Project Lead: Kyla J. Hildebrand (Head – Division of Immunology, Pediatrics)
Project Description
Medical residents are physicians completing postgraduate training within a specific discipline of practice. Accreditation standards require residency training programs to have a comprehensive curriculum plan specific to the discipline (CanRAC, 2018, p.10). Small subspecialty residency programs may struggle to meet accreditation requirements of a formal teaching curriculum due to few learners and teaching faculty. A gap exists in the higher education literature regarding evidence-based practices pertaining to the learning environment in distributed medical education. This study aims to apply appreciative inquiry methodology to develop strategic approaches to the learning environment as it relates to virtual learning within residency training programs.
Research Questions
- What contextual factors influence the importance of the learning environment within distributed postgraduate medical education Clinical Immunology and Allergy training programs at Canadian research-intensive universities?
- What are the current best practices for distributed medical education residency subspecialty programs?
- What are the key institutional supports that are required for postgraduate medical education subspecialty residency programs to enable participation in a distributed academic half day?