Postgraduate program moves forward despite pandemic

Guest blog by Dr. Anurag Saxena, associate dean, Postgraduate Medical Education

In this follow-up to my December 2021 guest blog, I want to highlight the important work the Postgraduate Medical Education (PGME) office continued despite the many pandemic challenges also being managed. This includes our ongoing work to implement Competency-Based Medical Education (CBME), accreditation of all programs and the central PGME office, and the newly developed PGME strategic plan.

I’ll start with this great news: all our residency programs are accredited, with the next follow-up by regular review in November 2023. Currently we are engaged in internal reviews of all our programs, started in fall 2021 and continuing through spring 2022. This includes a review of the PGME office. Thank you to all our reviewers and the internal review team leads in engaging in this exercise, which is extremely important for continuous quality improvement of residency education.

Of course, identifying and addressing areas for improvement is an integral part of this work, but the primary intent remains striving for excellence. Upon completion of these internal reviews, the second phase will begin, to address areas for improvement and enhance the quality of our programs, both individually and collectively, under the leadership of the academic programs enhancement committee. We will be sharing the common themes and the emerging, leading and best practices identified in each program with all programs, so that we can learn from each other.
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The CAnERA accreditation standards can be found here: General Standards of Accreditation for Residency Programs and General Standards of Accreditation for Institutions with Residency Programs.

 CBME is now the norm in our programs, either formally in Family Medicine and most Royal College of Physicians and Surgeons of Canada (RCPSC) specialty programs or by incorporating its principles in the remaining handful of our programs where it hasn’t yet been formally adopted. It will be launched in Diagnostic Radiology in July 2022. We continue our work in transitioning to Elentra as the electronic platform for housing resident information and as an initial step for ultimate integration of curriculum and program administration on one platform. This transition exemplifies true collaboration between Elentra, our CoM and USask information technology professionals, CBD leadership and programs. We are continuing the work in ensuring implementation fidelity and evaluation of CBD components and outcomes.


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We undertook the PGME’s new strategic plan development this year. This process involved extensive stakeholder consultation through surveys and focus groups. This work commenced with assessing the current state (i.e., progress on the previous strategic plan, PGME’s key contributions to the CoM and SHA strategic directions, SWOT analysis), updating existing priorities and drafting new ones, validating and refining the strategic priorities, and highlighting areas of alignment and potential collaboration. We look forward to building on these conversations and emerging partnerships as we move this important work forward.

I would like to thank all of the residents, faculty, staff and leaders and the working group members who informed and developed the plan. A very special thank you to Catherine Delaney, CoM project manager, for her highly effective facilitation of this strategic planning process. The final version of the plan, approved by the PGME planning committee, includes an updated vision, mission and set of strategic priorities and affirms our alignment with the CoM values and principles. The key strategic directions are shown below, and more plan details can be found on our website.


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That we have been able to complete all these important areas of work while navigating the many challenges of the pandemic speaks to the many great people involved directly and in supporting roles in medical residency in Saskatchewan. Thank you to all our residents, program directors, program administrators, administrative team staff, department heads, senior academic and administrative leaders and of course, the PGME unit staff. It indeed takes a village to offer residency education. It is a privilege to work with all of you.

Have a safe and peaceful holiday season

I would dearly have liked to be writing a different holiday message from the one I shared last year. But as you know, circumstances continue to be quite similar to that time, with a few important exceptions. Most of us are at least double vaccinated and some triple vaccinated, now, and we have also gotten much better at following our other important pandemic safety measures.

With the Omicron variant spreading in alarming fashion in the world, we do need to continue to be cautious. Physical distancing, wearing masks, keeping our bubbles small along with making use of rapid testing are all in our tool kit and we are certainly becoming experienced users of all of them! So my first and foremost message to you is to continue to be diligent about pandemic safety measures.

If we each make this important commitment, we will also help alleviate the heavy burden being borne by our healthcare workers. And that’s who my second message is for: to our learners, faculty, staff and all on the front lines of care: we are thinking of you, our college supports you, and across research, teaching and clinical settings we continue our important work to alleviate and solve the challenges of this pandemic.

I thank the entire College of Medicine team—all our learners, staff and faculty—for all your efforts of the past year at a time when I know you were managing change and uncertainty both in your work and personal lives. Together, we have ensured that the CoM has moved forward on delivering education and training, an impressive range of discovery through research, and on prioritizing equity and diversity. I thank you for supporting one another through this and staying committed to our medical school vision and mission.

