Gravitas. 2 Réflexions

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1 m. (feminine gravitatis) a quality of substance or depth m. (feminine gravitatis) caractère de ce qui a de l importance The Association of Faculties of Medicine of Canada L Association des facultés de médecine du Canada Few areas of professional development generate more interest and opinion than medical education. Our partners, our financial supporters and a broad range of our public frequently comment on the central activities of our faculties of medicine, ranging from admissions policies and curriculum content to value-for-money and the balance across graduate specialties. While challenged by this broad array of advice, not one of our 17 medical faculties would deny the ongoing requirement to assess the way we efficiently and effectively address these and many other issues within our mandates. Across the country, the unprecedented expansion in medical school enrolment at both the undergraduate and postgraduate levels, and the significant adjustments and accommodations that accompany this, are well underway in many centres; these challenges frequently are coupled with new ventures into the area of distributed Volume 41 N o.3 September/septembre 2008 Change and Improvement - The Desirable and the Inevitable: The Future of Medical Education in Canada By: Harold Cook Dean, Faculty of Medicine, Dalhousie University; Chair, Board of Directors and Council of Deans, AFMC 2 Réflexions Nick Busing 4 medical education and satellite campuses, that in themselves open both special opportunities and challenges. Within this context, each of us subscribes to some level of the concept of broader engagement in collaborative, interprofessional learning and care delivery while grappling with the realities of how to implement these aspirations in practical operational terms. Also, recent experiences with international accreditation processes tell us that our Canadian training programs are of top quality based on the majority of criteria and standards but that there is also a need for responding to relatively common areas that need improvement. The Future of Medical Education in Canada project sponsored and directed by the AFMC is our response, leading us to examine areas where it may be time for a substantial shift in some key elements of our medical education programs across the country. We are openly seeking the expertise and insight of those not usually engaged directly in medical education The Future of Medical Education in Canada Irving Gold 5 6 Medical Education Whatever Next? Sir Graeme Catto Marking the Change in Medical Education Steve Slade delivery in the context of research excellence, quality care delivery and wellness promotion while also engaging our more traditional academic communities. In the midst of daily pressures on deans and administrative teams just to keep today s approaches operating effectively, we must nevertheless find time and enthusiastic commitment to identify options to enhance the ultimate outcomes to which we all ascribe. Indeed, it is encouraging to do this in an environment where all of our medical faculties demonstrate excellence and do so with a stimulating variety of approaches to the basic principles while addressing the uniqueness and social expectations of the local, national and international mandates we fill. We can be confident that, as appointed leaders in this process, the deans of all of our faculties and schools of medicine across the country will be doing our part in this desirable and inevitable requirement to improve. 265, avenue Carling Avenue, Suite/pièce 800, Ottawa, Ontario K1S 2E1 Tel/Tél. : (613) Fax/Téléc. : (613) The Future of Medical Education in Canada Our Link to Communities! Susan Maskill

2 The Association of Faculties of Medicine of Canada L'Association des facultés de médecine du Canada President & Chief Executive Officer/ Président directeur général Nick Busing VP, Government Relations and External Affairs/ Vice-président, Relations gouvernementales et affaires externes Irving Gold VP, Research and Analysis CAPER-ORIS/ Vice-président, Recherche et analyse CAPER-ORI Steve Slade VP, Education and Special Projects/ Vice-présidente, Éducation et projets spéciaux Susan Maskill AFMC Executive Committee/ Comité Exécutif de l AFMC Chair/Président Harold Cook, Dalhousie University Past Chair/Président sortant Gavin Stuart, University of British Columbia Chair-elect & Treasurer/Président désigné et trésorièr James Rourke, Memorial University of Newfoundland Members-at-large/Membres Thomas Feasby, University of Calgary Réjean Hébert, Université de Sherbrooke Jean Rouleau, Université de Montréal Catharine Whiteside, University of Toronto Committee on Accreditation of Canadian Medical Schools (CACMS)/ Comité d agrément des facultés de médecine du Canada (CAFMC) Chair/Président Abraham Fuks, McGill University Secretary/Secrétaire