NAC-PRA FamilyMedicine Standards2015

NAC PRA Family Medicine Standards
PRACTICE READY ASSESSMENT

A
P AN -C ANADIAN PRA P ROCESS D ESIGN
F AMILY M EDICINE PRA S TANDARDS
D ATE P REPARED :
May 15, 2015
R ELEASE :
Version 2.0
Page 1
Document Version Control

Version
0.1
0.2
0.3
Date
Sept. 18, 2012
Sept. 26-27, 2012
Oct. 16, 2012
0.4
Jan. 18, 2013
0.5
Feb. 21, 2013
0.6
March 18, 2013
1.0
March 27-28,
2013
May 10, 2013
1.1
June 16, 2014
1.2
Nov. 19, 2014
2.0
May 15, 2015
0.7
Description
Incorporation of NAC PRA Steering Committee input
Incorporation of Chair & CFPC representative into the document
Incorporation of extended stakeholder working group input
Review and formalization of standards vs. recommendations and
revisions to content; separation of standards and sustainable business
model components
Walkthrough and substantive changes to competencies and
assessment section from PRA programs, MRAs and CFPC
Review by MCCs Medical Education Assessment Advisory Committee
(MEAAC)
Modifications and revisions based on extended stakeholder working
group input from PRA programs, MRAs, CFPC, RCPSC and MoH
Incorporation of NAC3 input & final approval
Incorporation of clarifications approved by the NAC PRA Steering
Committee
Incorporation of revisions suggested by the NAC PRA specialty
working groups and approved by the NAC3
Incorporation of revisions suggested by the NAC PRA working groups,
NAC PRA Steering Committee and approved by the NAC3
Page 2
Acknowledgement
The National Assessment Collaboration (NAC) comprises a number of Canadian organizations including:
Health Canada
The Medical Council of Canada (MCC)
Provincial and territorial governments
Regional IMG assessment programs
Provincial and territorial medical regulatory authorities
The Federation of Medical Regulatory Authorities of Canada (FMRAC)
The Association of Faculties of Medicine of Canada (AFMC)
The Royal College of Physicians and Surgeons of Canada (RCPSC)
The College of Family Physicians of Canada (CFPC)
Le Collge des mdecins du Qubec (CMQ)
Representatives from these organizations form the governance body, the National Assessment Central
Coordinating Committee (NAC3), with the goal of developing pan-Canadian assessment processes for
international medical graduates (IMGs) that include a common practice ready assessment (PRA) process.
Several provinces already offer a PRA locally. To enhance transferability across provincial and territorial
boundaries and reduce duplication, the NAC is working to create a pan-Canadian PRA process that will
be consistent and comparable across Canadian jurisdictions. This route would be available to IMGs
seeking a provisional licence to enter independent practice. 1
The NAC PRA project has been funded by Health Canada to develop a sustainable, pan-Canadian process
to evaluate IMGs readiness for practice. The development and agreement on standards for such a
process has been possible through engaging and working with representatives from the medical
regulatory authorities (MRAs), existing and planned IMG PRA programs and/or processes, certification
colleges, provincial and territorial Ministries of Health and other subject experts.
Of particular note, these standards would not have been achievable without the efforts and dedication
of critical stakeholder support from:
MRAs and FMRAC for their work on defining the Standards for the Issuance of a Provisional Licence,
developed through the FMRAC Registration Working Group and the work completed under the
FMRAC Working Group on Assessment and Supervision (in addition to its role as an active steering
committee for the pan-Canadian PRA work)
CFPC for leading the definition of family medicine competencies through the outstanding leadership
of Dr. Tim Allen working with our expert panels
IMG PRA programs who actively contributed and reflected with a view to adjust respective programs
to meet the defined standards
This collaboration and these relationships have been instrumental in defining pan-Canadian standards
for practice ready assessment and developing approaches for implementation.
1
In Quebec, the restrictive permit allows independent practice but only in specific establishments.
Page 3
Contents
Acknowledgement ....................................................................................................... 3
DOCUMENT OVERVIEW ..................................................................................................... 5
Document Purpose .......................................................................................................... 5
Document Structure......................................................................................................... 5
PAN-CANADIAN PRA STANDARD OVERVIEW ................................................................. 6

1. INITIAL SCREENING & PRA SELECTION ...................................................................... 8
A.
B.
C.
Initial Screening ........................................................................................................ 8

Application/Registration ........................................................................................... 8
PRA Selection/Ranking .............................................................................................. 9
2. CONTEXT & COMPETENCIES ....................................................................................... 10

Background ...................................................................................................................
A. Competencies .........................................................................................................
A.1 Sentinel Habits and Clinical Domains of Care .............................................................
A.2 Range of Topics and Skills .........................................................................................
10
11
12
12
3. OVER-TIME ASSESSMENTS ......................................................................................... 13

