Undergraduate - Transition to Residency (TTR)


About the TTR Course

Making productive use of the end of the MD training period, TTR will be characterized by:

less structured learning, in preparation for PGY1 where workplace learning is predominant; increasing responsibility for students' own work in clinical settings, commensurate with near-graduate status; self directed learning with respect to needs and to resources obtained to accomplish learning goals; learning goals which are integrative and holistic across multiple settings and experiences; and consolidation of learning that has occurred in different settings in previous years.

Students will learn content relating to the “real world” and “real work” of doctors - with direction to be provided through centralized learning in the two Central Weeks, and consolidation provided through clinical experiences. (“Clinical” here is defined as any experiences in the real world of physician work, and not necessarily restricted to experiences with patients.)  Centrally produced content will be delivered in the two Central Weeks and students will be directed to look for opportunities to apply it in each selective.  Students will be directed to focus on understanding the community they are in, the associated resources, and how they can work there in a socially responsible way.

Selectives have been developed with guidance from the central committee, but rely substantially on local resources and innovation in their actual delivery.  Selectives provide an environment for students to begin to work at a pre-PGY1 level, regardless of the content area of the Selective.  Interdisciplinary content is to be encouraged, both in terms of physician specialties, and in terms of interactions with other health care providers.  The rationale for this is to encourage the students to acquire/develop knowledge, skills and attitudes relevant to broad areas of future practice. Diversity of contexts means going beyond the usual sites for students’ clinical experience.  Community sites (here defined as non-TAHSN associated sites) must comprise at least one of the Selectives. The Selectives catalogue was produced through departmental contacts, the former ACE course particiants, and the Rural Ontario Medicine Program. Well-defined global health opportunities are also eligible.

Students are expected to produce evidence of learning as assessed through diverse formats, in order to successfully complete this course.  Assessment of students in Selectives will be based upon their supervisors' observations of their work in the Selective environment; the other components of the students' assessments are centrally administered.

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Information for Faculty