|CFMS ADVOCACY TRACKER|
|Colour Key:||1. Social Determinants||2. Ethics & Rights||3. Population Health|
|4. Careers||5. Clincial Policies||6. Accessibility to Healthcare||7. Medical Education|
|8. Medical Student Affairs||9. Internal Guidelines||10. Health Equity|
11. Health & Human Resources
|Title||Category||Year (yyyy - mm); newest - oldest||Position Paper or Policy Statement?||Summary of paper's main points (Max 4 sentences, try to keep as short as possible!)||Current status re: implementation of paper's suggestions||Contact persons for getting involved with this paper's advocacy||COHP members responsible for this paper (sign up here!)|
Pharmacare: Promoting Equitable Access to Medications
|Health Equity||2015 - 04||Position Paper||-> "[Implement] a pharmaceutical strategy that is universal, comprehensive, and publicly administered." -> "The Government of Canada or a pan-Canadian agency should support bulk purchasing for all medically necessary medications" -> "ensure that the implementation of Pharmacare is accompanied by renewed educational efforts for evidence-based prescribing"||No Pharmacare strategy implemented as of January 2017. Position paper was basis of Federal Lobby Day 2016||Liza Abraham (University of Toronto 2017) Melanie Bechard (University of Toronto 2015) Max Deschner (University of Ottawa 2018) Nupur Dogra (University of Toronto 2018)||Kieran|
|Population Health||2010 - 10||Policy Statement||Aboriginal peoples in Canada continue to experience health outcomes well below that of other Canadians, making it crucial for government bodies, medical schools and healthcare providers to be responsive to the needs of Aboriginal populations. The CFMS recommends that institutions collaborate with Aboriginal communities to improve Aboriginal healthcare, address upstream determinants of health, provide culturally-safe and holistic care, and conduct research in a culturally sensitive and appropriate manner. In particular, Canadian medical schools should strive to incorporate the curriculum framework developed by the IPAC-AFMC, as well as support increased representation of Aboriginal peoples in healthcare professions.||As of September 2015: (1) Most of the medical schools across Canada have implemented some form of specialized recruitment and admissions process for applicants of FNMI ancestry. There still remains a need to improve outreach to increase the amount of FNMI individuals interested in pursuing a career in medicine, as they are still under-represented among healthcare professionals. (2) There is some incorporation of Aboriginal health issues among the curricula of all 17 Canadian medical schools, although variation exists in how the topic is covered. In general, there has been a greater effort to implement the suggestions from the IPAC-AFMC to increase training in cultural safety for medical students. (3) Each school has a Local Officer of Indigenous Health whose responsibility is to increase awareness of Aboriginal health issues at their respective schools. (4) The First Nations and Inuit Health Branch of Health Canada works collaboratively with Aboriginal peoples to improve the accessibility and quality of healthcare available, although gaps still remain.||National Officer of Indigenous Health - email@example.com||Alex|
|Access to Adequate and Affordable Housing||Social Determinants||2015 - 04||Main takeaway from this paper is that we need a national housing strategy to address homelessness and barriers that many groups face, including FNMI in Canada. They go through why this is so important to health. There are 3 major recommendations they make about what the strategy should include.||Here's the national housing strategy: https://www.letstalkhousing.ca/ https://www.letstalkhousing.ca/pdfs/what-we-heard.pdf haven't had time to ready it yet (quite long)n but defintely would like to..and see if there are areas where medical students can continue to play a role in pusing this to move forward. Also many provincial and municpal governments have undertaken steps for this||Victor|
|Advocacy and Leadership in Canadian Medical Student Curricula||Medical Education||2016 - 09||Position Paper||In light of the need for medical students to develop their advocacy and leadership skills to be better prepared to advocate for the health needs of the patients and populations they serve, this paper calls for the creation of a mandatory Advocacy and Leadership Curriculum (ALC) in Canadian medical schools. This document is intended as a comprehensive resource for the CFMS and its members to support the integration and evaluation of ALCs in Canadian medical schools to enhance their social accountability. This paper includes proposed curriculum details such as the three spheres of health advocacy (patient level, institution level, and population level), advocacy preceptors, and health advocacy projects. Moreover, this paper includes several theoretical, skill-based, and application-based Learning Objectives that ALCs should address; a sample curriculum; sample competencies; and proposed implementation and evaluation guidelines.||As of March 2016: While many medical students learn about the social determinants of health, little is taught in medical schools about the advocacy and leadership skills needed to act on this understanding of social issues in medicine. Some medical schools have faculty-supported advocacy curricula (e.g., the LEAD program at the University of Toronto) and some student-led health advocacy activities currently exist (e.g., lobby days). However, there is still a pressing need for increased social accountability in medical schools.||Paula|
|Antimicrobial Resistance and Stewardship||Clincial Policies||2015 - 09||Position Paper||Given that antimicrobial resistance is a growing public health concern, there is a pressing need to adopt a multi-pronged approach to promote antimicrobial stewardship, combat antimicrobial resistance, and develop novel antimicrobials. The CFMS recommends that: (1) Education and training on antimicrobial resistance and stewardship should be incorporated into the formal curricula at all Canadian medical schools; (2) Medical students and trainees should be evaluated on these topics as a component of the mandatory requirements for physician training; and (3) All levels of government should work with healthcare providers and other stakeholders to develop policies and incentive programs to encourage the adoption of antimicrobial stewardship practices and the R&D of novel antimicrobials.||As of April 2015: (1) Formal curricula regarding antimicrobial stewardship aren't widespread among Canadian medical schools (currently only at the University of Toronto, University of Alberta, and Memorial University of Newfoundland). (2) Accreditation Canada developed an Antimicrobial Stewardship Program c. 2013 that requires all acute care hospitals undergoing accreditation to have an antimicrobial stewardship program in place. (3) The Government of Canada published “Antimicrobial Use in Canada: A Federal Framework for Action” in 2014 and launched the Canadian Antimicrobial Resistance Surveillance System (CARSS) in 2015.||Students for Antimicrobial Stewardship Society (SASS) - http://www.sass-canada.ca/||Paula|
|Blood Donation Deferrals||Clincial Policies||2015 - 04||Policy Paper||-This paper recommends that the current 5-year deferral period for MSM donors be reduced to a 1-year deferral period|
- "Banning MSM from donating blood was an understandable policy in 1983 given the high prevalence of HIV among MSM, the absence of effective screening HIV methods, and the epidemic of transfusion-borne HIV infections. However, as screening technology has improved, this policy has become outdated and is misaligned with current epidemiological and quantitative evidence."
-"Decreasing the current deferral period for MSM to one year would align Health Canada’s policy with those of many other nations worldwide, including the United States, Japan, Brazil, the United Kingdom, and Australia"
-"A one-year deferral would also align the current MSM policy with that for other high-risk groups, such as donors who have had sexual contact with an HIV-positive partner"
-"Changing the current policy would increase the Canadian blood supply and help limit the impact of shortages"
|As of Aug. 15, 2016, men who have sex with men are eligible to donate blood if they have not had sexual contact with a man for at least one year (the recommendation of this policy paper)|
Canadian Blood Services is exploring the possibility of moving toward behaviour-based screening (and has established a working group to investigate this issue).