Nick Busing, AFMC Committee on Accreditation of Continuing Medical Education (CACME)/ Comité d agrément de l éducation médicale continue (CAÉMC) Chair/Président Richard Handfield-Jones, University of Ottawa Secretary/Secrétaire Nick Busing, AFMC Canadian Post-M.D. Education Registry (CAPER)/ Système informatisé sur les stagiaires post-m.d. en formation clinique Chair/Présidente Kristin Sivertz, University of British Columbia VP, Research and Analysis CAPER/ORIS/ Vice-président, Recherche et analyse CAPER-ORI Steve Slade Editor/Éditeur: Irving Gold Managing Editor/Coordonnatrice: Natalie Russ ISSN: Reflections By: Nick Busing, President & CEO There are countless reasons why it is timely to undertake a review of how we train Canada s future physicians. Our faculties of medicine are in the midst of rapid expansion; increasing both enrolment at their traditional campuses and developing distributed campuses with increased community-based experiences. The public is becoming much more demanding of their physicians, using the Internet to educate themselves and challenging their doctors to be right up to date. There is a need for an increasing number of generalists (family physicians and other generalist specialists) within our system, and a need to examine how the educational environment influences the ultimate career choices of our future physicians. For these reasons, and many others, AFMC has seized the opportunity to lead a comprehensive review of all aspects of undergraduate medical education in Canada. We have commissioned an extensive review of the literature, looking at the current state of medical education and innovations and changes that are being introduced. We have commissioned comprehensive interviews with more than thirty key stakeholders from across the country from academia, policy organizations and governments. We have convened young leaders of tomorrow to receive their input. We have created a Blue Ribbon Panel of seasoned Canadians from diverse backgrounds for their reflections. We have created a Data Needs and Access Group to look at our current data holdings and to help design a system for the future. We have conducted international consultations with experts in the United Kingdom, the United States of America, Australia and New Zealand. All of these inputs have uncovered many fascinating observations. Not surprisingly, areas such as the pre-medicine preparation of medical students, admissions criteria, interprofessional education, professionalism, length of training, e-learning and simulation, and community-based education have all emerged as leading themes which require close attention and may stimulate some changes in our educational system in the future. I encourage you to keep a close watch for information emerging from this project and to go to the project website fmec/ for more information. Most importantly, I encourage you to look at the evidence we are collecting and provide us with your ideas and observations. It is through our collective assessment that we can collaborate to make changes that may be necessary to improve how we train future generations of physicians. AFMC Awards in Medical Education AFMC GlaxoSmithKline Young Educators Award AFMC John Ruedy Award for Innovation in Medical Education AFMC-AstraZeneca Award for Outstanding Contribution to Faculty Development in Canada AFMC May Cohen Gender Equity Award Please visit for more information Deadline for submissions is November 14,

3 Réflexions Par: Nick Busing, Président-directeur général Il existe d innombrables raisons expliquant pourquoi le moment est bien choisi pour entreprendre une étude de la manière dont nous formons les futurs médecins au Canada. Nos facultés de médecine connaissent une expansion rapide, augmentant à la fois le nombre d inscriptions dans leurs campus traditionnels et mettant sur pied des campus hors les murs offrant davantage d expériences communautaires. Le public exige toujours plus de ses médecins. Il a recours à l Internet pour s informer et s attend à ce que les médecins soient toujours au fait des dernières découvertes. Le besoin de généralistes (médecins de famille et autres spécialistes généralistes) se fait de plus en plus pressant dans notre système et il devient nécessaire d examiner la manière dont l environnement éducationnel influence en bout de ligne les choix de carrière des futurs médecins. Pour cette raison et pour plusieurs autres, l AFMC a profité de l occasion pour chapeauter une étude exhaustive de tous les aspects de l éducation médicale au premier cycle au Canada. Nous avons demandé un examen exhaustif de la documentation, en étudiant l état actuel de l éducation médicale ainsi que les innovations et les modifications introduites. Nous avons sollicité une série d entrevues approfondies avec plus de trente intervenants principaux de l ensemble du pays évoluant au sein des universités, des