A. Over-Time-Assessment in a Supervised Environment ...................................................
B. Assessors ...............................................................................................................
C. Candidates .............................................................................................................
D. Assessment Tools....................................................................................................
13
15
15
16
4. DECISION-MAKING ........................................................................................................ 17
A.
B.
C.
Characteristics ........................................................................................................ 17
Reporting ............................................................................................................... 17
Appeals .................................................................................................................. 18
5. IMG ORIENTATION ..................................................................................................... 19

A.
Content .................................................................................................................. 19
APPENDIX A LIST OF ACRONYMS ................................................................................ 20

APPENDIX B FMRAC STANDARDS FOR PROVISIONAL LICENSURE - EXPECTATIONS
AND/OR REQUIREMENTS FOR ENTRY INTO PRA .......................................................... 21
A.
B.
Pre-Screening ......................................................................................................... 21
Standard for the Issuance of Provisional Licensure Applicable to PRA ........................ 23
Page 4
DOCUMENT OVERVIEW
Document Purpose
This document presents acceptable standards for a pan-Canadian practice ready assessment (PRA)
process for international medical graduates (IMGs) wishing to practice family medicine in Canada. It has
been developed under the aegis of the National Assessment Collaboration (NAC) and focuses on the
what of a pan-Canadian process.
Document Structure
The document is organized according to the PRA focus areas outlined below and provides an overview
of the following:
Main Body:
Process component description: the intention of the process component is given in context of panCanadian PRA
Future pan-Canadian state: proposal for the future state of PRA
Standards
Recommendations or guidelines
Appendices:
Appendix A: Acronyms used within the document
Appendix B: Federation of Medical Regulatory Authorities of Canada (FMRAC) Standards for
Provisional Licensure
Page 5
PAN-CANADIAN PRA STANDARD OVERVIEW

The National Assessment Collaboration (NAC) Practice Ready Assessment (PRA) objectives are:
1. Design and propose a pan-Canadian process for the evaluation of a physicians readiness for practice
(i.e., to be issued a provisional licence as a most responsible physician [MRP]).
2. Develop or adopt common standards across jurisdictions.
Through the NAC PRA Environmental Scan finalized in April 2012, an overall process was explored and is
depicted in the diagram below. The proposed PRA process includes common screening elements and
comparable processes across jurisdictions.
Page 6

As part of the design, activities will focus on establishing acceptable standards across various process
areas including:
Initial screening and PRA selection (Section 1)

Context and competencies (Section 2)
Assessment process, assessor criteria and tools used (Section 3)
Decision-making about an IMG physicians readiness to practise (Section 4)
IMG orientation (Section 5)
In addition to the various meetings and workshops, information sources for this document include:
NAC PRA Environmental Scan final report
FMRAC Working Group on Assessment and Supervision (WGAS)
Page 7
1. INITIAL SCREENING & PRA SELECTION

A relatively standardized initial screening and selection process is envisioned for selecting those IMGs
who have the highest likelihood of success into the PRA process of any given jurisdiction. The specific
resources used for screening and selection may vary by region and may include:
Nationally required screening assessments, credentials and experience (i.e., Medical Council of
Canada [MCC] Evaluating Examination [MCCEE], MCC Qualifying Examination [MCCQE] Part I and
language proficiency results)
Minimum eligibility criteria that may be required by the individual Medical Regulatory Authorities
(MRAs) for provisional licensure
Ranking practices
Application/registration-related policies (i.e., number of attempts, evidence of remediation/learning
activities following prior PRA attempts, etc.)
A. Initial Screening
To qualify for a PRA process, a physician applicant must meet the minimum eligibility requirements for
registration in Canada as per FMRACs agreement on standards for medical registration in Canada. For
ease of reference, the elements required for provisional licensure that inform this initial screening are
listed in Appendix B FMRAC Standards for Provisional Licensure - Expectations and/or Requirements for
Entry into PRA 2.
To note, additional tools are being considered and may be recommended (e.g., MCCQE Part I when
available internationally or more frequently, the assessment of language skills required for the practice
of medicine) if evidence supports the predictive validity of the tools for language testing.
Where possible, initial screening point-in-time assessments should be accessible outside of Canada.
B. Application/Registration
General application and registration standards are required within the pan-Canadian PRA process to
facilitate consistent and clear communications for IMGs and to enable information sharing across
jurisdictions.
1. Program
1.1. Capacity for an assessment (an assessment spot) must be available prior to a candidate being
accepted into the PRA program
1.2. IMG physicians must be sponsored for a future potential job prior to an over-time assessment
occurring; however, it is highly recommended that sponsorship be determined at point of
application to a PRA program
1.3. Information about screening and basic eligibility requirements must be publically available
2
The FMRAC standards are as defined at the point of finalization of this standards document. The primary source is
accessible through FMRAC.
Page 8
2. Candidate-Related Items
2.1. The candidate will have a maximum of two over-time assessment attempts in total in Canada
(regardless of the provincial or territorial jurisdictions where the attempts take place) 3
2.1.1. Attempts must take place within a five-year period
2.1.2. An over-time assessment attempt is defined as the start of the over-time assessment
period
2.1.2.1. In the event of a withdrawal, the PRA program may elect to not count the
over-time assessment as an attempt with the acceptance of a candidates
valid petition of extenuating circumstances
2.2. PRA programs must acquire candidates consent for the disclosure and use of information
including:
2.2.1. PRA attempts
2.2.2. Appeal outcomes
2.2.3. PRA results (pass/fail/incomplete/withdrawal) 4
2.2.4. De-identified information for research purposes
2.3. Candidate consent must include informed consent regarding the stakeholders who will have
access to their information
C. PRA Selection/Ranking
In some jurisdictions, there are further requirements for entry into a PRA process. Typically, these
include ranking activities and/or assessment tools to further filter IMG physicians who are applying for a
PRA where capacity is constrained by cost, resources, timelines, etc. (i.e., where there are more
candidates than assessment spots). These ranking and selection activities occur prior to the assessment
described in Section 3.
No standards are described for this activity; however, the development of common or comparable
selection and ranking activities is desirable.
A jurisdictional PRA program determines how many point-in-time selection attempts a candidate may have.
At the request of the MRAs, two versions of standardized language to obtain the appropriate consent from
candidates undergoing PRA were approved and will be referenced in future policy-related documentation.
Page 9
2. CONTEXT & COMPETENCIES