I wish you and yours a safe and peaceful holiday season, and that all find time to rest and step away from the concerns of the world.

Amidst adversity – courage, empathy, resilience and hope

Guest blog by Dr. Anurag Saxena, Associate Dean, Postgraduate Medical Education

In this guest blog I wish to highlight the impact of COVID-19 on residency programs—particularly on residents. Imagine a resident who has just finished an overnight call after a day’s work and is called back to provide coverage because other colleagues are either sick, or have tested positive for COVID, or are not available for other reasons. Or, imagine a resident who could not complete a critically important learning experience out-of-province because of travel restrictions and now may not complete residency on time. These stories are real and true for many residents.

Since the beginning of the pandemic nearly two years ago, our residents’ well-being and learning have been adversely affected. In addition, increased demands for clinical care—sometimes beyond their residency programs—have been placed on them. This has meant navigating turbulent changes to their residency, including reduced access to some learning experiences (e.g., reduced opportunities for procedural competencies and off-service rotations, and canceled mandatory and elective learning experiences), uncertainty around national examinations, concerns about on-time completion of their residency, and licensure.

At the same time, they were asked to engage in increased provision of clinical care within and beyond their programs (additional work, increased and back-up calls, re-deployment) while also working through the system of ensuring personal protection (PPE, vaccination). The adverse impact on personal well-being is hard to assess, but it has been immense when you consider areas like personal risk, and negative impact on physical, mental, emotional, social, financial, environmental, occupational, and spiritual well-being. These impacts were experienced while adjusting to pandemic-related, external and required measures. I am sure every resident has at least one story they are likely to pass on to the next generation!

Throughout this period, our residents have demonstrated courage and empathy in caring for patients,  while engaged in their own learning and bravely attending to their own well-being. It has not been easy and we cannot count on individual resilience alone—and we know that.  Our residents have told us that their primary level of support comes from within their own residency programs, followed by the PGME office. We will enhance our efforts in our programs and through work with individual residents to ensure we provide meaningful, proactive measures and responses that are based in care and concern.

Although the number of COVID cases in Saskatchewan is on the decline, we are not out of the woods yet, and other pent-up demand will need to be attended to. We are all in this together and this is not the time to give up. When the intensity of the work decreases (we hope soon!) and possibly an easier pace can be achieved, there will be more time to assess the impact of the damage to well-being. This will be a high-risk period when it will be critical to look after ourselves. We all need to reflect and heal and not succumb to the accumulated stresses of these incredibly challenging years.

The responses from our people at various levels—programs, sites, central academic and administrative units, senior leadership, internal and external stakeholders—have been stellar examples of acting with thoughtful stewardship. Under the most trying of circumstances, the agile reactive responses and pre-emptive efforts to stay ahead of demands and challenges in healthcare and residency training sometimes involved changing course, while at other times it was necessary to hold steady as we went through severe turbulence.

Thank you to our program leaders (program, site and associate directors), administrators, department heads, and CBME personnel (Competence by Design leads, Curriculum Committee chairs and members, and academic advisors) for your remarkable efforts in holding the course. Our program leaders have ensured training was delivered through: innovations, utilizing non-clinical learning experiences and COVID and patient-oriented research; on-time completion of residency; and flexible approaches to manage challenges related to redeployment.

The transition to virtual care and virtual learning, and increased use of simulation, has not been easy and continues to be refined. The high intensity work involved in the accelerated CaRMS match process is worth noting. Our postgraduate program directors and program admins ensured fairness of the selection process while adapting to virtual interviews and compressed timelines. No one has buckled under pressure. The courage demonstrated in holding the line on protecting residents from excessive clinical demands speaks to true, people-oriented values and the need to integrate the dual aspects of patient-centeredness and learner focus.

The educational offerings from the central PGME office have continued. We have deliberately looked after: refining the programs to meet needs; improving the rigor of the virtual boot camp for new residents; our quality improvement program; RAPID program; referral program; and the recently adopted TIPS program. Further, the PGME team is working on expanding and increasing the relevance of program director and program administrator workshops and chief resident workshops.