A two-day meeting will be held in January 2017 with national and international stakeholders to identify research priorities for closing knowledge gaps that impact donor eligibility for men who have sex with men.
***AS THE RECOMMENDATION OF THIS PAPER HAS BEEN IMPLEMENTED IT SHOULD EITHER BE SUNSETTED, OR UPDATED TO RECOMMEND MOVING TOWARDS BEHAVIOUR BASED SCREENING***
|Maxime Billick, Jeremy Cygler, Bellal Jubran, Kelly Lau, Emily Hodgson, Gabriel Devlin (all McGill)||Christina|
|Career Decision Making||Medical Education||2003 - 10||Position Paper||This position paper addresses the need for increased support for medical students in the career decision process. While the paper itself is now quite dated, the concerns it lays out (e.g. lack of adequate clinical exposure early in training, a lack of knowledge amongst students of available career pathways and job prospects) remain pertinent issues today. It highlights three items that are important for student in making informed career choices: clinical exposure, mentorship, access to career planning resources. Several recommendations are made to help address these issues, including: 1) Sponsored career information sessions at each medical school, 2) Increased clinical exposure for medical students in early training, 3) Development of career planning tools, 4) Development of an online elective database and an online elective application system.||Many of the recommendations advanced in this paper have already been achieved. This includes a national electives database maintained by the CFMS, the AFMC Student Portal for electives applications, and the FutureMD Canada tool created by AFMC to help with career planning. The CaRMS Match Report and the CFMS Match Book are also tools that are now available for students to consult on residency applications and career planning.|
It is not clear whether medical schools have implemented more opportunities for clinical exposure early in the undergraduate training, and specialty information sessions remain mostly student-led initiatives at Canadian medical schools.
|CFMS Education Commitee, VP Education (firstname.lastname@example.org)||Charles|
|CFMS Guide to Social Media and Professionalism||Internal Guidelines||2013 - 04||Position Paper||This position paper sets forth guidelines for both professional boundaries and optimal social media use for medical students. It contains a reasonable comprehensive review of the academic literature on medical student social media use and provides several case examples of instances of appropriate and inappropriate social media use by medical students. It lays out some guiding principles for student social media use, including: medical students are perceived as representatives of their profession and institutions, professionalism policies apply to students both in person and online, and that social media must be considered a public forum - regardless of privacy settings.||This position statement is currently part of CFMS Bylaws & Internal Policy. However, it is not currently clearly visible on the CFMS website in a succinct form.||CFMS Vice-President Communications (email@example.com)||Charles|
|CFMS Professionalism||Internal Guidelines||2016 - 09||Position Paper||This position paper endorses professionalism principles established by the RCPSC, namely affirming that medical students will adhere to the following: 1) Behave with honest, integrity and respect for diversity, 2) Demonstrate commitment to socially responsible care, 3) Adhere to professional standards and physician-led regulation, and 4) Demonstrate commitment to physician health and well-being||This position paper is to form the basis for discussion of matters related to professionalism at internal and external meetings||CFMS President (firstname.lastname@example.org)||Charles|
|CFMS Professionalism Policy||Internal Guidelines||2011 - 09||Position Paper||This position paper has been replaced by: CFMS Professionalism (2016) and CFMS Guide to Social Media Professionalism (2013)||See status of the papers replacing this one||CFMS President (email@example.com)||Charles|
|Climate change and global health: Training future physicians to act and mitigate||Population Health||2016 - 09||Climate change poses several indirect hazards to human health, such as increasing incidence of vector-borne infectious diseases, cardio-respiratory related conditions and similar non-communicable diseases, as well as major disturbances to food and water systems. At particularly high risk are vulnerable populations such as the Inuit, who continue to witness firsthand current effects of climate change on their personal and ecosystem health. This is seen in greater trauma-related physical hazards due to melting ice, decreased stability of infrastructure due to melting permafrost, food insecurity, increased exposure to infectious disease through the sudden introduction of invasive species, water shortages and potential malnourishment. Meanwhile, direct impact of heat and air quality will likely be highest in Vancouver and Toronto, where annual cost of premature mortality risk attributable to climate change is expected to add up to $6.2 billion annually. Mitigation measures such as air quality control can result in health co-benefits that offset cost of carbon policies by 1050%, whereas infrastructure modifications such as public transportation and urban settlement can further decrease risks of chronic diseases such as obesity, diabetes, and cardiovascular diseases.||The health community, through public and private institutions, is currently focusing on four overarching adaptions: researching health effects of climate change (through Health Canada, Canadian universities, etc.), activities at the federal, regional and health institutional level that directly or indirectly protect health, assessments of current levels of health adaptions in response to climate change, and communication of climate change health risks to the public. Health professionals who have participated in climate change advocacy have made significant contributions towards mitigation measures, such as air pollution research led by the CMA resulting in the decision to the phase out of coal-fired electricity in Ontario, Quebec and Alberta. Furthermore, health professionals have been involved in building assessment tools for tracking levels of health adaptions in response to climate change, such as the Air Quality Health Index (AQHI), heat alert response systems, and health vulnerability assessments. However, more work could be done to assess the effectiveness of such adaptions. At the undergraduate and postgraduate level in medical education, environmental health is one of the learning objects in Canadian medical education, but is not comprehensively explored. A successful example to look at when modelling climate change related medical education may include the work of the Sustainable Healthcare Education Network, which is a group of clinicians, students and academics in the UK dedicated to preparing health professionals for working in a low carbon health system.||Alex|
|Comprehensive Sexual Education||Social Determinants||2013 - 09||Position Paper||CFMS defines CSE as a right of young people. CFMS advocates for broadening of access to high quality CSE in all regions though provincial provision and student led initiatives of CSE programs follow the IPPF Framework. CFMS condemns the restriction of sexual and reproductive health information from young firstname.lastname@example.org||Ellie|
|Criminalization of HIV||Population Health||2014 - 09||Policy Paper||-"Criminalization of HIV refers to the broad application of the criminal justice system to non-disclosure, exposure, or transmission of HIV from infected persons, regardless of intent to harm" |
-"CFMS believes that the existing stigma against people living with HIV presents an important barrier to their health and wellbeing, and that prevention and treatment programs need to strive to eliminate this stigma and discrimination. We believe that the criminalization of HIV increases this stigma and discrimination, undermines public health efforts to respond to HIV at a population level, and jeopardizes the health and human rights of those living with HIV"
-This paper includes a number of recommendations directed at federal and provincial governments, the Superme Court of Canada, the Public Healht Agency of Canada, Canadian medical schools and Canadian medical students, regarding legal, policy, public health, educational and advocacy guidelines and recommendations regarding the criminalization of HIV
|This paper provided very specific recommendations (14 in total). |
This topic was in the news in Jan 2017 in several national news outlets, and it appears that nothign signficiant has changed since this policy paper was drafted. (http://www.theglobeandmail.com/news/national/women-face-heavier-burden-of-criminalizing-hiv-non-disclosure-advocates-say/article33628028/)
Of note, the federal Minister of Justice Jody Wilson-Raybould announced in December 2016 that she had begun discussions into changing how the criminial justice system deals with the issue of HIV disclosure (http://www.cbc.ca/news/canada/manitoba/hiv-non-disclosure-law-1.3914429).
