The curriculum map is meant to be a guide for trainees and faculty to help identify which Entrustable Professional Activities (EPAs) should be focused on for a given clinical rotation and depending on the residents’ stage of training. Ultimately, the curriculum map will help trainees meet the EPA training requirements of the Royal College of Physicians and Surgeons of Canada (RCPSC).
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The full list of EPAs as well of the curriculum map for the ¿´Æ¬ÊÓƵ General Pediatrics Program can be found below:
List of Entrustable Professional Activities (EPAs)
Curriculum Map by Rotation
Adolescent Medicine
** In this rotation, please ensure to cover EPAs 6 and 7 as it pertains to the adolescent population.
Stage of Training Legend
TTDÌý-ÌýTransition to Discipline
FOD -ÌýFoundations of Discipline
COD -ÌýCore of Discipline
TTP -ÌýTransition to Practice
Ambulatory Pediatrics
*Early in the academic year, i.e. first 3 blocks, TTD EPAs should be prioritized.
** If possible, please emphasize covering this EPA.
Stage of Training Legend
TTD - Transition to Discipline
FOD - Foundations of Discipline
COD - Core of Discipline
TTP - Transition to Practice
Anesthesia
Rotation | Ìý | EPAs |
---|---|---|
Anesthesia | FOD 7 | Performing basic pediatric procedures |
FOD 10 | Transferring clinical information between health care providers during handover |
Stage of Training Legend
TTD - Transition to Discipline
FOD - Foundations of Discipline
COD - Core of Discipline
TTP - Transition to Practice
Community Pediatrics
Rotation | Ìý | EPAs |
---|---|---|
Community Pediatrics PGY-2 and PGY-3 |
COD 3 | Assessing patients with medical and/or psychosocial complexity |
COD 4 | Diagnosing and managing pediatric patients | |
COD 5 | Providing ongoing management for patients with chronic conditions | |
COD 6 | Assessing and managing patients with mental health issues** | |
COD 7 | Assessing and managing patients with developmental, behavioural, and/or school issues** | |
COD 8 | Recognizing and managing suspected child maltreatment and/or neglect** |
**If possible and clinical situation occurs, please emphasize on these EPAs.
Stage of Training Legend
TTD - Transition to Discipline
FOD - Foundations of Discipline
COD - Core of Discipline
TTP - Transition to Practice
Complex Care Service
**If possible, please emphasize covering these EPAs.
Stage of Training Legend
TTD - Transition to Discipline
FOD - Foundations of Discipline
COD - Core of Discipline
TTP - Transition to Practice
Developmental Pediatrics
** In this rotation, please emphasize covering these EPAs.
Stage of Training Legend
TTD - Transition to Discipline
FOD - Foundations of Discipline
COD - Core of Discipline
TTP - Transition to Practice
Electives
Please note that for elective rotations, EPAs to be covered can vary significantly depending on year of training, trainee’s previous experience with the discipline, cases/situations seen, and type of clinical exposure (inpatient vs outpatient setting).
The EPAs listed above are suggestions, but may well be adjusted depending on areas the trainees and faculty would like to focus on.
Stage of Training Legend
TTD - Transition to Discipline
FOD - Foundations of Discipline
COD - Core of Discipline
TTP - Transition to Practice
Emergency Medicine
Rotation | Ìý | EPAs |
---|---|---|
Emergency Medicine PGY-1 |
TTD 1 | Performing and presenting a basic history and physical examination* |
TTD 2 | Documenting orders for pediatric patients* | |
FOD 4 | Assessing, diagnosing, and managing patients with common pediatric problems | |
FOD 7 | Performing basic pediatric procedures** | |
FOD 8 | Communicating assessment findings and management plans to patients and/or families | |
FOD 9 | Documenting clinical encounters | |
Emergency Medicine PGY-2 |
COD 2 | Resuscitating and stabilizing critically ill patients** |
COD 4 | Diagnosis and managing patients with acute illness | |
COD 9 | Performing core pediatric procedures** | |
Emergency Medicine PGY-3 |
COD 2 | Resuscitating and stabilizing critically ill patients** |
COD 4 | Diagnosing and managing patients with acute illness | |
COD 9 | Performing core pediatric procedures** |
*Early in the academic year, i.e. first 3 blocks, TTD EPAs should be prioritized.