As part of the assessment process, standard requirements for context and competencies will be agreed
upon and will inform the regional variations in assessment that will exist within a pan-Canadian process.
Background
Competence is not solely doing the right thing; it is doing the right thing, at the right time, in the right
way, for the right reasons and to do this habitually in daily practice for the benefit of those being served.
The recommended reference document for defining competence in these terms for the practice of
family medicine is the College of Family Physicians of Canada (CFPC) Evaluation Objectives (EO). These
are competency-based objectives developed and refined by the CFPC through an iterative process of
consultation with practicing family physicians from across the country. The EO were developed from
this expanded concept of competence and are currently the basis for designing in-training assessment
during residency and for setting certifying examinations.
The EO have a four-layered structure and any particular individual competency is usually described by all
four layers:
1. Essential Skill Dimensions of Competence 5
Clinical reasoning skills concentration on phases that require higher cognitive levels of thinking
(e.g., diagnostic or problem solving phases, hypotheses and differential diagnosis, dynamic data
gathering and decision-making [refer to phases, priority topics and key features])
Selectivity recognition that competence is characterized more by selective and adaptive
approaches to problems than by routine or stereotypical approaches (refer to priority topics and
key features)
Communication skills (refer to themes and observable behaviours)
Professionalism (refer to themes and observable behaviours)
Procedure skills emphasis on the general skills necessary to perform any procedure in a
competent fashion and not on the technical skills themselves (refer to core procedures and key
features)
2. Phases of Clinical Encounter
3. Priority Topics, Core Procedures and Themes
4. Key Features and the Observable Behaviours
5 A sixth essential skill, the patient-centered approach or the patient-centered clinical method, is more properly at
the level of certification in family medicine and is not required for PRA. While candidates should be expected to be
patient-centered in their care, they do not need be assessed on their methodology for achieving this goal.
Page 10

The four layers cover all dimensions of competence, provide a clear guide for clinical learning and
assessment and help set a reasonable and transparent standard for determining success in the PRA
process. The layers are built around common clinical tasks and problems, which will likely be easy to
apply and use; they lend themselves to final reporting in almost any framework that might be chosen.
The reference document for this section, Defining competence for the purposes of certification by the
College of Family Physicians of Canada: the evaluation objectives in family medicine, is available at
http://www.cfpc.ca/EvaluationObjectives.
A. Competencies
Main statement: These candidates are competent to be licensed as family physicians on a provisional
register as a most responsible physician (MRP) with supervision, because:
they have demonstrated that they have acquired and use, in a habitual and judicious manner, the
eight Sentinel Habits that are found in good family physicians, to deal successfully with problems
throughout the Clinical Domains of Care in Family Medicine, and as described by the Evaluation
Objectives in Family Medicine of the College of Family Physicians of Canada. 6
Table 1: List of Sentinel Habits and Clinical Domains of Care
Sentinel Habits
Clinical Domains of Care
Incorporates the patients experience and context into problem identification

and management
Behavioural medicine
Mental health
Generates relevant hypotheses resulting in a safe and prioritized differential

diagnosis
Care of adults
Selects and attends to the appropriate focus and priority in a situation
Care of children and

adolescents
Manages patients using available best practices
Care of the elderly
Demonstrates respect and/or responsibility
Care of vulnerable
and underserviced
Verbal or written communication is clear and timely
Maternity/newborn
care
Uses generic key features when performing a procedure
Palliative care
Seeks out and responds appropriately to feedback
Procedure skills
Defining competence for the purposes of certification by the College of Family Physicians of Canada: the evaluation
objectives in family medicine. The CFPC Working Group for the Certification Process (http://www.cfpc.ca/EvaluationObjectives)
Page 11