Based on this new development, I would recommend that this paper not be updated at this time, as it would be more productive to do so following the Ministry of Justice review and once there have been substantive changes (since the situation appears to be the same as when the paper was written).
|Danielle Chard (McGill), Sitelle Cheskey (Ottawa), Aida Raissi (Alberta), Megan Alton (Calgary)||Christina|
|Disaster Management Plans in Canadian Medical Schools||Medical Education||2015 - 04||Policy Paper||-"Disaster management plans – that are agreed-upon by all relevant stakeholders at all levels – are key components to a safe clinical learning environment," as disasters may cause significant disruption to medical education by either temporary closing learning facilities or by drastically altering the expectations placed on medical clerks |
-"Every Canadian medical school should create disaster management policies that address all hazard types, yet are informed by and address specific hazards associated with their geographical location"
-"A detailed communications framework is an important part of an effective disaster management strategy"
-"Pre-planned curriculum transitions or student transfers should occur in cases of emergencies interrupting medical education at one or more affected Canadian medical schools"
-"Disaster management plans should specifically include descriptions and instructions for student-clerks in disasters and emergency situations"
|CaRMS has implemented a disaster management plan (http://www.carms.ca/en/about/publications/match-point/fall-2016-match-cant-stop-neither-can-carms/) and hired a disaster management consultant in 2016 (https://www.merx.com/English/Supplier_menu.asp?WCE=Show&TAB=3&PORTAL=MERX&State=7&id=PR362857&HID=&src=nm&searchtype=&hcode=Z15Ugaa1%2fRhoHWcfy%2bpSrQ%3d%3d). |
I could find no evidence that the AFMC or CFMS had implemented disaster management plans since this paper was last updated.
Individual schools would need to be contacted to find out if they had implemented their own disaster management plans.
Editors of the 2015 update: Arnav Agarwal (Toronto), Reed Morrison (NOSM), Meghna Rajaprakash (Toronto)
|Distributed Medical Education||Medical Education||2011 - 05|
|Diversity in Medicine|
Medical Student Affairs
|2010 - 09||Position Paper||The CFMS advocates for a physician population that is reflective of the Canadian population's diversity in culture, ethnicity, gender, sexuality, physical ability, geography, religion and socioeconomic status. Medical trainees should be encouraged to recognize and examine their own prejudices, and to develop skills in cultural competency and cultural safety. The CFMS thus recommends that medical schools reduce financial barriers associated with applications and tuition, incorporate cultural competencies into the curriculum, and create initiatives to support students from marginalized communities interested in medicine as a career.||(1) There has been an increased recognition by medical schools of the lack of representation of certain groups, especially rural and Aboriginal Canadians. Most of the 17 medical schools have special admissions procedures (ie. reserved spots) for students from these backgrounds. The University of Calgary has also started a pipeline program wherein they provide support for high school students from specific marginalized communities interested in pursuing an MD program. Notably, the Northern Ontario School of Medicine has an admissions procedure catered towards recruiting students from rural areas. (2) While all of the medical faculties in Canada incorporate some aspects of Aboriginal health into their curriculum, a greater emphasis could be placed on providing clinical experience in Aboriginal communities to medical trainees. Inclusion of curriculum focused on health issues pertinent to other marginalized groups (ex. LGBTQ) can also be improved.||VP Global Health - email@example.com||Alex|
|Ethical Recruitment of IMGs by Canadian Provinces|
Medical Student Affairs
|2008 - 05||Policy Statement||Asha|
|Family Medicine and Primary Care: Committing to the Future||Careers||2015 - 09||Position paper||Purpose of the paper was to update the 2005 paper and explain the rise in interest in med students pursuing Family Medicine. Recommendations: (1) CFMS supports exposure to Fam med at all stages of med ed and exposure to rural medicine through rotations and electives (2)New medical graduates should be provided with sufficient opportunities to practice in team-based family practice models (3) CFMS does not support health care reforms requiring minimum patient caseloads or mandatory work hours (4)||The conversation around primary care and emphasizing need for continued interest and engagement in family medicine throughout medical school is evident at a national level. However, there are some recommendations like #4 that are difficult to discern at a national level.||Humna|
|Global Health Core Competencies in Undergraduate Medical Education||Medical Education||2015 - 09||Position Paper||The purpose of this paper was to present a Canadian national consensus on core curriculum competencies that will prepare medical graduates to respond to the needs of medical programs across Canada and abroad. The document raised awareness to increased student demand for global health education, essential skills obtained through global health education (i.e. less reliance on technology, increased sensitivity to and awareness of cost, and improved appreciation for cross-cultural communication, etc), the impact of globalization, and the international call for training. Consensus was first originated by the Global Health Education Consortium (GHEC) followed through a meta-analysis of literature. The GHEC competencies were structured into CanMEDS framework and then the authors requested peer review from faculty members, physicians, residents and medical students at all Canadian Medical schools. The final list of Global Health Core Competencies was as follows: medical expert, communicator, collaborator, leader, health advocate, scholar, and professional.||N/A|
|Health Care for Transgender Patients: Medical Education and Patient Access||Health Equity||2015 - 04||Position Paper||Transgender patients experience both higher prevalence of mental and physical health issues yet experience a lower quality of health care provision from providers who are inadequately trained to deal with transgender-specific health issues or are insensitive to transgender patients. This is reflected in a serious lack of training during UME on transgender health issues. This paper recommends the addition of additional hours in both formal and informal training during UME on transgender-specific health topics, and cultural competency training for physicians at all levels of training and practice.||Difficult to assess whether curricular changes are being made, but a paper published in 2016 suggested that a majority of medical students still feel inadequately prepared to deal with transgender-specific health issues (DOI: 10.1089/trgh.2016.001).|
In November of 2016, Rainbow Health Ontario released the Trans Primary Care Guide (http://www.rainbowhealthontario.ca/TransHealthGuide/), which is an interactive online tool to help providers with caring for transgender patients.
