Keegan David A, Scott Ian, Sylvester Michael, Tan Amy, Horrey Kathleen, Weston W Wayne
Associate Professor of Family Medicine in the Cumming School of Medicine at the University of Calgary in Alberta.
Associate Professor at the University of British Colombia in Vancouver.
Can Fam Physician. 2017 Apr;63(4):e223-e231.
In 2006, leaders of undergraduate family medicine education programs faced a series of increasing curriculum mandates in the context of limited time and financial resources. Additionally, it became apparent that a hidden curriculum against family medicine as a career choice was active in medical schools.
The Shared Canadian Curriculum in Family Medicine was developed by the Canadian Undergraduate Family Medicine Education Directors and supported by the College of Family Physicians of Canada as a national collaborative project to support medical student training in family medicine clerkship. Its key objective is to enable education leaders to meet their educational mandates, while at the same time countering the hidden curriculum and providing a route to scholarship.
The Shared Canadian Curriculum in Family Medicine is an open-access, shared, national curriculum (). It contains 23 core clinical topics (determined through a modified Delphi process) with demonstrable objectives for each. It also includes low- and medium-fidelity virtual patient cases, point-of-care learning resources (clinical cards), and assessment tools, all aligned with the core topics. French translation of the resources is ongoing.
The core topics, objectives, and educational resources have been adopted by medical schools across Canada, according to their needs. The lessons learned from mounting this multi-institutional collaborative project will help others develop their own collaborative curricula.
2006年，本科家庭医学教育项目的负责人在时间和资金资源有限的情况下，面临着一系列日益增加的课程要求。此外，医学院校中存在一种不利于将家庭医学作为职业选择的隐性课程，这一点也变得很明显。
《加拿大共享家庭医学课程》由加拿大本科家庭医学教育主任制定，并得到加拿大家庭医生学院的支持，是一个全国性的合作项目，旨在支持医学生在家庭医学实习中的培训。其主要目标是使教育领导者能够履行其教育职责，同时抵制隐性课程，并提供学术研究途径。
《加拿大共享家庭医学课程》是一个开放获取、共享的全国性课程（）。它包含23个核心临床主题（通过改进的德尔菲法确定），每个主题都有可证明的目标。它还包括低保真度和中保真度的虚拟患者案例、即时护理学习资源（临床卡片）以及评估工具，所有这些都与核心主题保持一致。这些资源的法语翻译工作正在进行中。
加拿大各地的医学院校根据自身需求采用了这些核心主题、目标和教育资源。从开展这个多机构合作项目中吸取的经验教训将有助于其他机构开发自己的合作课程。
