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Education Reform Taskforce

Who we are

The Education Reform Taskforce (ERTF) is an advisory committee of the CFPC and reports to the Family Medicine Specialty Committee. Its purpose is to guide implementation of the Outcomes of Training Project educational recommendations focused on a re-designed three-year core family medicine training and CAC-related enhanced skills training based on the Residency Training Profile. Given that the ERTF is an advisory body, and not a governance committee of the CFPC, decisions and recommendations will be reached through a consensus process.

The ERTF consists of approximately 15 members with a 5-year mandate who were chosen for their ability to support the social accountability mandate, collaborate, offer a diversity of perspective and voice, and to assist in the engagement of key stakeholders.  Resulting is a membership constituted based on a combination of leadership attributes, skills attributes and geo-political perspectives.

The ERTF works with various ad-hoc advisors, for example Chairs of CFPC Education Committees as well as consultants who bring experience and provide advice regarding key elements of the educational design and change strategies.  Additional ERTF members may be recruited, selected or appointed depending on the nature of the role and the needs of the ERTF.  The ERTF Chair is selected by the CFPC Board of Directors, as per CFPC policy. Membership/composition will be reviewed every 18 months for suitability and responsiveness to mandate.

Chair
Dr. Kathrine Lawrence

Members
Dr. Tamara Buchel
Dr. Mandy Buss
Dr. Robin Clouston
Dr. Brian Geller
Dr. Lisa Graves
Dr. Lawrence Grierson
Dr. Andrew Lam
Dr. Sonya Lee
Dr. Thomas Maniatis
Dr. Christie Newton
Dr. Alain Papineau
Dr. Kristy Penner
Dr. Peter Rogers
Dr. Matthieu Touchette
Dr. Brent Wolfrom

Current Advisors
Dr. Warren Newton, American Board of Family Medicine
Dr. Lyn Power, Undergraduate Education Committee
Dr. Karen Schultz, Postgraduate Dean
Dr. Eric Wooltorton, Faculty Development Education Committee
Dr. Keith Wycliffe-Jones, Associate Professor, University of Calgary; Postgraduate Education Committee; Family Medicine Specialty Committee; Section of Teachers Council

CFPC staff
Executive Director, Academic Family Medicine
Manager, Academic Family Medicine

What we do

The ERTF will lead the Education and Evaluation Design Strategy which will require a collaborative approach to residency program re-design coupled with contribution toward and advisement on a responsible multi-stakeholder Education Change Strategy that addresses a range of issues including resources, communications, relationship-building and graduate workforce planning.  The education-based mandate of the ERTF is within the larger context of practice transformation. While these parallel efforts will need to be thoughtfully interconnected and coordinated, they are independent.

Education and Evaluation Design Strategy
The main deliverable of the ERTF is a re-designed three-year core family medicine training and CAC-related enhanced skills training based on the Residency Training Profile (RTP). Additionally, work will be done to inform recruitment and selection into family medicine and any needed changes to CFPC educational standards also guided by the RTP.  

These deliverables will be achieved through work commissioned with existing CFPC committees and by additional working units where necessary.

Residency program redesign will occur as a national collaboration between university-based family medicine residency programs supported by the CFPC looking at enhancement of curriculum, assessment and faculty development in priority areas.

Education Change Strategy
To support a responsible change strategy the ERTF will work with consultants to support the development of a business case/resource plan, to ensure health human resource issues are addressed, and to identify and mitigate other risks associated with changes to training.  The ERTF will also create a forum and pursue regular opportunities for communication and relationship-building with university leadership, provincial chapters, learners, regulatory authorities and policymakers.

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