A.1 Sentinel Habits and Clinical Domains of Care
The essential skills in family medicine are most often used in an integrated fashion in the daily clinical
practice setting. The key integrated clinical skills that are found in a good family physician become a set
of habitual behaviours indicative of overall competence, and so they have been labeled sentinel
habits. The sentinel habits have consistently proved useful and useable by clinicians providing
assessment and feedback of colleagues in the clinical workplace, and so provide a solid foundation for
any workplace-based assessment of competence. 7 Workplace-based assessment, even when it is
primarily summative, must provide and document the feedback that justifies the final decisions.
The clinical domains of care are a convenient way to describe the breadth of practice of family medicine
and a framework for ensuring that an assessment of competence takes place across the breadth of this
practice. The priority topics and procedures from the CFPC EO all pertain to one or several of the clinical
domains of care.
A.2 Range of Topics and Skills
The precise topics and problems that successful PRA candidates should be able to handle, the care that
they should be able to offer and the clinical skills they should use are those described in the CFPCs EO
(essential skills, phases, priority topics, key features and observable behaviours) with the following
additional qualifying comments:
1. Intra-partum care and obstetrical procedures: there is no requirement to be competent in this area
of care for PRA
2. Physical examination: the candidate must be competent in all the common elements of the physical
examination
3. Level or context of care: the candidate must be competent 8 to provide care in the following practice
environments:
The community
Long-term care institutions
Community hospitals providing in-hospital care and acute or urgent care
4. Specific practice environments: for candidates going to a practice environment that requires
specific procedural skills or the capacity to deal with certain types of patients and problems that are
not included in the above:
Additional competency requirements must be clearly identified
Additional competencies are just that, they do not obviate the need to demonstrate all the
general competencies, as specified above
Competency-Based Achievement System: Using formative feedback to teach and assess family medicine residents skills. Ross
S, Poth CN, Donoff M, Humphries P, Steiner I, Schipper S, Janke F, Nichols D. Canadian Family Physician 2011; 57:e323-30
8
This competency requirement does not imply that assessment must or should take place in these settings.
Page 12
3. OVER-TIME ASSESSMENTS
Assessment is the critical component of a pan-Canadian PRA process and encompasses acceptable
standards for the required over-time assessment of clinical competence in the workplace. The scope of
assessment is broad and includes the assessment environment, competence expectations as defined in
Section 2 (Context & Competencies), the protocols and tools for conducting the assessments, assessor
specifications and the reporting tools necessary to facilitate comparability of practice-ready decisionmaking across jurisdictions. The main objective is to assess the attitudes, skills and behaviours of PRA
candidates over a reasonable sample of relevant clinical domains to ensure quality and comparability of
assessments across jurisdictions.
A balance should be found between:
General competency and the specific skills required for a specific jurisdictional practice context
Minimum and maximum assessment documentation recommendations for legal defensibility
The number of documented observations, assessors, locations, domain recommendations and
regional parameters related to cost and logistics
Providing for regional variation and ensuring quality and comparability of assessment decisions
across jurisdictions
A. Over-Time-Assessment in a Supervised Environment
A.1 Environment
Recommendations:
Supervision and assessment must occur in practice environments that
PRA candidates must
reflect the anticipated practice environment for the PRA candidate:
be issued a license in
1. Over-time assessment should be independent of the sponsoring person
order to participate
in an assessment,
or organization
where required
1.1. Where an independent over-time assessment is not feasible for
PRA candidates must
resource reasons; such as no alternate practice is available and/or
qualify for Canadian
assessor capacity limits, then the assessment process must ensure
Medical Protective
that there are safeguards in place to avoid real or perceived
Association (CMPA)
assessor bias and/or conflict of interest
coverage (i.e., be
2. The assessment must occur in a supervised practice setting with:
registered), where
required
2.1. Ongoing, closely supervised clinical practice with regular
assessment and daily feedback
2.2. Sufficient time and structure for the PRA candidate to become integrated into the practice
environment and to demonstrate performance that allows for a valid assessment of their
clinical competence
3. If at any time during the assessment period a PRA candidate represents a significant safety risk to
the public, the assessor will report to the PRA program which will in turn report this to the MRA; the
MRA will consider its options, including termination of the candidates licence (see A.2, item 5.1.1.1)
4. The assessment must occur in an environment conducive to performing the assessment (e.g.,
appropriate space, commitment of assessors and practice partners who are not assessors to host
Page 13