|Han Yan (Western), Tehmina Ahmad (Western), Anjali Kulkarni (Toronto)||Charles|
|Human Trafficking||Medical Education||2016 - 09||Human trafficking is a relevant concern for Canadian HCP with severe effects on health and wellbeing of victims. Medical students and HCP are not adequately trained to recognize and assist victims. This paper advocates for curriculum incorporation of elements of raising awareness, providing validated screening tools and teaching how to identify and counsel vulnerable populations.||New paper, September 2016||Guido Guberman (McGill) and Emma Herrington (McMaster)||Ellie|
|IMGs, IMGCs & CMGs: Canadian Healthcare Training and Self-Sufficiency|
Health & Human Resources
|2012 - 10||Position Paper||-In most provinces, International Medical Graduates (IMGs) are matched in the first iteration of CaRMS into dedicated IMG residency positions (Quebec maintains an open match and Manitoba has a parallel matching system), and are eligible to all unfilled residency training positions in the second iteration of CaRMS|
-IMGs of Canadian Origin (IMGCs) have asked for further consideration with regard to this issue, but the CFMS' opinion is that it is unethical to treat them differently than other IMGs
-Canada should aim for self-sufficiency in terms of training its own physican workforce, rather than increasingly relying on IMGs to fill shortages, which raises ethical issues around "poaching" of IMGs from countries with high burden of disease
-Further investment in Distributed Medical Education (DME) training sites is proposed as the optimal way to increase domestric physician training capacity
|Recommendation was for further investment in DME. See current status of Distributed Medical Education position paper.||Last revised in 2012 by: Elisa Kharazi (UBC), Mimi Lermer (UBC), Connor Forbes (UBC), Alyssa Cruz (Alberta), Chloe Ward (Ottawa)||Christina|
|Improving Healthcare for LGTBQ Populations||Health Equity||2015 - 09||Position Paper||Given the unique set of health issues that LGBTQ populations in Canada face, medical schools should strive to provide training on how to provide this community with comprehensive care. Some of the main barriers LGBTQ individuals face in accessing healthcare are fears of victimization, judgement and stigma from providers—this also applies to LGBTQ medical students who experience chronic stress from fear of discrimination. The CFMS thus calls for policies to improve access to high-quality healthcare for LGBTQ patients, incorporation of LGBTQ health into medical school curricula, and the creation of safe and prejudice-free environments within our societal institutions.||As of September 2015: (1) Currently only Manitoba and Ontario have banned the use of conversion therapy; there have been calls for other provinces to adopt a similar stance. (2) There remains a need to improve LGBTQ health, with Statistics Canada reports from 2008 indicating that bisexual individuals are more likely to report poorer health than heterosexual individuals, gay men and bisexual women are more likely to have a chronic condition, and that LGBTQ populations are less likely to use preventative screening. LGBTQ individuals also report higher rates of substance abuse, depression and suicidal ideations. (3) Medical schools in Canada report a range of 0-13 hours spent on LGBTQ health in the curriculum, with no school including LGBTQ-focused clinical teaching.||National Officer of Reproductive and Sexual Health - firstname.lastname@example.org||Alex|
|Indigenous Peoples and Health in Medical Education||Health Equity||2015 - 09||Paper is very well written and has several recommendations mostly focused on medical students and the medical profession including our curriculum, hiring practices by governing bodies and focuses quite a bit on experiential learning opportunities. There is a lot of detail on each of the recommendations with respect to what would be a good way to approach them.||This is a relatively new paper and I know many medical schools are prioritizing this as something that needs to be improved in their curriculum. I'd be interested to see to what extent different schools have made progress on this issue. Also this is a comment for more than just this paper but it seems like there is not very good follow-up on papers from medical students and CFMS standpoint and I feel that just having lots of recommendations isn't enough there also needs to be more emphasis in what we can do and what we ask medical students across CFMS to contribute to the cause||Victor|
|Induced Abortion||Ethics & Rights||2013 - 09||Position Paper||Asha|
|Industry Funding in Medical Schools|
Medical Student Affairs
|2011 - 09||Policy Paper||-This policy addresses the relationship between industry (phamaceutical companies and medical device manufacturers), medical schools, and medical student societies, and seeks to outline what forms of student-industry interaction are appropriate|
-Schools have a responsibility to prepare medical students for real-world practice by educating them about appropriate relationships with industry, by providing an environment in which medical students can learn about industry relationships and topics on conflict of interest ethically and responsibly
-Schools should develop policies together with their respective medical student soceities to monitor any industry involvement in educational and extra-curricular activities
-Schools will make a requirement for lecturers and educators to disclose conflicts of interst with industry as defined by their home institution
-Student societies and students will not accept gifts of any kind or funding from events from pharmaceutical companies or their representatives
|-The paper presented existing policy (as of 2011) from the Association of Faculties of Medicine of Canada (AFMC), the faculties of medicine at the University of Ottawa and the University of Toronto, the University of Manitoba Medical Students Association, the American MEdical Student Association, the CMA and AMA, and PhRMA (an industry organization representing leading American pharmaceutical companies)|
-If this paper were to be updated, the policies of the organizations above should be reviewed and Canadian medical schools and their student associations contacted regarding their current policies (e.g. Calgary requires that lecturers include their industry disclosures and conflict of interest in every lecture slide set)
|Industry Funding Working Group: |
Jessie Breton (Alberta) (VP-Global Health 2007-2008),
Alyson Hollan (Dalhousie), Marko Erak (McMaster), Siraj Mithoowani (McMaster), Denali Elizabeth Kerr (McMaster), Matthew Tenenbaum (McMaster)
|Interprofessional Collaborative Care|
Health & Human Resources
|2015 - 04||Position Paper||Non-physician clinicians (NPC's) are a cohort of advanced practice professionals (i.e. advanced practice nurses, pharmacists, dieticians, midwives, physician assistants) playing an increasingly large role in the Canadian healthcare system. This paper argues that the system currently utilizes NPC's in a suboptimal fashion and puts forward several recommendations to better define how these professionals should be integrated into the health delivery system. These recommendations include the formation of a national interprofessional health human resources task force, the standardization of scopes of practice across the country and improved education for the public and medical students on the role of NPC's in interprofessional health care teams.||The Canadian Health Human Resources Network (http://www.hhr-rhs.ca/) is an advisory body with the mandate to provide HHR-related information at the pan-Canadian level. While this is not necessarily a policy-making body, it does fulfil the first recommendation put forward.|
There remains no national standard for scope of practice for NPC professions. This is not a novel issue and, indeed, the professional associations of NPC's advocate for standardization of scope of practice. However, barriers in the form of differences in training and legislation have made this a daunting task.
The creation of the Interprofessional Education file under the CFMS Education Committee is evidence of an increase in the importance placed on interprofessional education. This file now oversees the CFMS-OMSA Student Run Clinic Toolkit and works to develop novel interprofessional initiatives.
