed by the Royal College of Physicians and Surgeons of Canada (RCPSC). In keeping with CanMEDS 2005, CanMEDS-Family Medicine’s purpose is to guide curriculum and to form the basis for the design and accreditation of residency programs. Its ultimate goal is to improve patient care and to ensure that postgraduate training programs in family medicine are responsive to societal needs.

CanMEDS-FMU: Undergraduate competencies from a family medicine perspective

 

The goal of this document is to provide a family medicine perspective on undergraduate medical education. This has been done by utilizing the CanMEDS and the CanMEDS-Family Medicine (CanMEDS-FM) frameworks in creating a specific set of undergraduate family medicine competencies for undergraduate educators to use.

Triple C Competency-based Curriculum Report Part 2

Triple C Competency-
based Curriculum Report – Part 2
aims to assist in the full implementation of Triple C by all stakeholders.
It gathers expert opinions, resources, and tools developed by members of various CFPC educational
committees.
Triple C Report – Part 2
is intended to guide the change toward Triple C.

Length of Training in the Core Family Medicine Residency

As family medicine programs across the country adopt a competencybased approach to education, the interplay between factors that could increase training time and those that could increase efficiency will inform the unanswered questions around length of training.

Still, there remains a minimum required period of 24 months for the development of the residents’ professional identity as a family physician. Rigorous evaluation of the impact of competencybased systems in family medicine residency programs will be essential.

The Scope of Training for Family Medicine Residency

This document is to serve as a supplement to the CanMEDS-FM document. It offers an outline of the professional activities that delineate the scope of comprehensive care in

Family Medicine: the settings in which care is provided, the spectrum of clinical responsibilities managed by family physicians, the clinical procedures performed in practice, and the varied patient populations cared for. These Domains of Clinical Care form the base from which the learning experiences in Family Medicine residency are built and educational assessments are conducted. They also provide the context that gives the CanMEDS-FM Roles practical meaning in patient care.

 

Graphic    DescriptionLanguage
CCC-The-Three-Cs-EN_104x78 Triple C Competency-based Curriculum (PDF)English
Competence_Egg_EN104x78 Egg Puzzle Figure (PDF)English
 stfm_brochure104x78 Triple C brochure (PDF)English
 CanMEDsTree CanMEDS-FM Tree (Please email for permission to use.)English
ITE-Tasks ITA Table (PDF) English

 

ArticlePublication Date

Defining Competency-based Evaluation Objectives in Family Medicine

 


Canadian Family Physician April 2012 vol. 58 no. 4 e217-e224

Canadian Family Physician
July 2012
vol. 58 no. 7 775-780

 

Canadian Family Physician September 2011 vol. 57 no. 9 e331-e340


Canadian Family Physician October 2011 vol. 57 no. 10 e373-e380

Continuity: Middle C, A Very Good Place to Start

 

 

Comprehensive Care and Education

The Last C: Centred in Family Medicine

Canadian Family Physician November 2011 vol. 57 no. 11 1355-1356

Canadian Family PhysicianDecember 2011 vol. 57 no. 12 1475-1476

Canadian Family Physician March 2012 vol. 58 no. 3 346-348

Competency-based Achievement System: Using formative feedback to teach and assess family medicine residents’ skills Canadian Family Physician September 2011 vol. 57 no. 9 e323-e330
Renewing postgrad family medicine education: the rationale for Triple CCanadian Family Physician August 2011 vol. 57 no. 8 963-964
 Continuity of care: Differing conceptions and valuesCanadian Family Physician August 2011 vol. 57 no. 8 915-921

Vital Signs: New competency-based family medicine curriculum 

Canadian Family Physician July 2011 vol. 57 no. 7 856
Advancing Canada’s Family Medicine CurriculumCanadian Family Physician June 2011 vol. 57 no. 6 739-740

The Triple C Toolkit and all content therein are published and owned by the College of Family Physicians of Canada (CFPC) and are protected by copyright laws. By using the tools on this site, you are agreeing to present the material in context and as the authors intended. Changing the content of the material is prohibited, except with explicit permission from the CFPC. You are encouraged to download and use these tools for educational purposes. The reproduction, redistribution or republication of any or all Triple C content, without proper acknowledgment is strictly prohibited. For copyright, permission, or terms of use inquiries, please contact [email protected].

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