the assessment, etc.). Family practices that respond to most phases of community needs or
community emergency departments would likely provide suitable environments, meaning:
4.1. Sufficient numbers of patients with undifferentiated new problems that require resolution
4.2. Sufficient range and variety of the topics and situations found on the priority topics and key
features lists (CFPC)
A.2 Assessment Period Standards
A program plan must be established that allows sufficient time for the candidate to experience the
broad range of patient presentations that are common to family practice, to be exposed to lifethreatening emergencies and to demonstrate the required competencies outlined in Section 2. More
specifically, this means:
1. Clear objectives are set for the assessment period
2. Multiple independent observations are made across multiple situations by multiple observers
3. Patient presentations chosen for assessment, documentation and feedback are understood to be
primarily opportunistic in nature, determined by the patient availability within a given setting; it is
also understood that patient presentations must have the potential to significantly inform the
assessment to support a valid decision regarding the PRA candidates clinical competence
3.1. As necessary, observations during work may be complemented by structured or semistructured assessments for specific purposes (e.g., charting, a few procedures, case-based
discussion [CBD])
Recommendation:
3.2. Assessments may occur in time blocks organized by
While the standard requires
competency in the same or different locations; ideally, each
multiple observations over
block would be supervised by a different assessor
multiple situations, an over4. Any assessment period must provide:
time assessment should:
4.1. Time for situational acclimatization/adaptation for the
Follow the guidelines
candidate to the assessment environment
related to Assessment
Tools (Table 2)
4.2. Adequate time to provide feedback and assess if the feedback
Take no longer than 12
has been incorporated
weeks
5. Any assessment period must provide sufficient time to document
the observations required for valid decision-making against the
competencies as defined in Section 2
5.1. Specifying the exact time period for the assessment is less important than completing and
documenting sufficient observations of the required competencies; however, the rationale for
exceptions to the jurisdictionally-established time periods should be documented and legally
defensible
5.1.1. Practice-ready decisions are based on the cumulative observation of interactions with
patients and therefore require time
5.1.1.1. The decision to end an over-time assessment period early because a
candidates performance is at either extreme of the decision spectrum has
been deemed acceptable across programs with the caveat that the emphasis
is on extreme ends of the decision spectrum (i.e., dangerous or clearly
outstanding); this understanding was reached with the agreement that such
Page 14

decisions should be rare and should not subvert the inherent principles of
over-time assessment
B. Assessors
Assessors across jurisdictions should reach similar conclusions regarding the practice-readiness of PRA
candidates. To this end, the following standards and guidelines are
Recommendation:
articulated:
It is preferable that
assessors have
1. Assessor Recruitment Criteria
CFPC certification;
1.1. Assessors should be experienced, competent family physicians who
however, this is not
practise in areas that are compatible with PRA placements
mandatory
1.2. Common assessor recruitment criteria across PRA programs are:
1.2.1. Assessors must hold a licence to practise medicine and be in good standing with their
MRA
1.2.2. Assessors must have at least three years of practice in Canada within a similar scope of
practice to the proposed PRA placement
1.3. Assessors are not required to have prior formal experience in assessment so long as assessor
supports are in place
2. Assessor Supports
2.1. Assessors must be provided with specific assessor training, the length of which will depend on
their experience
2.2. Support and feedback for the assessor must be in place throughout the assessment period
2.3. Assessor orientation and training must include:
2.3.1. Assessment goals and the assessment requirements
2.3.2. Information on the IMG physician context; e.g., cultural diversity and acculturation
challenges
2.3.3. Updates on specific clinical situations as needed and required by the proposed practice
placement for the PRA candidate
2.3.4. Assessment methodology:
2.3.4.1. Clinical competencies and domains being assessed
2.3.4.2. Contra-indicators of practice-readiness
2.3.4.3. Providing valid feedback
2.3.4.4. Assessment tools (i.e., how to document observations)
2.3.4.5. Fairness principles
2.3.4.6. Reporting requirements
2.3.5. Guidelines and support for addressing challenging situations and candidates in a timely
manner
C. Candidates
Any assessment program must provide the candidate with:
A safe and impartial assessment
Page 15
Support and/or mechanisms to raise and discuss issues and/or concerns

with the assessment process
Recommendation:
PRA programs
should ensure that
PRA candidates are
familiar with the
tools that will be
used during the
assessment
D. Assessment Tools
Over-time assessment data to support decision-making for practice-readiness
must come from three sources: multi-source data, chart-based assessment and
continuous clinical assessment. General principles have been articulated:
1. Tools used within individual PRA programs must be comparable to those tools used by other PRA
programs
2. Assessment tools must support documentation of patient/PRA candidate interactions and
assessor/PRA candidate interactions
2.1. Documentation must include, but is not limited to, narrative comment on competencies (e.g.,
field notes)
3. Assessment tools must facilitate documentation of observed competence in a natural setting (e.g.,
field notes or mini-clinical evaluation exercise [mini-CEX])
4. Assessment tool(s) each have a specified purpose and their use must be appropriate to the
competencies being assessed
5. The combination of assessment tools must support formative feedback in the workplace and
summative decisions
6. Examinations used to complement the over-time assessment must not duplicate any of the
screening assessments; such examinations should assess competencies that have been identified for
the PRA that are not readily assessed in the workplace, commonly for logistical or cost reasons
More specifically, Table 2 provides the standards and guidelines that have been established for each
data source.
Table 2: Standards and Guidelines for Over-Time Assessement Tools
CHARACTERISTICS/DATA SOURCES
Multi-Source
Data
DESCRIPTION
STANDARD
Not specified (data focuses on

