Training In Canada Research Articles

Professional psychology training in Canada: How did we get here and where could we go?

Professional psychology training in Canada: How did we get here and where could we go?

INVESTIGATING THE GENDER GAP IN CARDIAC SURGERY RESIDENCY

There is a major gender gap between male and female prevalence in cardiac surgery (CSx) residency training in Canada. Female medical students’ match rate to CSx is lower than that of their male counterpart despite displaying a similar interest to the speciality. To this date, the factors driving this difference are unknown. Our goal was to investigate the perspectives of medical students with regards to CSx residency training. We sent a web-based survey to all medical students at Western University between October and December 2018. All data was collected anonymously and analysed to compare males to females’ perceptions of CSx training. Fisher’s exact test was used to compare categorical responses. Statistical significance was set below 5%. A total of 153 students (63 males (42.2%) vs. 90 females (58.8%)) completed the survey. Both groups were equally distributed between the four years of medical school (p=ns). Mean age was 26.2+/-2.6 years for males and 25.5+/-2.3 years for females (p=0.12). Marital status did not differ between both groups (single: 55.6% vs. 46.7%, p=0.3) nor did the previous academic background (post-graduate studies: 23.8% vs. 20%, p=0.69). Females felt getting accepted to a CSx residency more challenging than males (63.8% for males vs. 85.6% for females, p=0.03). Both genders had similar impression regarding the difficulty of completing the residency program (p=1). When asked about the most difficult aspect about a career in CSx, more males expressed significant concerns about finding a job after completing the residency training (25.3% vs. 11.0%, p=0.02). A similar number of students expressed strong interest in applying to a residency in CSx (19.0% vs. 16.7%, p=0.83). When the students interested in applying to CSx program were asked about factors that might limit them from applying, more males expressed concerns about maintaining a work-life balance (50% vs. 6.67%, p=0.02), and again, more females expressed fears of not getting matched into CSx residency (25% vs. 73.3%, p=0.02). Despite showing a strong interest in completing a residency in CSx, female medical students perceive a significant fear of not getting matched to the speciality, which limit them from applying. On the other hand, males are mostly concerned about finding a job and maintaining a balanced life-style during and after completing training. The perceived fear among female students could be due to a misbelief of being at a gender disadvantage, and residency programs should work toward eliminating such fears.

Neurosurgical Training in Canada: Changing Landscape with Ongoing Challenges

Neurosurgical Training in Canada: Changing Landscape with Ongoing Challenges

Space Medicine Training in Canada

INTRODUCTION: Aerospace medicine training is often difficult to obtain outside of military education streams. Undergraduate medical trainees and residents may undertake training opportunities, but often have trouble locating programs and/or receiving credit for their experiences and learning. In many countries, no formal aerospace medicine training program or pathway exists and trainees must search out opportunities on their own. Canada is used as an example of a country which, until recently, had no defined civilian aerospace medicine training program or credentialing pathway. Recent development of a Diploma in Aerospace Medicine certified by the Royal College of Physicians and Surgeons now outlines a series of competencies for trainees and medical professionals seeking advancement in aerospace medicine. Growth of the aviation and aerospace fields will require more training opportunities and more aerospace medicine professionals to support the increased number of aviators and the spacefaring population. This will be particularly important as commercial space companies develop the potential for civilian spaceflight. While few opportunities exist for training, we highlight the major aerospace medicine training opportunities that have been recently available to Canadians. It is our hope that highlighting previous and current opportunities may aid in the development of a formal training program leading to certification in aerospace medicine for Canadians and act as an example for other nations.Sirek A, Samoil K, Harrison MF. Space medicine training in Canada. Aerosp Med Hum Perform. 2019; 90(8):725-729.

Attitudes Towards Research During Residency Training: a Survey of Canadian Radiation Oncology Residents and Program Directors.

Radiation oncologists require clinical appraisal and research methodology skills, yet it is unclear how to develop these competencies during residency. We sought to attain a deeper understanding of the barriers that limit, as well as the factors that promote, engaging in research/scholarly activity during radiation oncology residency training in Canada. Following ethics approval, online surveys were circulated to all Canadian Radiation Oncology program directors and residents. Unidentifiable demographics, prior research experience, and descriptions of current research environment and barriers to engaging in research and scholarly activities were collected. Thirty-three percent (35/105) of residents and 71% (10/14) of program directors responded. Ninety-seven percent of residents, and 90% of program directors, agreed or strongly agreed that research/scholarly activity was an important part of residency training. While 66% of residents felt that there was a lack of protected time for research/scholarly activity, only 20% of program directors agreed this was a barrier (p = 0.011). While 94% of residents thought mentorship was important to completing high-quality research/scholarly activity, only 48% of respondents had a mentor. The highest barriers to completing research/scholarly activity projects were lack of protected time (for both residents and faculty), high resident clinical workload, and lack of experience in research skills. Canadian Radiation Oncology residents expressed strong enthusiasm to participate in research/scholarly activity, yet lack of protected time and competing demands were identified as major barriers. We suggest programs offer more protected time for research/scholarly activity, provide optional research methodology training, and support meaningful mentorship relationships.

Medical oncology trainees’ perceptions of their education and preparedness for independent practice.