Some leadership aspects have been essential to our journey through this. The senior leadership (both academic and administrative) at the College of Medicine (CoM) has been immensely supportive, trusting and proactive in ensuring work for long-term vision. The changes to policies and flexible approaches to affect systemic aspects (increased funding especially for well-being supports, including but not limited to counselling, and food while on COVID-related call), carryover of leaves and vacations, payout of unused vacations/leaves) were possible only with the trust and support of the senior leadership at the CoM and Saskatchewan Health Authority (SHA). The leadership at Resident Doctors of Saskatchewan (RDoS) and the joint work between RDoS and PGME has been an example of purposeful collaboration and unearthing that our interests are same. The collaborative work with the College of Physicians and Surgeons of Saskatchewan, the SHA, and the national colleges has been instrumental in managing risk, adapting to situations often in a very short timeframe and ensuring public accountability. The support and decisions from the Ministry of Health, the primary funders of PGME, have been timely, agile and undergirded by care and compassion.

Throughout, we have also managed to steadfastly hold our long-term focus for postgraduate medical education in Saskatchewan, as well. I will provide more details of that important work in a follow-up guest blog early in the new year.

 

 

CoM strategic plan renewed to 2025

Extensive work went into the creation of the CoM’s inaugural five-year strategic plan, released in 2017. The collaborative process was a first for us, and was highly successful in engaging so many—across our entire college and from stakeholder and partner organizations—to articulate the plan. Our 2017-2022 plan has served us well, and we have made progress in several key areas, specifically: we’re seeing strength in those foundations of faculty engagement and enablers, and in our research deliverables, and with all of our education programs fully accredited.

As we renew that plan to take us to 2025, which aligns with the university’s planning timeline, college leadership have acknowledged and agreed that much of the original content remains relevant to our ongoing strategic planning approach. With that in mind, we have updated the plan with small but significant changes in its content, to guide our work over the next three to four years. You can see this updated information reflected on the college’s strategic plan webpage. Here, I will highlight some of what has changed in this updated plan.

While the pillars on which we all work continue, as always, to be education and research, we are more concretely identifying the critical role of our social obligations in truly achieving success. The areas of our social obligations we have identified in the renewed plan encompass: Indigenous health; equity, diversity and anti-racism; social accountability; and growth and stability of Saskatchewan’s rural and remote physician workforce.

As we head into 2022, our context has changed, and we need to focus and carry out work in these areas, and respond to what our society needs from us—not only through the lens of a post-pandemic world and our role in helping meet Saskatchewan’s healthcare workforce needs, but through our acknowledgement as a college and society that we can’t claim success or achievement when we leave whole segments of people out and do them harm.

The leadership team of our college agrees that more concrete and intentional planning is needed to ensure we meet our important social obligations as Saskatchewan’s only medical school.

What hasn’t changed, is that our faculty, staff and learners—our team—is the foundation from which we will achieve success in these areas, as well as across our strategic directions. We have reduced the total number of strategic directions – our top priorities – from nine to seven. Those strategic priorities are: Strengthen Research Capacity; Quality Education; Social Accountability; Indigenous Health; Faculty Engagement; School of Rehabilitation Science; and Enablers. Two of the original priority areas—Distributed Medical Education and Health System Alignment—are positioned within Quality Education and Faculty Engagement, respectively, in the renewed plan. This approach enhances our strong commitment to our top priorities and will help us work together to achieve the best outcomes for our college.

A huge number of our faculty, learners and staff, as well as many members of partner organizations, helped us create our original plan, launched in 2017. That work, and the more recent work to renew the plan, has our college on solid footing as we head towards 2025. Thank you, team!

I hope you will take a few minutes to look through the updated strategic plan web page. As always, I welcome your feedback.

Housing as a social determinant of health: a recipe for disaster is cooking in Saskatchewan

Guest blog by Dr. Manuela Valle-Castro, Director, Division of Social Accountability

On October 22, Saskatoon community-based organizations that deliver front-line services to people living in poverty―Quint Development, the Lighthouse, the Elizabeth Fry Society, Prairie Harm Reduction, OUT Saskatoon, the Saskatoon Poverty Reduction Partnership, the Westside Community Clinic, and the Saskatoon Housing Initiatives Partnership, among others―met at Station 20 West in an emergency community meeting to discuss the impacts on their clients of recent changes in social assistance.

They described a situation in which nonprofits are forced to compete with each other for scarce funds to deal with “Band-Aid” programs to address complex social problems, like poverty and homelessness, that are rooted in colonial policy, such as the reserve system and residential schools. They denounced the lack of provincial social support as a situation of “systemic neglect” to the most vulnerable. Almost 85 per cent of homeless people are Indigenous[1]; many are residential school survivors; and many face severe health problems. For example, complications from diabetes lead to amputations, which in turn leaves people facing more barriers.