communicator, collaborator &
professional roles)
Data comes from patients and

professional colleagues (MD &
non-MD)
Input is documented
GUIDELINE
Ideally, multi-source data comes

from:
No fewer than 15 patients

sampled as broadly as possible
Continuous Clinical Assessment

(Observation Over-Time)
Chart-Based Components
Chart stimulated recall

Chart audits
Case-based discussions
Candidates demonstrate
ability to meet
jurisdictional regulatory
standards for charting
activities
Chart-based
observations are
reported
Assessor decision
regarding number of
charts for review
Mini-CEX
DOPS
CBAS
Field notes
Observations cover all sentinel
habits across all clinical domains
(may omit palliative care)
Observations occur across time
and patient problems
More than one clinical setting may

be required to ensure appropriate
sampling, if only using
field notes, one/day totaling 40-
Page 16
across patient demographics

and problems
5-8 professional colleagues
(MD & non-MD)
80 or
mini-CEX (or equivalent),
one/week totaling 8-12
4. DECISION-MAKING
A successful, standardized, pan-Canadian PRA process for family medicine is one that allows for some
regional flexibility and allows all jurisdictions to have confidence in the end result regardless of which
jurisdiction administered the assessment. In short, the same pass/fail decision should be made for
similarly-competent PRA candidates.
Regardless of differences in screening requirements, processes, tools and length of assessment time:
Jurisdictions (provinces/territories and health-care authorities) need to be confident that the
appropriate practice-ready decision has been made
MRAs need to be confident that a physician who has successfully completed a PRA program is
acceptably competent
Reporting of PRA decisions needs to inform licensing decisions and meet the
information needs of PRA candidates and other jurisdictional stakeholders.
Recommendation:
Very strong
performance in some
areas does not
compensate for less
than adequate
performance in other
areas; an average
score approach is not
recommended
A. Characteristics
A formal decision-making process must be documented and transparent to the PRA
candidate and all PRA programs, meaning:
1. To be able to infer that overall competence is likely, decisions must be based on
competence that is demonstrated repeatedly over a sufficient variety of
situations in an appropriate practice environment
2. Decisions must be based on all the assessment data from all locations and
experiences and must reflect having demonstrated a significant level of
competence in all requirements
3. The final decision as to a PRA candidates practice readiness must be made by the PRA program
based on the recommendations of the lead assessor and an overall review of the assessment.
It is generally agreed that the practice-ready decision should be made by the PRA program (regardless of
where the program is housed) based on the recommendation/observations of the lead assessor. It is
clear that MRA licensure decisions are not in scope of this activity.
B. Reporting
Common information should be reported to the PRA candidate and other stakeholders.
1. Candidates should receive detailed feedback supporting the final practice-ready decision
2. Reporting should be organized under common headings and language (e.g., Competencies have
been demonstrated in) and should include:
2.1. Description or summary of the assessment process used
2.2. Description of the competencies assessed (scope)
Page 17

2.3. Candidate assessment information (evidence upon which the decision was based)
2.4. Formative feedback
2.5. Practice-ready decision
2.6. Evidence that the findings have been reviewed by the candidate
3. Candidates must consent to the sharing of their information
4. PRA program information must be shared with other stakeholders upon request and should include:
4.1. Examples of practice-ready competencies demonstrated by the PRA candidate
4.2. Useful detail for the sponsor that enables the sponsor to assist the candidate with targeted
continuing professional development during the provisional licensure period and to inform the
post-provisional licensure supervision period
4.3. Useful aggregate data for the provincial/territorial government and/or the NAC
5. MRAs
5.1. Record of the result (pass/fail/incomplete/withdrawal/appeal outcome)
C. Appeals
PRA programs must ensure candidate access to a jurisdictional appeals process, meaning:
1. The appeals process must be legally defensible in each jurisdiction and comply with jurisdictional
legislation
2. The appeals process must be clearly documented and PRA candidates must be informed of the
policy before entering a PRA program
3. Appeals must be handled in a timely manner
Page 18
5. IMG ORIENTATION
Orientation must be available for IMGs either before or during the PRA. The ultimate goal is to select
the IMG physician with the required skill sets to serve the public. An underlying principle is that there
should be a level playing field for IMG physicians attempting PRA.
The content, length, duration and sequencing of an orientation program are to be determined by
jurisdiction; however, to ensure a level playing field for the comparability of assessments and to meet
health human resource needs, common topics must be covered. The guiding principle is for common
content and regional flavour.
Given the understanding that minimum acceptable orientation standards should be set, the following
guidelines are presented:
Other organizations may administer, facilitate, fund or deliver the orientation provided the required
content is covered
PRA orientation should offset the inherent disadvantages of an IMG candidate, based on limitations
that may exist to their understanding of health-care delivery in Canada due to cultural background
and different underlying assumptions about health care
A. Content
1. PRA candidates must be offered orientation
2. Content covered includes:
2.1. PRA program information
2.1.1.Policies for the assessment
2.1.2.Assessment logistics and schedule
2.1.3.Competencies to be assessed
2.2. Jurisdictional information such as the role of jurisdictional stakeholders and legal obligations
2.3. Canadian context information:
2.3.1.Overview of the Canadian health-care system
2.3.2.Physician expectations
2.3.2.1.
Patient-centered care
2.3.2.2.
Effective physician communication
2.3.2.3.
Boundary issues
2.3.2.4.
Electronic health records
2.3.2.5.
Prescribing in practice
2.3.2.6.
Medical/legal issues
2.3.2.7.
Ethics
2.3.2.8.
Multi-disciplinary teams
2.3.3.Key learning activities (i.e., Assessment, Learning and Technology Solutions [ALTS])
Note: These standards were proposed in context of the FMRAC document entitled Integrating International Medical Graduates
into the Medical Community authored by Ms. Gwen MacPherson (October 2011).
Page 19
APPENDIX A LIST OF ACRONYMS