|CFMS Education Committee and VP Education (email@example.com)||Charles|
|Interprofessional Education in Canadian Medical Schools||Medical Education||2015 - 04||Position Paper||In order to adapt to the increasingly interprofessional nature of healthcare delivery, Canadian medical schools should improve the interprofessional education (IPE) they offer. Six principles should be used in the design/implementation of IPE curricula: (1) Collaborating to achieve optimal health outcomes; (2) Communicating across professions; (3) Democratizing expertise; (4) Recognizing the importance of workplace-based learning; (5) Implementing longitudinal, integrated, and progressive curricula; and (6) Continually monitoring the interprofessional evolution of education. Challenges involved in implementing best practices in IPE include continued protectionism and a lack of interprofessional learning opportunities. The CFMS recommends that Canadian medical schools: (1) Explore the full scope of accreditation standards of IPE in medical education; (2) Expand concepts and contexts of the healthcare team; (3) Reground the leader/manager debate; (4) Support student and faculty excellence in IPE; and (5) Facilitate broader institution integration.||As of 2015: (1) Current accreditation standards expect medical schools to include IPE in the core curriculum, though it's no longer necessary for this to be workplace-based learning. Accreditation requirements reflect interprofessionally-relevant competencies (e.g., Collaborator CanMEDS role). (2) Medical education research has expanded to include collaboration and management, and researchers are beginning to examine the notion of adaptive health systems with frameworks for collective competence.||Paula|
|Less is More: Integration of Resource Stewardship in Medical Education||Medical Education||2016 - 09||Policy Paper||Resource stewardship is a concept focused on improving the quality of patient care by reducing the use of unnecessary medical testing and treatment, which is associated with false positives, increased patient anxiety, and preventable patient harm. As physicians control 80% of healthcare costs, it is crucial for medical students to learn and adopt practices in alignment of resource stewardship principles. The CFMS recognizes the importance of integrating resource stewardship into medical school curricula, and has created a list of behavioral recommendations for trainees aimed at creating a medical culture that celebrates the attitude of “less is more.” Going forward, there exists many opportunities to promote and support student-led initiatives focused on resource stewardship.||The University of Toronto has been a pioneer in the incorporation of resource stewardship into their curriculum, working closely with Choosing Wisely Canada (CWC) to integrate it within all four years of their MD program. Other schools have also begun to do so, with many initatives being championed by students, such as the Students for Antimicrobial Stewardship Society. The CWC has also launched the STARS campaign, in which two medical students from each school are selected to champion the principles of resource stewardship at their school. In 2014, Canadian medical students and the CWC collaborated to create an online module for the Institute for Health Care Improvement titled "An Introduction to Quality, Value, and Cost in Health Care", which is the most popular non-mandatory module.||Choosing Wisely Canada - firstname.lastname@example.org||Alex|
|Medical Assistance in Dying||Ethics & Rights||2016 - 09||Position Statement||CFMS supports the right to a dignified end of life and that medical students should be educated on end of life care, interactions with family members and associated legislation with medical assistance in dying.||Last updated AGM September 2016||Ellie|
|Medical Student Health and Well-Being|
Medical Student Affairs
|2015 - 09||Position Paper||Paper is well written has the following recommendations pertaining to mental health and career development: 1) Canadian medical schools (and student-led organizations) should develop formal and informal wellness support initiatives. 2) Canadian medical faculties should promote safe learning environment for all medical students. 3) Medical schools should develop and promote accessible, realizable and standardized accomodation policies for medical students in each phase of UM training 4) Support research exploring wellness in learning and evaluation of mental health and wellness||The paper addresses a very current wide-spread concern at medical schools. There have been various school specific initiatives, but also province wide initiatives such as the Ontario medical students association's wellness retreat. There is a mental health communique at UofT, Faculty Wellness Program at UOttawa. I believe the next steps can be for the CFMS to endorse school specific mental health programs and by bringing light to them, encourage other schools/organizations to take part.||Humna|
|Medical Student Performance Records in Canadian Medical Schools||Medical Education||2016 - 09||Position Statement||This position paper summarizes the results of a nationwide survey on student perceptions of the Medical Student Performance Record (MSPR) document. Results were used to inform the recommendations put forward, which include: 1) Modification of the MSPR to minimize overlap with other CaRMS application documents, 2) Making medical students aware early in their training of the existence and prupose of the MSPR, and 3) Standardization of information collected on the MSPR by all medical schools across Canada||A 2014 study (DOI: 10.3402/meo.v19.25181) on the heterogenity of information included on MSPR concluded that the information included in MSPR varied significantly between medical schools and concluded that standardization may be necessary in order for fair comparison to be made. However, no further action has been taken on this issue.||CFMS Education Committee, VP Education (email@example.com)||Charles|
|National Pharmaceutical Drug Shortages||Accessibility to Healthcare||2014 - 09||Position Paper||"We urge the Government of Canada to consider the challenge of|
pharmaceutical drug shortages as a federal priority." Paper is in response to Harper government closing the drug-shortage case by attributing it to sole-source purchasing at the provincial level
|As of March 2017, the following new regulations will come into effect: 1) report on a public website an anticipated drug shortage or discontinuation of sale no less than 6 months in advance or any unanticipated shortage expected to occur within less than 6 months, within five days of learning about it; 2) notify Health Canada of the interruption of the sale of certain drugs when they have not been sold in Canada for 12 consecutive months; and, 3) provide additional information when they notify Health Canada that a drug has been discontinued, including the Drug Identification Number (DIN), the latest expiration date, and corresponding lot number(s). --- New Third party reporting Website implemented to track drug shortage changes: https://www.drugshortagescanada.ca/||Nadia Clarizia (firstname.lastname@example.org) Tinya Lin (email@example.com)||Kieran|
|Organ and Tissue Donation in Canadian Undergraduate Medical Education||Medical Education||2016 - 09||Unclear||The Canadian organ and tissue donation system relies heavily on physicians, who 1) identify and refer possible donors; 2) sensitively approach the caregivers of the deceseased; and #) provide appropriate patient education about consenting to organ donation. However, meidcal students and physicians posess limited knowledge for maximixing procurement rates. Despite this, organ and tissue donation is notably absent from most Canadian medical school curricula, posing a significant risk to the safety of patients and the public. This paper recommends the integration of a standardized, evidence-based course on organ and tissue donation into undergraduate medical curricula across Canada, responding both to the relevant LMCC objectives and the need for physicians to be able to provide effective counselling of patients and families. ||*Note that this paper is not categorized on the cfms website (it is only listed under the "recently added" papers). Likely a good fit for the "Public Health" category? |
The appendix of this paper includes an example of the 3 hour curriculum satisfying LMCC objectives on organ donation in Quebec, which is endorsed by a number of provincial and national organizations. This paper encouraged the implementation of a similar curriculum in medical schools across Canada. It is not known whether this has been implemented at other schools across Canada (this would be worth looking into but would require directly contacting the schools or students from each school). To the best of my knowledge there is not a similar curriculum at the University of Calgary (my medical school).
|Bing Yu Chen (McGill), Alexandra Fletcher (McGill)||Christina|
|Physician Recruitment and Retention Strategies|
Health & Human Resources
|2013 - 05||Position Paper||This paper raised the issue of "…ineffective, involuntary physician recruitment strategies [that] have been proposed across the country."|
It was found that this was attributed to the low likelihood of physicians that will remain in the underserved region following completion of contracts, jeopardizing quality and equity of care. Also, acceptance into medical school based on such contracts also leave students at risk of lower job satisfaction. This paper proposed recommendations catering to voluntariness and flexibility, as more successful recruitment strategies. Some of which include providing students rotations in remote and underserved areas, financial incentives for medical student and residents, etc.
|Peter Bettle, CFMS Atlantic Representative, Dalhousie University|
Laura Butler, CFMS Senior Representative, Memorial University of NL Leanne Murphy, CFMS Junior Representative, Memorial University of NL Terry Colbourne, CFMS Western Representative, Dalhousie University Thomas McLaughlin, CFMS VP Advocacy, University of Toronto
|Position Area Summary Statement: Access to Medical Education||Medical Education||2016 -09|
|Position Paper Guidelines||Internal Guidelines||2010 - 7||Position Paper||The position paper should present basic, relevant information known about a problem, and should conclude with a recommendation. This paper presents a basic format of what a position paper should look like. |
It also assists readers in forming an initial outline, highlighting the main idea (problem) and solutions to be covered, before beginning the writing process. This paper also provides information on drafting position papers and the position paper approval process.