**If possible, please make sure to cover these EPAs. Also note that mock codes/simulation are excellent ways to cover EPA COD 2.
Stage of Training Legend
TTD - Transition to Discipline
FOD - Foundations of Discipline
COD - Core of Discipline
TTP - Transition to Practice
Medical ¿´Æ¬ÊÓƵ and Patient Flow Junior Attending
Rotation | Ìý | EPAs |
---|---|---|
Medical ¿´Æ¬ÊÓƵ and Patient Flow Junior Attending PGY-4 |
COD 11 | Coordinating transitions of care for patients with medical or psychosocial complexity |
COD 14 | Providing teaching and feedback | |
TTP 1 | Leading a general pediatric inpatient service | |
TTP 5 | Analyzing patient safety events to improve quality of care |
Stage of Training Legend
TTD - Transition to Discipline
FOD - Foundations of Discipline
COD - Core of Discipline
TTP - Transition to Practice
Medical Day Hospital
*Early in the academic year, i.e. first 3 blocks, TTD EPAs should be prioritied.
**If possible, please empasize covering this EPA.
Stage of Training Legend
TTD - Transition to Discipline
FOD - Foundations of Discipline
COD - Core of Discipline
TTP - Transition to Practice
Newborn Nursery
Rotation | Ìý | EPAs |
---|---|---|
Newborn Nursery | TTD 2 | Documenting orders for pediatric patients* |
FOD 3 | Providing well newborn care- initial or discharge assessment** | |
FOD 4 | Assessing, diagnosing and initiating management for newborns with common problems |
*Early in the academic year, i.e. first 3 blocks, TTD EPAs should be prioritized.
**Please make sure to cover this EPA.
Stage of Training Legend
TTD - Transition to Discipline
FOD - Foundations of Discipline
COD - Core of Discipline
TTP - Transition to Practice
NICU
Jr NICU rotation |
Ìý |
EPAs |
---|---|---|
NICU PGY-1 Junior CTU |
FOD1 |
Recognizing deteriorating and/or critically ill patients and initiating stabilization and management |
FOD2 |
||
FOD4 |
Assessing, diagnosing and initiating management for newborns with common problems |
|
FOD7 |
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FOD8 |
Communicating assessment findings and management plans to patients and/or families |
|
NICU Silver PGY2 |
FOD2 |
|
COD1 |
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COD4 |
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COD10 |
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COD9 |
Sr NICU Rotations |
Ìý |
EPAs |
---|---|---|
NICU JGH PGY-2 Ìý |
COD1 |
|
COD9 |
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COD10 |
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COD11 |
Coordinating transitions of care for patients with medical or psychosocial complexity |
|
TTP4 |
||
Sr NICU CTU/JGH PGY3 Ìý |
COD1 |
|
COD9 |
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COD10 |
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COD11 |
Coordinating transitions of care for patients with medical or psychosocial complexity |
|
COD12 |
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COD14 |
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TTP3 |
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TTP4 |
NICU Nightfloat Rotation |
Ìý |
EPAs |
---|---|---|
NICU NF PGY-2 |
FOD1 |
Recognizing deteriorating and/or critically ill patients and initiating stabilization and management |
FOD10 |
Transferring clinical information between health care provider at handover |
|
COD1 |
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COD9 |
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NICU NF PGY-3 |
COD1 |
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COD2 |
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COD9 |
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COD10 |
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NICU NF PGY-4 |
COD1 |
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COD2 |
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COD9 |
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COD10 |
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TTP3 |
Stage of Training Legend
TTD - Transition to Discipline
FOD - Foundations of Discipline
COD - Core of Discipline
TTP - Transition to Practice
PICU
PICU Night Float Rotation | Ìý | EPAs |
---|---|---|
PICU Night Float PGY-3 |
COD 2 | Resuscitating and stabilizing critically ill patients** |
COD 9 | Performing core pediatric procedures | |
COD 10 | Leading discussions with patients, families and/or other health care professionals in emotionally charged situations | |
PICU Night Float PGY-4 |
COD 2 | Resuscitating and stabilizing critically ill patients** |
COD 9 | Performing core pediatric procedures | |
COD 10 | Leading discussions with patients, families and/or other health care professionals in emotionally charged situations | |
TTP 3 | Leading discussions about goal of care** |
**If possible please make sure to cover these EPAs. Also please note that mock codes/simulation are excellent ways to cover EPAs FOD 1 and COD 2.