organismes axés sur les politiques et des gouvernements. Nous avons convié les jeunes meneurs de demain pour qu ils nous fassent part de leurs commentaires. Nous avons mis sur pied un groupe d experts formé de Canadiennes et de Canadiens expérimentés provenant de divers milieux afin d obtenir leurs impressions. Nous avons créé un Groupe sur l accessibilité et les besoins en matière de données pour examiner nos fonds de données actuels et pour nous aider à concevoir un système pour l avenir. Nous avons effectué des consultations internationales avec des spécialistes du Royaume-Uni, des États-Unis, de l Australie et de la Nouvelle-Zélande. Cet exercice nous a permis d obtenir de fascinantes observations. Il fallait s en douter, les secteurs comme la préparation pré-médicale des étudiants en médecine, les critères d admission, l éducation interprofessionnelle, le professionnalisme, la durée de la formation, la cyber-formation et la simulation ainsi que l éducation communautaire ont tous été cités comme des thèmes conducteurs qui demandent une attention soutenue et peuvent stimuler certains changements dans le système d éducation futur. Je vous encourage à demeurer à l affût des dernières nouvelles entourant ce projet et à consulter le site Web du projet, soit le ca/fmec/, pour tout complément d information. Qui plus est, je vous encourage à examiner les preuves que nous recueillons et à nous faire part de vos idées et de vos observations. C est grâce à une évaluation collective que nous pourrons collaborer afin d apporter les changements nécessaires à l amélioration des méthodes de formation des générations futures de médecins. Prix en éducation médicale de l AFMC Le Prix AFMC - AstraZeneca pour contribution exceptionnelle au perfectionnement du corps professoral au Canada Le Prix AFMC - GlaxoSmithKline des jeunes éducateurs Le Prix AFMC - John Ruedy pour l innovation en enseignement médical Le Prix AFMC - May Cohen pour l équité entre les sexes Pour de plus amples renseignements, veuillez visiter awards-f.php La date limite de dépôt des mises en candidature est le 14 novembre 2008 AFMC Committee Chairpersons/ Présidents des comités de l AFMC Standing Committees/Comités permanents Continuing Medical Education/ Éducation médicale continue Michael Rosengarten Postgraduate Medical Education/ Enseignement médical postdoctoral Ira Ripstein, University of Manitoba Research and Graduate Studies/ Recherche et études supérieures Robert Haché, University of Ottawa Undergraduate Medical Education/ Enseignement médical prédoctoral Alan Neville, McMaster University Committees and Resource Groups/ Comités et Groupes ressources Admissions and Student Affairs/ Admissions et affaires étudiantes Richard Hébert, University of Ottawa June Harris, Memorial University of Newfoundland Faculty Development/ Formation du corps professoral Danielle Blouin, Queen s University Finance and Administrative Affairs/ Finances et affaires administratives Johanne Miller, McGill University Francophone Minority Communities in Canada/ Les communautés francophones minoritaires du Canada Aurel Schofield, Université de Sherbrooke Equity, Diversity and Gender (EDG)/ Équité, la diversité et le genre (ÉDG) Nahid Azad, University of Ottawa Lori Charvat, University of British Columbia Global Health/ Santé à l échelle mondiale Timothy Brewer, McGill University Institutional Advancement/ Développement institutionnel Michèle Joanisse, McGill University Hélène Véronneau, Université de Montréal Libraries/Bibliothèques Michel Dagenais, Université Laval Medical Informatics/ Informatique médicale Rachel Ellaway, Northern Ontario School of Medicine Professionalism/ Professionalisme Richard and Sylvia Cruess, McGill University Gravitas is the official publication of The Association of Faculties of Medicine of Canada. It is published four times a year. Opinions expressed in this bulletin do not necessarily reflect the views of the Association. Contributions to Gravitas in either English or French are welcomed. Advertisements are also accepted. Gravitas is sent free of charge to members of the Association. Gravitas est l organe officiel de L Association des facultés de médecine du Canada et paraît quatre fois par an. Les opinions exprimées dans ce bulletin ne sont pas nécessairement celles de l Association. Les contributions à cette publication sont les bienvenues et peuvent être rédigées en français ou en anglais. Les annonces publicitaires sont également acceptées. 3