Vice President Services 2009/10 PAC Representative 2009/10 University of Toronto (2012)
Ontario Regional Representative 2009/10 University of Toronto (2012)
|Post-Graduate Match Location Bias|
Health & Human Resources
|2013 - 05||Policy Statement||Diminishing physician supplies in certain geographical locations have led undergraduate and postgraduate medical education programs to incentivize, both formally and informally, retainment of local trainees. This statement raises a number of concerns over this practice, including potential restrictions in the mobility of medical trainees, a lack of evidence on the efficacy of such strategies, and a lack of integration with broader health human resources planning.||N/A||CFMS VP Education (firstname.lastname@example.org)||Charles, Calvin Howard|
|Preserving Medicare and Optimizing the Canadian Healthcare System||Medical Education||2015 - 09||Position Paper||"The CFMS calls on Canadian governments, at all levels, to reaffirm their commitment to a|
publicly-funded, universal healthcare system, and to prevent any private measures that may
promote a two-tiered and inequitable system. Efforts to make the system more sustainable
should focus on expanding Medicare to include National Pharmacare and exploring
innovative alternatives within the public system. The CFMS also encourages medical
programs to provide medical students with more formal educational exposure to health
systems and policy. "
|No new additions of private healthcare nationally as of March 2017. System remains publicly-funded universal healthcare system. No introduction of a Pharmacare program.||Rafael Sumalinog (University of Toronto) Liza Abraham (University of Toronto) Dorothy Yu (University of Manitoba)||Kieran|
|Protecting the Next Generation from Tobacco Products and Nicotine Addiction||Health Equity||2014 - 09||The prevalence of tobacco use, while declining, continues to be a major public health issue particularly within young adults. Areas of particular concern include tobacco industry advertising targeting young people, and the rise in popularity and misconceptions of harms associated with cigarillos and e-cigarettes. This paper articulates several health promotion initiatives aimed at tobacco reduction including increasing tobacco-free places, prohibiting tobacco use on university campuses, banning the sale of flavoured tobacco products that disproportionately cater to new smokers and young people and increase education of medical students on tobacco cessation.||Ellie|
|Public Private Interface|
Medical Student Affairs
|2006 - 05||Background Paper||This paper gives background information to medical students on federal aspects of Canada's healthcare system with the Chaoulli vs Quebec Supreme Court Case (debating the utilization of a secondary private healthcare stream) as an example. Highlights many views and the very divided debate of Single- and Multi-Tiered healthcare delivery. Discusses issues of wait times, insurance policies, impact on medical students,||Paper does not list a stance or policy to implement, but is an information source that still remains relevant. See "Preserving Medicare and Optimizing the Canadian Healthcare System" from September 2015 for Position Paper and update on Canada's healthcare system||Philip Brost Ryan Hoskins Brock McKinney Brendan Munn Andrew Pinto Jai Shah Mark Tutschka Samuel Vaillancourt Joel Wiens||Kieran|
|Refugees and Asylum Seekers||Health Equity||2013 - 04||This paper focused specifically on changes made by the Harper Conservative government under Bill c-31, including perceived detriments to healthcare under it||In June of 2016 Jenny Kwan NDP MP moved introduced a bill to repeal portions of bill c-31 that are criticized in this position paper. Could not find progress from them. Overall this position paper should be renamed because when I look at title I am expecting something else, we need a new paper on this topic||Victor|
Medical Student Affairs
|2010 - 10||Position Paper||The demographics of medical students are not an accurate reflection of the Canadian population demographic, rather students from marginalized groups are systemically underrepresented in medical school. Application fees, the need to maintain full courseloads and do volunteer work, and a culture of elitism in medical school were identified as barriers to access for marginalized groups. The paper recommends the adoption of outreach programs to be undertaken by medical schools to youth from marginalized groups, adjustment of admissions criteria to account for additional barriers caused by socioeconomic status, and lower medical school tuition as means of increasing representation from marginalized groups in medical school.||The paper acknowledged that a number of medical schools have adjusted admissions criteria for applicants from certain underrepresented groups. For example, NOSM strongly favours applicants from Northern rural communities in Ontario and has successfully increased the number of graduates choosing to practice in those communities.|
However, medical school tuition has not decreased since the publication of this paper. Rather, they have increased, especially in Ontario.
|CFMS VP Education (email@example.com)|
CFMS VP Global Health (firstname.lastname@example.org)
|Resources to Support the Learning Environment for Clinical Clerks|
Medical Student Affairs
|2014 - 09||Position Paper||This paper puts forward a number of policies on creating a safe and supportive learning environment for clinical clerks at Canadian medical schools. The three key recommendations advanced are: 1) Medical schools and hospitals should provide adequate resources to clerks to support learning, 2) Medical schools should support clerks in their personal and professional development, and 3) Medical schools and hospitals should update their policies concerning the safety and security of clerks||The policies surrounding clerkship in Canada are medical school-specific, and there currently exists no national guidelines on the learning environment of clinical clerks in Canada||Austin Zygmunt (Dalhousie)||Charles|
|Return of Service|
Health & Human Resources
|2010 - 09||Position Paper||To help address physician supply shortages in underserviced locations, Return of Service programs have been established in various forms around the country that either require or incentive physicians to practice in underserviced areas. This paper argues that this is an inadequate solution as it creates a "revolving door" model of physician service that is unsustainable and detrimental to optimal patient care. Instead, the paper recommends that authorities create incentives such as increased bursaries for medical students and residents that train in underserviced areas and increased benefits for physicians that choose to practice in underserviced areas.||Incentive programs have been established by various provincial health ministries in order to attract physicians to practice in underserviced areas. An example is the HealthForceOntario Northern and Rural Recruitment and Retention Initiative, which is a grant paid to physicians that choose to practice within specified communities in northern Ontario. |
Currently, every province expect Quebec and Alberta enforce Return of Service contracts on IMG residents, although the terms of these contracts vary from province to province.