Stage of Training Legend
TTD - Transition to Discipline
FOD - Foundations of Discipline
COD - Core of Discipline
TTP - Transition to Practice
Resident Continuity Clinic (RCC)
**If possible, please emphasize these EPAs.
Stage of Training Legend
TTD - Transition to Discipline
FOD - Foundations of Discipline
COD - Core of Discipline
TTP - Transition to Practice
Rural
**If possible and clinical situation occurs, please emphasize these EPAs.
Stage of Training Legend
TTD - Transition to Discipline
FOD - Foundations of Discipline
COD - Core of Discipline
TTP - Transition to Practice
Social Pediatrics
Stage of Training Legend
TTD - Transition to Discipline
FOD - Foundations of Discipline
COD - Core of Discipline
TTP - Transition to Practice
Wards
*Early in the academic year, i.e. first 3 blocks, TTD EPAs should be prioritized.
Wards Sr Rotation |
Ìý |
EPAs |
---|---|---|
Wards Sr - Block 1 |
COD3 |
Assessing patients with medical and/or psychosocial complexity |
COD4 |
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COD10 |
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COD12 |
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COD14 |
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TTP5 |
Analyzing patient safety events to improve quality of care*** |
|
Wards Sr - Block 2 |
COD3 |
Assessing patients with medical and/or psychosocial complexity |
COD5 |
Providing ongoing management for patients with chronic conditions |
|
COD10 |
||
COD11 Ìý |
Coordinating transitions of care for patients with medical or psychosocial complexity |
|
COD12 |
||
COD14 |
||
TTP4 |
||
TTP5 |
Analyzing patient safety events to improve quality of care*** |
|
Wards Sr - Block 3 |
TTP1 |
|
TTP4 |
||
TTP5 |
Analyzing patient safety events to improve quality of care*** |
**If possible, please emphasize these EPAs.
***The TTP 5 EPA should be assessed at least once over the trainee's three blocks of wards.
Wards Night Float Rotation | Ìý | EPAs |
---|---|---|
Wards Night Float Jr Block 1 and 2 |
TTD 2 | Documenting orders for pediatric patients* |
FOD 9 | Documenting clinical encounters | |
FOD 10 | Transferring clinical information between health care providers during handover** | |
Wards Night Float Sr Block 1 and 2 |
FOD 10 | Transferring clinical information between health care providers during handover** |
COD 3 | Assessing patients with medical and/or psychosocial complexity*** | |
COD 4 | Diagnosing and managing patients with acute illness*** | |
COD 14 | Providing teaching and feedback |
*Early in the academic year, i.e. first 3 blocks, TTD EPAs should be prioritized.
**If possible, please emphasize these EPAs.
***Could be done via infirect observation (i.e. verbal discussion of the assessment and management of a patient overnight).
Stage of Training Legend
TTD - Transition to Discipline
FOD - Foundations of Discipline
COD - Core of Discipline
TTP - Transition to Practice
How will this change what you need to do as a clinical supervisor or resident in our program?
- At the start of each shift or clinic or service week with a pediatrics resident, identify together 1-2 EPAs that you would like to target.
- Consult this website to become familiar with those EPAs.
- Remind the resident/faculty to generate the appropriate direct observation assessment tool for that EPA (Narrative form for clinical skills; O-Score for technical skills).
- Observe the EPA(s) and provide/receive timely feedback while completing the form.