There are three components of Triple C Competency-Based Curriculum:
- Comprehensive education and patient care
- Continuity of education and patient care
- Centred in family medicine
An internationally-recognized education model
Triple C ensures all graduates are:
- Competent to provide comprehensive care in any Canadian community
- Prepared for the evolving needs of society
- Educated based on the best available evidence on patient care and medical education
This curriculum addresses accountability, social responsibility, patient safety, and efficiencies in educational programming. It highlights the College of Family Physician of Canada’s (CFPC’s) vision of graduating sufficient numbers of Canadian family physicians who can provide comprehensive, continuing care within traditional family practices and within newer models of interprofessional practice.
Triple C builds on the College’s internationally-recognized educational model offered by 17 university-based family medicine programs in Canada. Given the changing landscape in Canada and increasing attention to quality, accountability, and interprofessional patient-centred care, the CFPC is proactively recommending ways to ensure that our future family physicians are ready for the realities of tomorrow.
Triple C is endorsed by the CFPC in collaboration with the Section of Teachers Council and the former Triple C Task Force.
Triple C Tool Kit*
These tools explain the CFPC’s Triple C Competency-Based Curriculum, and the process of competency-based assessment:
This report aims to assist stakeholders in the full implementation of the Triple C Competency-Based Curriculum. 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.
The Working Group on Postgraduate Curriculum Review (WGCR) recommended each family medicine residency training program in Canada 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).
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 2017 (CanMEDS-FM) is an adaptation of CanMEDS 2015, the competency framework for medical education developed by the Royal College of Physicians and Surgeons of Canada (RCPSC). In keeping with CanMEDS 2005, CanMEDS-FM’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.
The goal of this document is to provide a family medicine perspective on undergraduate medical education. This has been achieved by referencing the CanMEDS and the CanMEDS–Family Medicine frameworks to create a specific set of undergraduate family medicine competencies for undergraduate educators to use.
As family medicine programs across the country adopt a competency‐based approach to education, the interplay between factors that could increase training time and increase efficiency will address questions about length of training.
A minimum of 24 months is required for the development of the residents’ professional identity as a family physician. Rigorous evaluation of the impact of competency‐based systems in family medicine residency programs will be essential.
This document supplements the CanMEDS-FM document. It outlines 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 are the basis of the learning experiences in family medicine residency and educational assessments. They also provide the context that gives the CanMEDS-FM Roles practical meaning in patient care.
Dr. AJ, a first-year family medicine resident, begins his journey to become a family physician. Using direct observations, field notes, and periodic reviews, Dr. AJ and his preceptor demonstrate Triple C curriculum’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.
Triple C Competency-Based Curriculum (short version)
Triple C curriculum 90-second version of the eight-minute video.
Triple C Competency-Based Curriculum: Canada’s Family Medicine Curriculum (eight-minute version)
Triple C curriculum eight-minute version describes what Triple C is and what it intends to do for residents, teachers, family physicians, colleagues, and patients.
- Describes the components of the Triple C curriculum
- Explains the rationale supporting these key directions
Defines the key concepts of:
- Competence and competencies
- Competency-based education (CBE)
- Describes the major elements of the Triple C curriculum (i.e., the Three Cs)
- Explains some impacts of each of the Three Cs on residency training
- Describes how a Triple C curriculum translates into key characteristics of a family medicine residency program
- Explains teaching and learning strategies within a Triple C curriculum
- Participants begin to develop a process of in-training assessment for their institution that focuses on learner/patient interactions during daily clinical activity
- Participants clarify roles, skills, and tasks of learners, preceptors, faculty advisers and program directors
- Participants become familiar with the tools available to achieve superior assessments which include individual documentation, classification and progress reports
- Describes the methodology leading to the development of the Evaluation Objectives in Family Medicine
- Describes the components of the Evaluation Objectives
- Outlines their use in both the certification examination and in- training assessment
- Explains the rationale leading to the development of CanMEDS-FM 2017
- Describes the content of CanMEDS-FM
- Demonstrates how CanMEDS-FM can be used across the learning continuum
- Describes the content of the Domains of Clinical Care for residency training
- Explains their impact on residency training
- Describes the evolving professional competencies
- Discusses their impact on residency training
- Discusses the relationship between Domains of Clinical Care, CanMEDS-FM and the Triple C Competency-Based curriculum
Explains the integration of:
- Domains of Clinical Care
- Evaluation Objectives within a Triple curriculum
Defining competency-based evaluation objectives in family medicine
Canadian Family Physician April 2012; 58(4): e217-e224.
Canadian Family Physician July 2012; 58(7): 775-780.
Canadian Family Physician September 2011; 57(9): e331-e340.
Canadian Family Physician October 2011; 57(10): e373-e380.
Canadian Family Physician November 2011; 57(11): 1355-1356.
Canadian Family Physician December 2011; 57(12): 1475-1476.
Canadian Family Physician March 2012; 58(3): 346-348.
Canadian Family Physician September 2011; 57(9): e323-e330.
Canadian Family Physician August 2011; 57(8): 963-964.
Canadian Family Physician August 2011; 57(8): 915-921.
Canadian Family Physician July 2011; 57(7): 856.
Canadian Family Physician June 2011; 57 (6): 739-740.