2024 - 2025 PGME Program Updates

Dr. David Chan, Faculty Lead, Admissions & Transitions is leading an EDI-lens update to PGME’s Best Practices in Applications & Selection (BPAS). This work includes the creation of a Guide to Addressing Common Conflicts of Interest in Resident Selection, which outlines common scenarios, their seriousness, and recommended actions for mitigation. This work informed the revision of the attestation form for resident selection committee members. A background document on Unconscious Bias Information for Selection Committees was also updated and a new unconscious bias training resource was recommended for selection committees (the Toronto Initiative for Diversity and Excellence’s education module on Interrupting Bias).  

The use of social media information in resident selection was examined via an environmental scan and a literature review. This led to a faculty-level recommendation being put forward that social media screening/assessment is not recommended for medical learner selection.   

With respect to faculty development, our team delivered a well-received BPAS workshop on file review and interviews as well as a workshop dedicated to structured reference letters and scoring rubrics. We also created a BPAS program self-assessment and accountability form to ensure alignment with best practices, facilitate continuous quality improvement, and inform future educational sessions. 

On the transitions side, our team collaborated with the Office of Learner Affairs to improve support for transfer residents, including two dedicated webinars, revision of our local transfer guidelines with improved clarity and transparency, and creation of a website with key information for current learners considering a transfer. 

There are two areas of responsibility for the Curriculum Portfolio: oversight of Competence by Design (CBD) and development of central curriculum initiatives.    

As of July 1, 2025, implementation of CBD encompasses 74 PGME programs, including the launch of the seven most recent CBD programs. Dr. Heather McDonald-Blumer, Faculty Lead, Curriculum and the curriculum team support CBD by guiding each program’s fidelity to the principles of CBD and supporting local autonomy within the CBD Adaptations and PGME frameworks.    

The new PGME Curriculum Hub will launch on June 10, 2025 to support Program Directors and their faculty who must imbed key non-medical expert content into their training program’s academic curriculum. Incorporation of these concepts through selected and curated resources will help ensure that programs remain up to date on accreditation standards and that residents will be able to develop the knowledge, skills, and behaviours required for patient-centred and socially accountable care during their residency training and in their future practices.  

In 2024-25, Dr. Anne Matlow, Faculty Lead, Leadership, expanded leadership offerings to programs, grew the on-line repository of leadership educational resources, initiated Program Director coaching circles to enhance PD’s leadership capabilities, and engaged more faculty in leadership education. 

New programs included: an expansion of offerings in the Leading by Example Education Series (from 17 to 35) and Leadership Day for Fellows. In addition, the multi-source feedback (MSF) process was updated and streamlined for assessment and enhancement of leadership capabilities for PDs and select members of the PG Executive.  

A recording of a talk by Dr. Matlow on Emotional Intelligence was submitted to the PG Curriculum Hub. Monthly coaching circles were initiated for PDs covering topics of delegation, engaging teachers, strategic planning, and change management. The PG Leadership Certificate Program completed its seventh year with a high degree of engagement by the 29 participants. 

The Fellowships portfolio has three overarching pillars, that Dr. Laura Simone, Faculty Lead, assumed responsibility for in March: building equity, process improvement and community support.

Major achievements in 2024-25 include: establishment of baseline remuneration levels for fellows and initiation of a remuneration change management process; development of a fellows’ transition to Canada and onboarding program with over 300 clinical fellow participants; development of a Clinical Fellow Leadership program; and updated Minimum Standards of Assessment for Fellows and revised Pre-Entry Assessment Program Guidelines. In addition, 42 fellows received a Dimitrios Oreopoulos International Learner Transitions Fund award to help cover the costs of transitioning to Toronto for their fellowship. 

Learners and patients are at the centre of PGME priorities in the Assessment portfolio, led by Dr. Julie Johnstone. 

In 2024-25, the Assessment portfolio worked on re-organization, engagement, and relationship building with programs and partners. An Assessment Committee of Temerty (ACT) was established with an active community of practice. Priority areas of focus included resident and faculty assessment, faculty in difficulty, supporting competence committees, and collaboration across Temerty. Successful faculty development sessions on program evaluation and continuous quality improvement were held with Competence Committee Chairs.