Acronym
ALTS
CBAS
CBD
CCA
CFPC
CMPA
DOPS
EO
FMRAC
IELTS
IMG
MCC
MCCEE
MCCQE
MEAAC
Mini-CEX
MoH
MRA
MRP
NAC
PRA
RCPSC
TOEFL
WGAS
Description
Assessment, Learning and Technology Solutions
Competency-Based Achievement System
Case-based discussion
Continuous Clinical Assessment
College of Family Physicians of Canada
Canadian Medical Protective Association
Direct Observation of Procedural Skills
Evaluation Objectives (in Family Medicine)
Federation of Medical Regulatory Authorities of Canada
International English Language Testing System
International medical graduate
Medical Council of Canada
Medical Council of Canada Evaluating Examination
Medical Council of Canada Qualifying Examination
Medical Education Assessment Advisory Committee
Mini-clinical evaluation exercise
Ministry of Health
Medical Regulatory Authority
Most Responsible Physician
National Assessment Collaboration
Practice ready assessment
Royal College of Physicians and Surgeons of Canada
Test of English as a Foreign Language
Working Group on Assessment and Supervision
Page 20
APPENDIX B FMRAC STANDARDS FOR PROVISIONAL LICENSURE EXPECTATIONS AND/OR REQUIREMENTS FOR ENTRY INTO PRA
Appendix B.1 Standards for Medical Registration in Canada
The following is sourced from the FMRAC Standards for Provisional Licensure and are applicable in the
context of PRA. Please refer to FMRAC for the most current version.
The PRA application should include a statement in the beginning that instructs the candidate of the need
to adhere to strict honesty in answering all the questions.
National Standards for Provisional Licensure
A. Pre-Screening
The pre-screening requirements for physicians who may qualify for a provisional licence include the
following seven components and are grouped into when the element must be confirmed:
A.1 To be completed before a candidate is offered a practice-ready assessment
1) Language proficiency - basic language skills
1) Language proficiency - basic language skills

a) French language testing (basic) in accordance with the laws in Qubec.
b) English language testing (basic):
a. Candidates are exempted from English language proficiency testing if
their medical education and patient care experience were in one of the
countries that have English as a first and native language (see list
below).
b. All other candidates must have taken IELTS or TOEFL within the last 24
months at the time of application, and achieved the following
minimum score:
i.
IELTS academic version: minimum 7.0 in each of the components;
OR
ii.
TOEFL IBT academic version: minimum of 24 in each of the four
components (candidates should know that they may also have to
be successful on the IELTS, in keeping with the requirements of
Citizenship and Immigration Canada and possibly the relevant
faculty of medicine).
List of countries that have English as a first and native language
Countries: Australia, Bermuda, British Virgin Islands, Canada, Ireland, New
Zealand, Singapore, South Africa, United Kingdom, United States of America, US
Virgin Islands
Caribbean Islands: Anguilla, Antigua and Barbuda, Barbados, Dominica, Grenada,
Grenadines, Jamaica, St. Kitts and Nevis, St. Lucia, St. Vincent, Trinidad and Tobego
Page 21

2)
3)
4)
5)
Currency of practice: upon submission of the completed application, the candidate must provide
documented evidence of having been in discipline-specific formal training or discipline-specific
independent practice within the last three years.
Length of time away from practice:
a) For non-medical reasons
The candidate must provide an explanation for any and all periods of three months or more
that were spent away from discipline-specific training or practice, for the entire professional
lifetime.
b) For medical reasons
The candidate must report any absence from training or practice (clinical, teaching, research or
administration) that resulted from a medical condition that could have (a) a risk of harm to
patients, (b) a negative impact on practice, or (c) both. If in doubt about the obligation to
report an absence of this nature, the candidate is requested to contact the relevant medical
regulatory authority.
Credentials: In recognition of the varying amount of time required for source verification of credentials,
the candidate will be considered once all the relevant documents have been received for verification by
the Physician Credentials Repository. The medical regulatory authority has the right to reverse its
decision if verification is not possible, if adverse information is uncovered, or if the candidate
withdraws consent to view the document or documents.
Medical Council of Canada Evaluating Examination (MCCEE)
A.2 To be completed after a candidate is offered a practice-ready assessment but before