|VP Education (email@example.com)||Charles|
|Rural and Remote Maternity Care||Accessibility to Healthcare||2016 - 09||Rural areas in Canada face a double burden of decreased access to maternity care and increase in need (more pregnancies and often higher risk due to social factors. Low risk delivery locally in rural settings should be an option when possible. In order to improve rural and remote maternity care CFMS recommends (1) Promoting awareness and support for rural practice (2) Organizing mentorship for students interested in obstetrics/rural medicine (3) Encourage interprofessional and community collaboration to optimize future service firstname.lastname@example.org||Ellie|
|Social Determinants of Health||Social Determinants||2013 - 04||This paper is quite straight forward in that it focuses on SoD's and has specific recommendations for medical students and professionals, medical education and also for provincial and federal governments to consider when they were looking at health policy in the future.||No doubt in the miedcal field we are improving in this regard, although there is much more for us to do. The same goes for things from the governments. I think its time for an updated paper on this with very specific recommendations moreso forcused on medical students our our professional governing bodies.||Victor|
|Support of Parents in Undergraduate Medical Education||Medical Student Affairs||2017- 09||Position Paper||The CFMS Supports the: 1) Increased and improved accessibility of undergraduate medical education to student parents through curricular flexibility, greater transparency, and improved facilities; 2) Fostering of a strong, supportive, and family-friendly environment for its student parents through peer support and mentorship; and 3) The provision of special considerations to medical students during clerkship, including when visiting other universities for elective placements and residency interviews.||Nina Mazze (University of Toronto), Sarah Silverberg (University of Toronto), and Tianyue Wang (University of Toronto)||Sachin|
|Supporting Clinician-Scientist Training in Canada||Careers||2016 - 09||Position Paper||Given the important role that clinician-scientists play in advancing evidence-based medicine, clinician-scientist training in Canada should be strengthened. Challenges currently encountered by clinician-scientist trainees include financial barriers, length of training, and lack of mentorship. In order to help address these challenges and strengthen translational research in Canada, the CFMS should: (1) Support efforts to collect data on clinician-scientist training program enrollment and outcomes, in order to be able to make evidence-based decisions and thus more effectively administer clinician-scientist training programs; (2) Support the existing call for the CIHR to re-establish funding for MD/PhD trainees and create a national oversight body for clinician-scientist training programs; and (3) Support closer integration of clinician-scientist trainees with their colleagues in medical training during research phases of their training.||As of Spring 2016: (1) The Clinician Investigator Trainee Association of Canada (CITAC), in collaboration with UBC and the Canadian Society for Clinical Investigation (CSCI), is currently in the process of collecting data that could help inform decision-making regarding the administration of clinician-scientist training programs. (2) Several organizations and programs across Canada are calling for the CIHR to either re-establish funding for the MD/PhD programs or create an alternative funding program.||Clinician Investigator Trainee Association of Canada (CITAC) - http://www.citac-accfc.org/index.php||Paula|
|The Senior Medical Student Charter II||Medical Education||2004 - 10||Position Paper||This paper highlighted principles and guidelines of senior medical students' right to a safe, positive, and harassment-free environment in their workplace. It also included specific guidelines pertaining to their work environments, i.e. availability of secure sleeping facilities. There were also guidelines for how the curriculum should be adjusted for overall wellbeing of senior medical school students, with emphasis on parental/compassionate leaves, scheduling, having access to protected educational time during rotations to attend seminars/teaching sessions, and receiving orientation sessions for each service/hospital students are expected to work.||N/A||N/A||Shanza|
Medical Student Affairs
|2010 - 09||Position Paper||Rising tuition fees, combined with an aging population and inadequate physician supply, is making equitable health care across the region difficult. The population of medical school students are being skewed to take into account rising costs. Because of this, there is an increased migration of students who go to medical schools outside of Canada (ratio of applicant position is higher); this results in a decreased assurance of practicing in Canada. Rural students are also facing greater burden in the cost of studying away of home, in addition to tuition, which can have long-term effects on physician prevalence in rural areas as these students are shown to return home with their degrees. Due to the lack of equity put forth for health resources, Canada may be forced to rely on International Medical Graduates for more doctors, with the risk of facing the ethical dilemma of "luring" these professionals from the systems that trained them. This paper recommended steps to measure the effects of accessibility crisis.||N/A||Tara Mastracci||Shanza|
Mental Health and Suicide in Indigenous Communities in Canada
|Health Equity||SGM 2017||Position Paper||The efforts of the Canadian healthcare system are inadequate in addressing the short-term increase in suicides in Indigenous communities and the associated long-term issues, such as tackling social determinants of health and ensuring the availability of adequate mental health services. The CFMS has prepared a list of recommendations in the spirit of reconciliation supporting Indigenous community-driven efforts to promote individual and community mental health and well-being. The recommendations include: (1) supports the Truth and Reconciliation Calls to Action that are specific to health and justice in healthcare provision for Indigenous populations. (2) supports Indigenous communities in identifying goals with respect to suicide prevention strategies and supports Indigenous community-driven programs to meet these goals. (3) supports the utilization of tool kits, documents and/or guidelines developed by Indigenous groups for Indigenous communities where there is a need for such resources to address the issues of mental health and suicide. (4) supports fair and equitable funding for Indigenous mental health programming and resources available to Indigenous peoples in rural, remote, and urban settings. (5) supports coordinated efforts between Indigenous community leaders, the Federal Government, and Provincial Governments in providing mental health care to Indigenous peoples, to best serve communities.||Following the CFMS passing the position statement: Mental Health & suicide in Indigenous communities at the SGM 2017, Indigenous Mental Wellness was chosen as the topic for the 2018 CFMS Federal Day of Action. On February 12, 2018 over 70 medical students from all 17 Canadian Medical Schools met with over 60 Members of Parliament, including Dr. Jane Philpott (Minister of Indigenous Services Canada), to lobby for improvements in Indigenous Mental Wellness. MP Yves Robillard (Liberal, Marc-Aurèle-Fortin) made a Members Statement (Standing Order 31 or SO31) in the House of Commons on February 27, 2018 to recognize the efforts of CFMS in advocating for Indigenous mental wellness. Additionally, CFMS had radio interviews with CBC Nunavut and CBC All in a Day with Alan Neal. Following the Federal Day of Action, a virtual forum was held in May 2018 between the Assembly of First Nations (AFN), Chief Isadore Day, and CFMS membership to discuss medical student advocacy in the area of Indigenous health and the Day of Action.||Amanda Sauvé (NOIH 2016/17), Amanda.email@example.com; National Officer of Indigenous Health, firstname.lastname@example.org||Ghazal|
|Support of Unmatched Canadian Medical Students|
Medical Student Affairs
|Personal Day Policies at Canadian Medical Schools|
Medical Student Affairs
|Learner Privacy in Canadian Medical Schools|
Medical Student Affairs
|SGM 2018||Position Paper||This document establishes the CFMS’s eight (8) principles with respect to Canadian medical trainee privacy. The document outlines steps CFMS and other medical entities within Canada should take to ensure medical student rights are protected as we aim to ensure patient safety and best care possible.||This is an active policy for the CFMS board which is regularly referenced to guide CFMS advocacy and collaborations within the privacy space. It has been circulated with CFMS stakeholders in 2018.|
Franco Rizzuti (email@example.com) ; Nathan Rider (firstname.lastname@example.org]) ; Tavis Apramian (email@example.com) ; Kaylynn Purdy (firstname.lastname@example.org)
|Responding to Canada's Opioid Crisis||Population Health||SGM 2018||Position Paper||CFMS signed a Health Canada-led Joint Statement of Action with other identified stakeholders which laid out commitments and goals to addressing the opioid crisis. The CFMS Opioid Task Force identified recommendations to guide CFMS advocacy efforts to the government as well as within medical education. Recommendations include advocacy around: developing nationally-coordinated real-time prescription monitoring programs and collecting national-level data, increasing access to multidisciplinary pain care especially in underserved communities, better integrating mental health and addiction services, supporting harm rediction services and opioid agonsit therapy, and providing student input into new curriculum design around pain.||CFMS student representation has been achieved on the AFMC project oversight committee developing a national pain curriculum for medical students. In 2018, recommendations were used to advance the CFMS stance in the public consultation Health Canada carried out on Strengthening Canada's Approach to Substance Use Issues.||David Wiercigroch (email@example.com) ; Matt Driedger (Matt.Driedger@uottawa.ca)||David|
|Solitary Confinement and Health Delivery in Canadian Corectional Facilities||Ethics & Rights||SGM 2018||Policy Statement|
This policy statement endorses position papers by the College of Family Physicians
of Canada(CFPC) representing more than 35,000 members across the country.