4 The Association of Faculties of Medicine of Canada L'Association des facultés de médecine du Canada Articles of Interest Visit the AFMC website for links to these journal articles at The Future of Medical Education in Canada By: Irving Gold, Vice President, Government Relations and External Affairs Aboriginal Curriculum Framework Developed, CMAJ June 2008 Developing an Integrated Evidence-Based Medicine Curriculum for Family Medicine Residency at the University of Alberta Michael G. Allan; Christina Korownyk; Amy Tan, University of Alberta; Hugh Hindle, Rural Physician Action Plan; Lina Kung; and Donna Manca, University of Alberta Academic Medicine June 2008 The Future of Medical Education in Canada is a ground-breaking project that brings together key stakeholders in medical education to undertake a comprehensive review of the current status of medical education in Canada. The project is meant to lead to a medical education system that can better meet the needs of Canadians, both now and into the future. It is also meant to ensure that in the face of Canada s ever-changing society and resulting healthcare needs, medical students in Canada continue to receive the best education possible. Veuillez présenter votre proposition pour la Conférence de 2009 sur l éducation médicale par le 25 octobre, Submit your abstract for the Canadian Conference on Medical Education by October 25th The project draws on the dedication and contribution of many stakeholders to ensure its success. These include the Steering Committee, Blue Ribbon Panel, Environmental Scan research team, Data Needs and Access Group, Young Leaders Forum, and dozens of colleagues in the UK, US, Australia and New Zealand. Along with all of these inputs, the project will consult with the deans of medicine and the undergraduate deans at all 17 faculties of medicine to develop Principles for Change and Proposed Calls to Action. The Principles for Change will be distributed and discussed widely, and will be the focus of a National Forum in the spring of I recently attended a project retreat attended by the project Steering Committee, Blue Ribbon Panel and the deans of our faculties of medicine. I know I am not alone when I say that I left the meeting extremely enthusiastic. I was struck by the passion of those in the room and their desire to provide the best possible education to medical students in Canada. I was also surprised at the vast amount of work that has already gone on in our faculties across the country to address the changing needs of medical students and Canadian society, work that has generally gone unrecognized but that is having a significant impact. This project will not only generate recommendations for possible future change; it will also shed light on the many positive changes that have already been implemented in our faculties with little fanfare. A major theme that emerged at the meeting was the importance of sharing sharing in terms of best (and worst) practices, innovations, resources and experiences. While each of our 17 faculties serves distinct populations and has unique missions and mandates, there is no question that the ever-growing culture of collaboration in medical education in this country will serve us all well. If you re reading this, it s because you re part of a community of people with a stake in this process. I urge you to visit the project website at to learn more and to follow our progress. I also urge you to contribute talk to others about the project, generate ideas, and us your thoughts. 4

5 Guest Editorial Medical Education Whatever Next? By: Sir Graeme Catto, President, General Medical Council From time to time I receive letters from pupils in the UK who wish to become doctors. I reply with words of encouragement and send their names to the local medical school. In a slight turn of events last autumn, a university replied to let me know that I couldn t apply directly but had to go through the Universities and Colleges Admissions Service after which they enclosed the relevant application forms and wished me luck. I was flattered they thought I was the one applying to medical school and that my secondary school qualifications might still be sufficient for entry especially since medical students today are so very much better qualified, academically and socially, than I was 45 years ago. So what do our undergraduates expect of their education? They know that it is not possible to predict future developments in medicine. They accept that the science will change, society s expectations of them will change but people don t change. Patients and relatives will come to them when most burdened by ill health and personal worries. That need for trust and humanity in medicine is enduring. Over and above those essential professional attributes, they expect their undergraduate education to be both relevant for today and sufficiently broadly based to ensure that they have the flexibility to adapt to the inevitable developments in medical practice its science and its organisation. Graduation now marks the end of one phase of medical education; across the world there is now a general consensus about the curriculum with a welcome acknowledgement of interpersonal and team-based skills and a recognition that graduates cannot know all about everything. Postgraduate training ensures that