These clients are not supported to stabilize, throwing them into a cycle of housing crisis, eviction, and homelessness. The provincial government does not fund shelters for people if they are intoxicated, leaving those who are homeless and living with addictions to extreme suffering and sometimes death in the winter, as happened last year to the late Kimberly Squirrel.

The biggest casualties of this systemic neglect are the children of these families. Lacking adequate housing leads to family instability and results in too many Indigenous children disproportionately going into foster care (86 per cent of children in foster care are Indigenous in Saskatchewan). Family disruption is one of the main predictors of incarceration, poverty, overall poor health and short life expectancy.

The failure of our social systems to properly and proactively address these inequities is not just socially and politically unsustainable, but it also results in an extra burden for the health care system and law enforcement. It is economically unsustainable.

We are teaching our students that physicians have a role in advocating for the social determinants of health of a community. We teach them that housing and food security, along with the right to a clean environment are crucial for any individuals’ health. But physicians and their professional associations need to speak up and educate our provincial authorities on the impacts of clearly bad policy on the health of our communities, and on the unnecessary burden that housing insecurity and homelessness puts in our healthcare system.

According to the Royal College of Physicians and Surgeons of Canada:

Physicians are accountable to society and recognize their duty to contribute to efforts to improve the health and well-being of their patients, their communities, and the broader populations they serve.* Improving health is not limited to mitigating illness or trauma, but also involves disease prevention, health promotion, and health protection. Improving health also includes promoting health equity, whereby individuals and populations reach their full health potential without being disadvantaged by, for example, race, ethnicity, religion, gender, sexual orientation, age, social class, economic status, or level of education.

Social accountability means that medical schools also have a mandate to prioritize the health concerns of the communities where they are located, as well as to prepare students with a deep understanding of those health issues so they can effectively address them. Our college has taken on a moral and ethical responsibility to address the health disparities that affect Indigenous peoples and children when we put on our orange shirts and declared that “every child matters” on September 30. Let us live up to it.

 

[1] “2018 Point-In-Time Homelessness Count Saskatoon, Saskatchewan” https://static1.squarespace.com/static/58dd630f3a0411286bd918ad/t/5d11464216f1d70001dfc3da/1561413186855/PIT+Count+2018+Report-web.pdf?fbclid=IwAR3hyap3K0WbTXzfmoT8fZCkacX_7qrbDvc3dtrsdYvE3dU2Bv6HT7NIzPs

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Physicians have a clear advocacy role

Physicians are duty-bound to advocate for the health safety of the people of the communities they serve. It is in the Code of Ethics and Professionalism (Physicians and Society – clauses 37-44) of the Canadian Medical Association, and it is represented in three of the seven CanMEDS roles: health advocate, leader and professional.

It starts in medical school, where we teach advocacy to our students. So it is ingrained in all physicians from early in their training that as professionals they have an important role in advocating for the good health of not just their own patients, but the general public, as well. I believe that we wouldn’t want it any other way.

Our medical doctors are fulfilling their ethical obligation to the public through their advocacy and guidance on our pandemic response. And it seems reasonable that our doctors would be supported in this. For the most part, my experience has been that we doctors are supported in this advocacy role.

But as Saskatchewan struggles in this fourth wave of the pandemic, I am seeing more and more comments and conversations that suggest a lack of understanding of this professional duty of medical doctors. I think of the many physicians on the front lines of care, as well as public health experts and physician leaders, who, on top of all their other work, are doing media interviews—sometimes on a daily basis—to ensure that important information on the pandemic and how to stay safe reaches the public. Their efforts are heroic and deserve our support.

It’s a year since the Maclean’s magazine opinion piece by Canadian physician and writer Dr. Jillian Horton, about “staying in your lane” and the need for doctors to “flood the freeways,” was posted. She reminded us that non-objection is tantamount to silent agreement. As physicians, our role as health advocates compels us to voice our concerns, and I applaud our physicians, physician leaders and medical health officers for their advocacy and leadership through these incredibly hard recent days and weeks, and from the very beginning of this pandemic.