The recommendations CFMS endorse are in favour for the CFPC position
statement on Solitary Confinement on the "...[abolishment of] solitary confinement
for disciplinary reasons; and having medical staff assess the health of persons in
solitary confinement on a daily basis... in a setting that maintians confidentiality
and dignity." CFMS also endorses the CFPC position statement on Health Care
Delivery in Correctional Facilities, recommending that all responsiblities for
health care in correctional facilities that currently lie with provincial/territorial
Ministries of Justice be transferred to provincial/territorial Ministries of Health.
There are no plans to move forward on advocacy strategies with this
paper. There has been some progress made in BC and ON on this topic,
that can be referred to within the policy statement and external research
|Sydea Shanza Hashmi, firstname.lastname@example.org|
|Immigrants, Refugees and Asylum Seekers||Health Equity||SGM 2018|
|Recreational cannabis legalization||Population Health||SGM 2018||Position Paper||With the anticipation of cannabis legalization, the prospect of differing provincial/territorial implementations schemas and the intersection between cannabis use and health/social outcomes, it is important to ensure that Canadian medical students have a voice in developing cannabis legalization policy and practice. It is the position of the Canadian Federation of Medical Students that all Canadians are able to experience the benefits of cannabis legalization while being protected from any detrimental health and/or social consequences. We have identified five areas of concern regarding cannabis legislation: 1) medical education; 2) public consumption; 3) harm reduction; 4) public education, and; 5) minimum age. This position paper provides a background, analysis and recommendations for each above listed area.||The VP Government Affairs, or their delegates, will make use of these recommendations when speaking publicly about, or doing advocacy work surrounding, this issue of recreational cannabis legalization.|
The VP Medical Education, and their committee, will actively work to ensure the below pedagogical measures are put in place at all medical schools in Canada.
|Malcolm Hartman, email@example.com||Rina|
|Responding to Medical Student Suicide|
Medical Student Affairs
|AGM 2018||Position Paper||Burnout risk and its associated suicide risk increases as medical training progresses. Unfortunately, barriers exist that prevent medical students at risk for suicide in seeking or receiving the help they need, including fear of stigmatization or professional ramifications. In addition, only a proportion (63%) of Canadian medical undergraduate programs have policies or guidelines on the steps to take following a medical student suicide. This paper provides the background on medical student suicide and calls on the CFMS to advocate for efforts in prevention, education, early identification, support, and developing a suicide response protocol among Canadian medical schools.||Student Affairs portfolio will undertake action as appropriate||Emily Yung, firstname.lastname@example.org||David|
|State of Medical Education surrounding Community Health Options for Seniors||Population Health||SGM 2019||Policy Statement||The first objective is to support the National Seniors’ Strategy in its effort towards the health and engaged lives of citizens, as well as support for caregivers and care closer to home. The second objective of this task force is to encourage explicit medical education about the community care of the ageing population.|
Taylor Woo (email@example.com)
|Support for Medical Students Experiencing Student Mistreatment|
Medical Student Affairs
|SGM 2019||Position Paper||Medical student mistreatment spans across all four years of medical school and can impact student wellness. Despite the widespread prevalence of mistreatment, a much smaller proportion of cases are formally reported due to perceived barriers in the process. This position paper aims to build on the CFMS' role in enhancing medical student wellness by identifying current gaps in reporting structures and lack of resolution outcome transparency. The paper also identifies several recommendations for the CFMS and medical faculties across Canada to decrease perceived reporting barriers, support students, and improve transparency.||“The Student Mistreatment File Committee is currently in the process of developing advocacy areas and opportunities in order to implement the recommendations as suggested in the position paper titled “Support for Medical Students Experiencing Mistreatment”.||Helena Paddle, firstname.lastname@example.org||Rachel|
|Medical Education Coverage of Homelessness within Canadian Curricula||Medical Education||SGM 2019||Position Paper||The Canadian Task Force for Homelessness Advocacy, a group made up of over thirty-five medical students spanning across eleven medical schools in Canada, conducted a robust literature review that focused on medical education and its teaching of homelessness and health, and the implications of medical education on health care quality and policy. Additionally, the task force created a student survey with six open-ended questions focusing on curricular approach to caring for those experiencing homelessness within the pre-clerkship and clerkship context. This survey found that 54% medical students saw opportunity for improvement in their curricula, in the form of more lectures, increased interaction with individuals with lived experience, and community resources. Furthermore, students reported missing key information on health and homelessness, beyond the social determinants of precarious housing which they feel should be more thoroughly addressed in medical education. Given these findings, this position paper highlights recommended changes medical curriculums can consider implementing to better serve this important population.||Arianne Cohen, Nicole Falzone, Brandon Feeney, Jamie Gillies-Podgorecki, Courtney Hardy, Syeda Shanza Hashmi, Tuan Hoang, Caroline Leps, Karim Mithani, Brianne St. Hilaire, Alec Yu, Sophia Wen||Brittany|
|Five Years in the Era of the AFMC Student Portal: Canadian Medical Students' Experiences and Recommendations||Medical Education||AGM 2019||Position Paper||The functionality of the AFMC Student Portal has been a longstanding concern for students. In April 2019, the Canadian Federation of Medical Students (CFMS) general assembly passed a motion to form a working group mandated to propose constructive recommendations to improve the Portal. Through two surveys of the CFMS general membership, the Working Group identified shortcomings of the Portal, prioritized issues, and produced actionable items to reduce barriers and stress that students experience using the Portal. The overarching recommendation from this Working Group is a need for standardization in multiple areas of electives application policies across all Canadian medical schools. The recommendations presented propose that the AFMC address students’ concerns in four areas: response times to applications; portal costs and refund policies; capacity reporting for electives; and the portal’s general functionality. Furthermore, Medical Student Societies should share knowledge and advocate for improvements to the system at the local level.||Léanne Roncière (email@example.com); Taylor Heinzlmeir (firstname.lastname@example.org)|
|CFMS Task Force for Seniors' Care, a Perspective onto the Canadian Medical Curricula||Medical Education||AGM 2019||Position Paper||Educating all future physicians to be competent in providing care to older adults, including palliative care is essential in providing better healthcare in Canada. Medical students show strong interest in improving the medical care for the aging population. The National Seniors’ Strategy Task Force (NSSTF) of the Canadian Federation of Medical Students (CFMS), encompassing medical students across Canada with the common goal of understanding how medical curricula approaches seniors’ care, as well as if there are gaps that deserve acknowledgement and action. Medical students across Canada face medical curricula that aims to best represent an adequate foundation of medical education knowledge, as well as information surrounding vulnerable population, that are often determined by the geography of the school and specific interests of the students. This paper aims to provide information in regards to relevant topics in the context of seniors’ care education, as determined by the informal survey that was released to medical students across the country, as well as external literature review that had been conducted.||Taylor Woo (email@example.com)|