the doctor develops appropriate expertise in the chosen specialty while relationships with patients, relatives and colleagues are monitored. The role of appraisal and feedback, as well as assessment, is increasingly appreciated. Rigid demarcations between specialties are no longer appropriate if doctors are to have the flexibility to adapt to different patterns of practice in the future. Standards, however, must be maintained and be recognised by patients and employers as well as doctors to be relevant. Viewed in that way, I believe that postgraduate training will increasingly be modular, with doctors acquiring the necessary skills to meet their practice needs rather than attempting to learn all that might be necessary for a lifetime in medicine. Which brings me to the more challenging topic - how do we ensure that all doctors, not just those in formal training posts, can demonstrate that they are up to date and fit to practise. The concept that graduation cannot provide a licence to practise for the 40 or 50 years of a doctor s professional life is no longer contentious. The details of how we implement recertification, or revalidation as it is called in the UK, are now being developed. It is clear, however, that postgraduate learning continues throughout a doctor s professional life and that views of patients, relatives, colleagues and employers must contribute. The aim is a positive demonstration that the doctor is up to date and fit to practise with practical measures in place for those few who do not meet the standards expected of them. In the UK, revalidation will be the responsibility of the General Medical Council (GMC) and be mandatory for all doctors; the first phase, issuing licences to practise, will begin next year. Successful implementation will require the GMC to work closely with the public, the profession, the UK Medical Royal Colleges and with colleagues in other countries particularly Canada with whom we share so many aspects of medical education and training. Recertification / revalidation really is internationally relevant. Appointments, awards and honours from Canada s faculties of medicine / Nominations, prix et honneurs décernés par les facultés de médecine canadiennes Memorial University of Newfoundland Dr. Krisztina Bajzak has returned to Memorial s Faculty of Medicine as an assistant professor of obstetrics and gynecology with highly specialized skills in laparoscopic surgery in the field of gynecology. Using minimally invasive surgery, she is able to carry out procedures such as hysterectomies and cyst removals with less scarring, pain and post-operative complications. She will now be able to train residents in these procedures as well as assist attending physicians who wish to advance their laparoscopic skills. Université de Montréal Le D r Pavel Hamet, chercheur médical de renommée internationale, professeur à la Faculté de médecine et médecin au Centre hospitalier de l Université de Montréal (CHUM), s est vu décerner une grande distinction : il a été nommé à l Ordre national du Québec à titre d officier. University of Ottawa Dr. Nancy Edwards, Professor in the School of Nursing, Faculty of Health Sciences and the Department of Epidemiology and Community Medicine, has been appointed Scientific Director of the Institute of Population and Public Health at the Canadian Institutes of Health Research. University of Toronto Professor Meldon Kahan of Family and Community Medicine is the 2008 recipient of the President s Shield, given in recognition of his exemplary service to Addictions Ontario and the addictions profession in Ontario. One of Kahan s many successes is the major role he played in the establishment of addictions as a core curriculum in the new Northern Ontario School of Medicine. Northern Ontario School of Medicine New Appointments: Dr. Gerry Cooper, Associate Dean, Learner Affairs Dr. William McCready, Associate Dean, Faculty Affairs To view more announcements from Canada a faculties of medicine, visit our web site: Pour avoir accès à d autres annonces des facultés de médecine canadiennes, visitez notre site Web : 5

6 The Association of Faculties of Medicine of Canada L'Association des facultés de médecine du Canada New Staff Appointment Dr. Nick Busing, President and CEO of The Association of Faculties of Medicine of Canada, is pleased to announce a new staff appointment. In August 2008 Ms. Chriss Holloway became the newest member of the AFMC team taking on the newly created position of Conference Manager. She will oversee the Canadian Conference on Medical Education for which AFMC is conference secretariat. Chriss has over 10 years experience planning large-scale conferences and events in North America and abroad and has extensive knowledge of the meeting planning industry as both planner and service provider. Chriss brings with her a sharp eye for detail and a passion for developing successful