I also want to acknowledge the extensive advocacy and knowledge sharing efforts of our public health experts, epidemiologists and scientists. I extend my heartfelt thanks to all of you, as well as all healthcare workers on the front lines of care, including our medical faculty, students and residents, for all you have done and are doing.

The ‘a’ word

Guest blog by Dr. Athena McConnell, Director, Quality and Accreditation

The word “accreditation” can have an almost immediate effect on people who have had good or bad experiences with the process in higher education. I must admit, as a bit of an accreditation nerd, I love it—which is probably a good quality to have given my role! While accreditation standards and elements are the minimum requirements necessary for medical schools to graduate caring and competent physicians, we can use the same bar to continually improve in how we achieve that mission.

I have been working in accreditation in the College of Medicine since 2010, and the landscape has changed in the past 11 years. In an ideal world, we would have conducted our Interim Accreditation Review (IAR) in 2013, as it was exactly at the midpoint of our 8-year accreditation cycle. Unfortunately, we were in the midst of preparing for a limited site visit from the accreditors. The 2013 visit was just one of the many accreditation activities stemming from the 2009 full site visit.

We held our last full site visit in 2017 and the preparation was extensive, including a mock accreditation visit. The hard work paid of and after two follow-up status reports our medical school has one of the best accreditation ratings among medical schools in the country. Across all 96 elements on which we are reviewed, we are fully satisfactory on 94 of them with the accrediting body.

On October 4 and 5, the college completed its first IAR, since we are now again halfway between site visits. This IAR was completed through a lot of hard work by students, faculty, and staff in the college. The results of an IAR are not submitted to the accreditors. IARs are formative internal reviews intended to find areas the school will need to work on in advance of their next site visit; they allow schools to be proactive in making changes rather than reactive.

Overall, we have done very well in keeping our eye on the ball and keeping that ‘A’ word in mind, which is reflected in our IAR results. Do we still have some areas that require closer attention and maybe a little extra care? Yes. However, we have also identified some areas of strength that have not skipped a beat since the 2017 visit. This is very encouraging and means that regardless of past negative connotations of the ‘a’ word in the college, there has been a significant shift in culture that is showing in our results.

Everyone in the college should give themselves a pat on the back for all of their hard work. The Undergraduate Medical Education (UGME) team in general have worked very hard to ensure that accreditation is front of mind for all staff, faculty, and leadership. Under Dr. Pat Blakley and now Dr. Meredith McKague in the associate dean UGME role, the UGME team has not missed a beat. Some specific groups have continued to excel over the past four years and deserve a special shout out:

  • The UGME Curriculum Committee and all its subcommittees. These groups have really incorporated accreditation into all their endeavours.
  • The Admissions team has been aware of the accreditation requirements and monitoring processes even during an admissions renewal process.

The next full site visit will occur in the spring of 2026. That means that documentation will start to be gathered in the fall of 2024. The IAR results will guide our work from now until then. Based on the level of engagement in the college, I have complete confidence that we will use the upcoming years to ensure a successful 2026 visit.

CoM launches equity and diversity review

I want to make everyone in our college aware of work we have begun with the Saskatchewan Human Rights Commission (SHRC). Our college has invited the SHRC to review and analyze the current state of equity in our institution.

The work was prompted by concerns within our own college community and by broader societal issues like the inhumane treatment of the late Joyce Echaquan in Canada and George Floyd in the United States. This proactive and collaborative review will inform initiatives we will undertake in our college to address issues of systemic inequity. We have engaged SHRC to provide an objective, external point-of-view, and will benefit from their experience in this area from a Saskatchewan context, as well. We recognize this work should have started long ago and now hope to harness the momentum that currently exists in our environment.

We know inequity exists, but at this stage we are conducting research to ensure we have as complete an understanding as possible of the particular issues within our college and to ensure broad stakeholder input. A group, including the CoM’s EDI specialist, Dr. Erin Prosser-Loose, and director of the Division of Social Accountability, Dr. Manuela Valle-Castro, have met several times with members of the team at SHRC, who have been conducting some early research, and are now ready to move forward with stakeholder engagement.

The next step will be a series of interviews with a wide range of people across learner, staff and faculty groups at the CoM to get first-hand information on the direct experiences of members of our team with regard to equity within our college. This is a comprehensive review of our entire college, including but going well beyond things like diversity of the college’s leadership team.

