1. PERRT:
Program for Enhanced Rural
and Remote Training
Longitudinal Rural and Remote Training:
Moving Beyond the Rural Elective
Discipline of Family Medicine, Faculty of
Medicine, Memorial University
2. PERRT Team
Robert Miller, MD -PERRT Lead
Patti McCarthy, PhD - Medical Education Specialist
Cheri Bethune, MD- Director of Faculty Development
Marshall Godwin, MD -Research Director
Danielle O'Keefe - Residency Program Director
Sandy MacDonald, MD
Madeleine Cole, MD
Lisa Grant, MA - Project Manager
3. This study is being funded by:
Health Canada
In Partnership with:
Government of Newfoundland & Labrador
Government of Nunavut
Memorial University
The views expressed herein do not necessarily
represent the views of Health Canada
4. Disclosure
We do not have any affiliation (financial
or otherwise) with a pharmaceutical,
medical devise, or a communications
organization.
5. Learning Objectives
By the end of this session participants will be able to:
• define the principles associated with developing a rural
education team
• recognize the challenges and opportunities related to
building a rural educational team
• identify key processes necessary for fostering
longitudinal, community-based teaching and learning
environments
• describe best practices associated with engaging the
community in the teaching practice
6.
7. Context (who?...why?)
• Many communities in NL and NU have limited medical
resources
• Improve access to primary care in those areas
• Several communities do not have a family physician
• Individuals have to travel great distances for medical
care
• Challenge - Recruitment of appropriately trained
physicians to areas of NL and NU
8. Context (who?...why?)
• Enhanced Rural & Remote training for Family
Medicine residents
• Increase the number of family physicians who have
been appropriately trained to meet needs of those
in rural/underserviced areas
9. NLFam
• Predominantly a rural and remote province
• Half a million people
• Over 40% reside in rural or remote communities
• Up to 12m training - longtitudinal, integrated model
10. NunaFam
• Territory of Nunavut (NU) spans nearly 2 million
square kilometres and has 25 communities with
populations ranging from 130-7250
• 2nd Year resident: 6 month Rural Family Medicine
11. Grand Falls
• well resourced - family physicians and other
specialists
• family physicians - fee for service
• centre for excellence in ME
• large role in hospital care
12. Burin
• Limited resources
• Fee for service
• Centre for excellence in ME
• Limited in-hospital role (ER)
13. Iqaluit
• one of the most remote areas in country regarding
healthcare
• unique practice setting
• training experience for enhanced skills
• travel to small remote outlying communities
14. HOW
• Move away from block rotation model
• Longitudinal, integrated curricular framework
• Centred in Family Medicine
• Exposure & attainment of competence in various
domains of care
15. Added Supports
• Faculty development
• Dedicated learning resource centre
• Dedicated educational and administrative support
• Enhanced training program curriculum framework
• Travel and accommodations
16. Resident Benefits
• Enhanced continuity of care
• Connection with the community
• Additional supports
• Accommodations
o long–term rotations
o partner or family
• Funds - travel
17. 1-2- ALL Activity
Individually Dyads Large Group
Discussion
• Reflect on OUR
program as
we've described
it
• Note 1-2
strengths of
OUR program
• Note the gaps or
the "missing
pieces"
• Identify a
reporter
• Discuss your
individual
reflections on
the strengths
and "missing
pieces"
• Feedback to the
large group
your Dyad
discussions
• Identify 1-2 key
points from
your discussion
20. Activity
• 3+ small groups
• Each group will focus on ONE theme
o Community Engagement
o Community of Teaching Practice
o Long-term relationships
o Others?
• Identify a reporter for large group discussion
• Discuss and address the principals of that theme
using the following:
• Discuss what that theme means to you
• How would one foster or attend to them?
• What are the potential challenges associated with
integrating this concept (theme) into practice?
• Report back to the large group