meetings and events. She developed her conference/ event management skills in Montreal and most recently worked for Aramark Canada Ltd. as the Manager of Conference Services at Carleton University. Welcome to the team Chriss! Marking the Change in Medical Education By: Steve Slade, Vice President, Research and Analysis CAPER-ORIS, AFMC AFMC s Future of Medical Education in Canada project has already got people thinking and talking. Soon it will have people doing. More correctly, it will have people doing more. Medical education constantly evolves. It is not set in stone, nor does it look exactly the same across settings. Reflection and innovation are defining characteristics of Canada s medical education enterprise. Participants in the March 2008 Data Needs and Access Group meeting knew well that medical education is adaptable. Indeed, many of them shape the changes we see in academic medicine. It is not surprising, then, that the group delivered a clear message around the need to mark the change in medical education. Marking the change is a multifaceted undertaking with the goal of connecting decisions with data. The data needs group envisioned an information model that links academic and government policy to high quality, relevant data. A variety of agencies - such as AFMC, Statistics Canada, CIHI and others were seen as playing a data stewardship role within the information model. The group saw population health needs and social accountability as being central to the development of a truly useful and meaningful information model. We are witnessing change in so many areas of medical education. New medical schools are being born. First cohorts are graduating from new regional campuses. The multiple mini interview (MMI) is giving a new take on medical school admissions. Increasing numbers of distributed and communitybased clinical teachers are helping to realize medical school expansion. New models of health care delivery fuel the development of new learning models, and vice-versa. Clerkship designs are being reworked and we are asking hard questions about length of training. The list goes on. In light of this change it has, perhaps, never been more important to ensure that resources are in place to mark the change. As part of the Future of Medical Education in Canada project, the Data Needs and Access Group will continue to flesh out a data development plan to support the mission of academic medicine. Spotlight on Research Geoffrey R. Norman, Professor of Clinical Epidemiology and Biostatistics at McMaster University in Hamilton, Ontario has been awarded the 2008 Karolinska Institutet Prize for Research in Medical Education. He will receive the award, plus a prize amount of 50,000, at a ceremony in Stockholm, Sweden, on October 28, Professor Norman is awarded the prize for his highly original and innovative research within the field of medical education, says Professor Peter Aspelin, Chair of the Karolinska Institutet Prize Committee. His research has had a significant impact on our understanding of the practise of medicine, as well as our knowledge of complex issues such as pattern recognition, clinical reasoning and clinical problem solving. Professor Norman s primary research is in the area of expert diagnostic reasoning how clinicians arrive at a diagnosis. His research has revealed that experts use two kinds of knowledge to come to a diagnosis one is the formal analytical knowledge of signs and symptoms, physiologic mechanisms, and another is experiential knowledge based on the hundreds or thousands of patients they have encountered. Further, experimental studies have shown that these individual experiences remain in memory and are accessible to solve new problems, although the clinician is likely unaware of this retrieval process. For more information, please visit their website at: 6

7 The Future of Medical Education in Canada Our Link to Communities! By: Susan Maskill, Vice President, Education and Special Projects Expanding upon the foundational work done by the WHO, Health Canada and the AFMC in their vision paper Social Accountability: A Vision for Canadian Medical Schools, the Future of Medical Education in Canada initiative is grounded in a multisectoral approach to community-oriented medical education. It is a special privilege to be involved in such an important national initiative. This phase of the project, which is focussed on undergraduate medical education, involves diverse partners, both national and international, who are helping to build a 360 degree view of the many factors influencing medical education. Key principles will emerge from this and calls for action for the direction that medical education should take in Canada. The timeline is short only 18 months. Therefore, the process for this initiative is an interesting study in effective collaboration, bringing synergy to diverse points of view, and collation