Initiatives will be prioritized by both the external research and literature in this area, and what is learned by SHRC as they conduct the interviews. Once the SHRC has completed its review, the college will receive a report on its findings. This report will be shared with all staff, faculty and students of the CoM, and will be reviewed by college leadership as we work with the SHRC on next steps to prioritize initiatives.

Ultimately, we are intent on making the CoM a better, more equitable and diverse working and learning environment for all.

 

Checking in on our continuous improvement efforts

Next week, from October 4-5, our medical school marks a significant milestone—the interim accreditation review of our Undergraduate Medical Education (UGME) program.

Reminders and deadlines are important in moving anything forward. So it is with accreditation—it provides those critical reminders and deadlines for work that makes us a better medical school. We’ve had such great success not only in our last full UGME accreditation review, but in our recent reviews for both Continuing Medical Education and the School of Rehabilitation Science. Postgraduate Medical Education has been doing great work in preparation of its upcoming review, as well.

Of course, the twenty-first century for our college has been a lot about overcoming challenges and making the needed improvements in our UGME program. That work did not end with the successful outcome of our 2017 full-site accreditation visit. In fact, it is every bit as critical as ever, with the wonderful difference that now we are positioned to a much greater degree to improve and respond proactively rather than reactively. And that’s a lot more fun than the alternative!

When we achieved an eight-year accreditation result, we marked a major turning point. But as accreditation goes, we really are just around the bend from those difficult days and must continue to reinforce our improvements and new ways of doing things to ensure we continue on the right track.

Some context: this review is required by the Committee on Accreditation of Medical Schools (CACMS), but CACMS does not participate in it or review outcomes at this point. More importantly, and as medical schools across the country can attest, this interim review is a very important checkpoint on our way to our next successful full accreditation review. It enables us to identify areas for growth with enough time to make needed changes.

In the past decade, our college (and medical schools across the country) have improved our approach to accreditation, adding structure and devoted resources to support this important work. We created the role of Director of Quality to lead undergraduate accreditation about seven years ago, and that position has been capably filled by Athena McConnell ever since. We have an accreditation specialist supporting the quality lead, and both, as you can imagine, have been working diligently behind the scenes in preparation for this interim review, as have so many others on our team both within and beyond our undergraduate program.

So this interim review, while mandatory, is truly proactive in nature. It will involve two days of meetings—similar though not as extensive as those conducted at our 2017 accreditation visit, and of course virtual rather than face-to-face—with an external reviewer who is here to help us objectively assess our program.

Of course, medical schools are complex organizations, and that means we always have areas that need extra attention. One of the most important aspects of this review will be gaining perspective on how the UGME program can demonstrate collaboration across campuses and sites in order to duplicate each other’s successes and ensure learners in the medical doctor program have a comparable education and experience no matter where they learn.

We are one CoM, and we have great opportunities to improve how we work together as a unified team for Saskatchewan. This is more important than ever as we prepare for all years of the MD program being based from both Saskatoon and Regina starting in August 2022.

Welcome back to campus and all our sites around Saskatchewan

A new academic year has arrived for our college and university, and compared to this time last year, our Saskatoon campus is bustling with more of the usual fall activity. Of course, this is still a different type of start to an academic year for us, as we continue to look after each other’s safety and manage the challenges of the pandemic.

Wherever you are located in our sunny province, I welcome you back and hope the year is getting off to a better, more normal start for you! For medical learners, the return for this academic year was a while ago—at the beginning of July for residents and about a month ago for medical doctor students. Graduate students and researchers are back in the lab and on campus. Some professors are back in the classroom while others continue to deliver lectures remotely, and medical students in Years 1 and 2 are on campus in Saskatoon and in Regina based at the Regina General Hospital. Some members of our staff and academic leadership continue to work remotely with plans to gradually return to campus we believe by January.

I do want to extend a special welcome to all new learners—our first-year medical students, first-year residents, and all new grad students. We are so happy to have you join (or continue) as part of the CoM team!

I don’t want to make light of the challenges we are all experiencing, in different locations and in different ways. I do want to send my encouragement and thanks to each of you, whether you are having to pass through protesters as you enter a medical facility, finding campus life while still under the pandemic requirements challenging, still managing remote work alongside home life, as well as the many other day-to-day changes we need to continue with to be safe and keep one another safe.

A quick reminder: ensure that you provide your vaccination status to USask as required for campus access. It’s a quick and easy online process in PAWS under the Vaccine Status menu item.

Finally, let’s all continue to support one another and be kind.

 

 

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