Overview of Residency 

Key Differences with CBD

1. Emphasis on Teacher-Learner coaching relationship with expectation that the resident will request assessments and feedback, thus improving opportunities for effective feedback. This is in contrast to a traditional didactic relationship.

2. Residents as adult learners have more control to drive their individual learning plans.

3. Clearer learning expectations of trainees in the form of EPAs, preventing gaps in knowledge, which will hopefully in turn increase confidence in abilities.

4. Training is divided into Stages (e.g. Transition to Discipline) with observable markers of achievement, as opposed to strictly time-based clinical rotations.

5. More low-stakes observations of a resident's workplace-based performance to make assessment one that enhances a resident's learning as opposed to a high-stakes evaluation.

6. The creation of a Competence Committee for each department that will review each resident and their progress, collating all of the assessment data provided by frontline physicians, and deciding as a group whether a resident progresses to the next stage or requires an individual learning plan.

7. The Royal College written examination will take place in the Fall of fifth year, as opposed to Spring.

8. The ability for multi-source feedback/360 assessments from physicians, nurses, respiratory therapists, and other allied health care workers