Learning Cases are available for each specific stage or rotation and must be completed prior to the end of the module/stage. The Learning Cases are structured in an Oral Exam format with the trainee being provided with the question stem, questions and resources. Faculty receives the question stem, questions and answer key. It is advisable to contact your staff the evening prior to coordinate which case you would like to review the following day.
The trainee will post a self-reflective entry for the specific CanMEDS role and the Intrinsic Role coach will have the opportunity to respond for a one-on-one dialogue. Each intrinsic role will have a minimum of 1 posting per year. Postings are confidential between trainee and faculty intrinsic lead champion. Notifications will be sent out via email when coaching platform postings are due.
The landscape of simulation has shifted over the last few years with the advent of our Competence By Design residency training program. Its consequent ripple effects are felt, not only in what we are teaching and assessing in our trainees, but also in the scholarly activity of our simulation faculty members. Our simulation sub-specialty group is composed of 10 faculty with experience in teaching and/or research in simulation: Drs Michelle Chiu (Simulation Director), Meghan Andrews (Montfort), Sylvain Boet (TOH), Dylan Bould (CHEO), Simone Crooks (TOH), Amy Fraser (TOH), Heather O’Reilly (CHEO), Dan Power (Canadian Armed Forces), Purnima Rao (TOH) and Amy Roeske (CHEO). Our faculty are recognized for their expertise in simulation and medical education, with many presentations at national and international conferences and a successful track record in education research.
Our simulation curriculum for anesthesia residents continues to evolve. We have made significant changes to accommodate our transition to a competency-based residency training program, while maintaining an excellent, well-rounded simulation-based educational experience for our existing trainees.
First year residents participate in our 12 week Foundations Boot Camp, which is situated in the first half of the Foundations of Discipline Phase of training and is tailored to accelerate acquisition of skills needed to function independently in the clinical environment. Aside from multiple workshops using part-task trainers (i.e. epidural insertion models), residents participate in theatre-based (mannequin) simulation scenarios. Following our Foundations Boot Camp, the residents then take part in our Global Simulation Curriculum, which involves all of our trainees over the remainder of the residency training program. Residents also partake in simulation-based education at CHEO.
We conduct ongoing curriculum renewal to curate our Global Simulation program, which cycles over four years. Our goals and curricular developments are summarized in the table below:
To include scenarios that help meet the educational requirements of the CBD Modules
Work with our CBD Module Leads to modify existing or create new scenarios to teach / assess our residency program Milestones.
To longitudinally teach the Intrinsic CanMEDS roles of Communicator, Collaborator, Leader, Professional and Health Advocate
Collaborate with our Physician, Nursing and Anesthesia Assistant colleagues to develop inter-disciplinary and inter-professional scenarios with a focus on the Intrinsic CanMEDS roles.
Approximately 70% of our global simulation curriculum is now inter-disciplinary (involving general / vascular / thoracic / neurosurgery, ENT, orthopedics, urology, OB/Gyne, emergency medicine and radiology) and/or inter-professional (involving Anesthesia Assistants, Operating room, Emergency room and Obstetrics nurses).
To provide simulation-based assessment of competence
In addition to formative assessment following every simulation scenario, we have introduced 3 simulation-based summative assessments into the residency training program:
Foundations Objective Structured Clinical Exam (OSCE): 10 station exam conducted at the end of the Foundations of Discipline Phase; contributes to the assessment of knowledge, skills & behaviours of Foundations level residents
ACLS Milestone: conducted during residency; one or several unexpected assessments of ACLS skills using in situ simulatio
Canadian National Anesthesiology Simulation Curriculum (CanNASC) scenarios: delivered to senior residents; assesses ability to manage complex clinical situations considered necessary for competence as a practicing anesthesiologist
The philosophy underlying our simulation curriculum has always been to “Innovate to Educate” – we are very proud of our program and look forward to seeing you at the Simulation Center!
Michelle Chiu MD FRCPC
Department of Anesthesiology and Pain Medicine
Department of Innovation and Medical Education
Associate Professor, University of Ottawa
Tuesday AM Resident Rounds
Resident Rounds occur every Tuesday morning at the Civic and General. They are mandatory for all on service Anesthesia residents at the Civic and General. These tend to be Royal College formatted case presentations. They start at 07:00AM at last ½ hour.
Grand Rounds occur every Wednesday morning across all TOH sites. You will be assigned a date to present at some point in your residency.
APS & ECHO Rounds
These run on Thursday, alternating weeks. Weekly announcements are sent with the dates and topics. They are videoconferenced between campuses. They begin at 07:05 and last 25 minutes. They are mandatory when you are rotating on anesthesia.