beginning over-time assessment
1) Good standing/character: the candidate must provide evidence of good character through several
processes, for example: self-disclosure, certificates of professional conduct from each and every
jurisdiction in which they held a license, letters of reference, and any other information as required
by the medical regulatory authority. Processes to demonstrate evidence of good standing /
character include self-disclosure (best achieved through the application process) and criminal
record checks and letters of reference.
2) Fitness to practise (physician health): the candidate must provide evidence of fitness to practise
(physician health) through several processes, for example: self-disclosure, certificates of professional
conduct from each and every jurisdiction in which they held a license, letters of reference, and any
other information as required by the medical regulatory authority. Processes to demonstrate evidence
of fitness to practise include self-disclosure (best achieved through the application process) and
criminal record checks and letters of reference.
3) At minimum, the Medical Council of Canada Evaluating Examination; preferably, the MCC Qualifying
Examination Part I.
Page 22

B. Standard for the Issuance of Provisional Licensure Applicable to PRA
General Practitioners/Family Physicians

1. MD Degree (WDMS 2000 or IMED) or Doctor of Osteopathic Medicine (U.S.);
and
2. At minimum the MCC Evaluating Examination; preferably the MCC Qualifying Examination Part I 9
N.B.: this does not apply to physicians with academic appointments (see Exemptions);
and
3.
a) Satisfactory completion of a nationally approved two-year discipline-appropriate postgraduate
training program in general practice or family medicine, with certification of satisfactory completion
of training and of registration/recognition as a general practitioner/family physician within the
jurisdiction;
or
b) Satisfactory completion of at least one year of discipline-specific postgraduate training in general
practice or family medicine, and three years of discipline-specific time in independent practice as a
general practitioner or family physician outside of Canada (see B.2 for questionnaire on recent
practice experience);
and
4. A competency-based, pre-practice assessment in Canada 10.
For the MCC Evaluating Examination and the MCC Qualifying Examination Part I, the standard is to record success only.
For the pre-assessment (filter) components and the competency-based, pre-practice assessment, the standard is to record
the result (pass / fail / incomplete / withdrawal) from all Canadian jurisdictions and consent to do so will be obtained from the
candidates.
10
Page 23

Appendix B.2 Practice Experience
IMPORTANT: All questions in this section refer to the candidates three years of practice immediately
prior to this application.
ATTESTATION TO INDEPENDENT GENERAL PRACTICE
I attest that my most recent practice in the discipline of general practice/ family medicine (within the
last 3 years of my reported practice experience) has been independent, meaning that I have practised
without supervision or oversight by another physician.
Yes
No. Briefly explain: _____________________________
I attest that my most recent practice as described above was exclusively in primary care general
practice, I was not acting as a consultant to other physicians and not seeing patients referred by other
physicians
Yes
No. Briefly explain: _____________________________
CLINICAL PRACTICE SETTING
Please indicate all the clinical practice settings that apply to your most recent practice and the average
% of the time you spend in each setting in a typical month (please note that the total amount of time
must add up to 100%).
Clinical practice setting

1
2
3
4
5
Ambulatory / office practice

Hospital
Emergency
Long-term care
Other (please specify):
Total time
Average % of time spent in this

setting in any month
100%
Page 24
DRAFT Working Document
SCOPE OF PRACTICE AND PATIENT POPULATIONS

Please indicate all categories of care that apply within your most recent practice. For each category, you will be required to provide a brief
description and indicate the volume (number of patients).
(A) Obstetrical care: provide a summary description in the chart below of the type of obstetrical patients/cases you routinely encounter in
your most recent practice. Where applicable, include numbers of cases in each of the areas.
Pre-natal
Intra-partum (attendance at delivery)
Post-natal
(B) All others (please complete the table): provide a summary description in the chart below of the type of patients/cases you routinely
encounter in your most recent practice.
PATIENT POPULATION
OBSTETRICAL
PEDIATRIC
Neonate
PATIENTS PRESENTING
Child
ADULT
Adolescent
Young adults
Other adults
Geriatric
With medical conditions

With surgical conditions
With psychiatric
conditions
At the end of life
Percentage of Most
Recent Practice (must add
up to 100%)
Page 25

NAC-PRA FamilyMedicine Standards2015

Uploaded by

Copyright:

Available Formats

NAC-PRA FamilyMedicine Standards2015

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

NAC-PRA FamilyMedicine Standards2015

Uploaded by

Copyright:

Available Formats

NAC PRA Family Medicine Standards

PRACTICE READY ASSESSMENT

P AN -C ANADIAN PRA P ROCESS D ESIGN

F AMILY M EDICINE PRA S TANDARDS

May 15, 2015