of an immense amount of material in such a short timeframe. The guiding mission is how best to equip new physicians with the skills they will need to align and remain in step with society s changing needs and therefore the key emerging factors affecting the health and well-being of their patients and communities must be articulated. With this social accountability agenda it was important to include among the many collaborators, people who represent the voices of diverse communities across Canada but are also leaders and decision makers across multiple sectors. To meet this need a Blue Ribbon Panel of thirteen members, was struck. They come from across Canada and each brings a variety of personal and professional experiences to the task, including two whom are Aboriginal and some who have a health background example, a former deputy minister of health, a CEO of a children s hospital, a health policy advisor and a leading paediatric academic. Other panel members include a social justice lawyer and former university president and vice-chancellor, a change management consultant, a former lieutenant governor, two university vice-presidents of whom one is also a former cabinet minister, a former college president, an MLA, and the chair of an academic department s board of directors. This panel has brought their unique strengths to articulate the challenges, both present and future, for our health care system and how medical faculties will need to adapt to support such a fluid and changing environment. With preliminary results from the environmental scan and from some of the planned international comparisons, the Blue Ribbon Panel is being brought together again to review the emerging principles for change. This rich resource of advisors not only grounded the process in communities needs, but with their own unique perspective, they raised innovative ideas on what is possible for the future of medical education. Bringing the community voice into our work increases the effectiveness and relevance of our programs to better meet the needs of the communities we are a part of. By aligning with the needs of those whose health and well-being we are responsible to serve and support, medical faculties remain on the leading edge of ever-shifting demand, allocating resources appropriately and proactively to best serve emerging areas of need. Community collaborators are an important component of any medical education endeavour. Staff Update The Canadian Association for Medical Education (CAME) and AFMC are pleased to announce that Stéphanie Mutschler has taken on new roles with the two organizations as of August 1, Stéphanie will divide her time as CAME s Executive Coordinator and as Development Officer for the AFMC, where she will assist Government Relations and External Affairs staff with the challenges of building revenue for AFMC and for the Canadian Conference on Medical Education. AFMC is also pleased to announce that Lidia Frassine s position has changed from Financial Coordinator to Manager, Financial Services. Congratulations Stéphanie and Lidia! Canadian Association for Medical Education Awards CAME-Ian Hart Award for Distinguished Contribution to Medical Education CAME New Educator s Award CAME Certificate of Merit Award For more information, visit the CAME awards website at overview_en.htm Deadline for submissions is November 14, 2008 Prix de l Association canadienne pour l éducation médicale Prix ACÉM - Ian Hart pour une contribution exceptionnelle en éducation médicale Prix du nouvel éducateur Prix certificat de mérite Pour de plus amples renseignements, veuillez visiter le site Web : ca/awards_overview_fr.htm La date limite de dépôt des mises en candidature est le 14 novembre

8 The Association of Faculties of Medicine of Canada L'Association des facultés de médecine du Canada The Future of Medical Education in Canada project has a new website! We Want to Hear from You Let us know if you and your faculty would like to receive our newsletter electronically. To subscribe, with a list of contacts and Gravitas will be delivered quarterly to each inbox. GRAVITAS m. (feminine gravitatis) a quality of substance or depth The Association of Faculties of Medicine of Canada L Association des facultés de médecine du Canada The Future of Medical Education in Canada is a ground-breaking project meant to lead to a medical education system that can better meet the needs of Canadians, both now and into the future. This project is meant to ensure that, in the face of Canada s ever-changing society and resulting healthcare needs, medical students in Canada continue to receive the best education possible.our physician workforce must continue to be socially accountable to Canadians, dedicated to their patients, and their own role as life-long learners. Learn all about this project on our new website at

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