10536 Background: This original research assesses Canadian Medical Oncology (MO) residents’ perceptions and satisfaction with their education and preparedness for practice prior to initiation of Competency Based Medical Education (CBME). Methods: Digital surveys were sent to MO residents in Canadian training institutions yearly from 2014–2017. Because of lower than expected response rates, invitations were subsequently extended to recent graduates completing training between 2009–2014. Ethics and funding were granted by Queen’s University. Results: A total of 71 surveys were received with representation from 11 training programs. Preparedness for Practice: Current trainees and recent graduates ranked preparedness for practice similarly in all assessment domains except Medical Expert (trainee mean 3.50, graduate mean 4.45, p=0.004; 1=not prepared, 5=well prepared). Means for the combined cohort shown in table. Usefulness of teaching modalities: Participants ranked learning in a clinical setting as most useful (6.53/8, 1=least useful, 8=most useful) and educational sessions by residents (4.24/8) and Journal Club (3.74/8) as least useful. Most participants felt their training was a shared learner-teacher responsibility (56.1%) or was learner-centered (22.5%). Quality of teaching: Participants reported similar levels of satisfaction with teaching across domains except for Manager which scored lowest (3.46/5, 1=poor, 5=excellent). Self-assessment of skills: Participants were most satisfied by their ability to assess their own performance and competence at the end of training (7.16/10, 1=not satisfied, 10= very satisfied). The degree to which their programs set expectations about required knowledge, skills, or attitudes at various points in training (6.63/10) and participants abilities to self-assess these skills during their training (6.64/10) scored lower. Conclusions: Participants reported low satisfaction with their ability to self-assess during their training and their training programs’ ability to communicate expectations. Transition to CBME training may address these issues, and follow-up is required.[Table: see text]

Dermatologic Training and Practice in Canada: A Historical Overview.

The specialty of dermatology is constantly changing to meet the medical needs of our society. The discipline is in flux because of a variety of factors such as growing population needs, technological advancements, fiscal restraint, and demographic changes. As part of an in-depth review of the specialty, the Dermatology Working Group (DWG) for the Royal College of Physicians and Surgeons of Canada sought to determine whether the current training configuration is suitably preparing graduates to meet the societal health needs of dermatology patients. In this first of a 2-part series, the authors conducted comprehensive literature and historical reviews and a jurisdictional analysis to understand the current state of dermatology practice in Canada. Herein, they explore trends in the dermatology workforce, population needs, accessibility, and wait times, as well as issues in undergraduate and postgraduate medical education. In a subsequent publication, the DWG will utilize information gained from this historical analysis and jurisdictional review, stakeholder perspectives, and a national survey to shape the future of dermatology training in Canada.

The Canadian pediatric surgery workforce: A 5-year prospective study

BackgroundIn 2014, a survey study of the Canadian pediatric surgery workforce predicted a need for 2 new pediatric surgeons/yr. in Canada. We sought to assess these predictions and evaluate the status of the workforce. MethodsWith IRB approval, a web-based survey was sent to pediatric surgery division chiefs in Canada each year (2013–2017). The survey data included: number of practicing pediatric surgeons, full time equivalent (FTE) positions, and fellowship graduates. ResultsThere was a 100% response rate (18 divisions). From 2013 to 2017, the number of practicing pediatric surgeons and FTE positions increased (73 to 78, and 64.6 to 67.5, respectively). Eleven positions were vacated (4 retirement, 7 new practice), and 18 were filled. Eight were filled by new Canadian graduates, 7 by Canadians previously working in Canada or abroad, and 3 by European surgeons. Thirty-eight fellows completed training in Canada, including 24 non-Canadians who all left Canada. Nine Canadians who started practicing immediately after fellowship took positions in Canada (5) and the US (4). ConclusionsPredictions made in 2014 were largely accurate. There has been modest growth in the Canadian pediatric surgery workforce over the last 5 years. A significant mismatch continues to exist between Canadian pediatric surgery graduates and attending staff positions. Type of studySurvey. Level of evidenceV

Vascular surgery resident training in Canada

The training of vascular surgeons in Canada has evolved over the past decade. Direct entry into a vascular surgery training program after medical school has been offered since 2012. At some institutions, it is the only option for surgery training. The smaller population of Canada and a single-payer health care system has resulted in unique opportunities and challenges for the training of vascular surgeons and providing opportunities for trainees to transition into clinical practice.

A Survey of Training for Temporary Hemodialysis Catheter Insertion During Nephrology Fellowship in Canada: An Update

Background:Controversy exists as to whether the insertion of temporary hemodialysis catheters (THDCs) should remain a mandatory requirement of nephrology fellowship training in Canada. A survey conducted by our group in 2012 showed that many nephrology trainees reported inadequate training to achieve procedural competence.Objective:To determine the current practices and training of the insertion of THDCs in nephrology fellowship programs in Canada and how this has evolved since 2012.Design:A survey study was designed comprising the following sections: demographics, details regarding the number and types of THDCs inserted within the past 6 months of fellowship training, adherence to sterile techniques, the use of ultrasound guidance during THDC insertion, training for THDC insertion received before and during nephrology fellowship, and self-perceived adequacy of training and competence in THDC insertion.Setting:The survey was distributed by e-mail in May 2018 either directly or through Canadian nephrology training programs.Participants:Current trainees of Canadian adult nephrology training programs.Measurements:Descriptive statistics were used to analyze the summarized data. The means and interquartile ranges (IQRs) were used to summarize the number of THDC insertions performed, and the categorical data, including data on training and self-perceived competency, were reported using frequencies and percentages. A chi-squared test was used to evaluate the relationship between those who received simulation-based training and self-perceived confidence in either internal jugular or femoral catheter insertion.Methods:An online survey, available in both English and French, was distributed to all adult nephrology trainees in Canada in May 2018 either directly or through their respective programs.Results:Completed surveys were received from 46 of 136 nephrology trainees across Canada (34%). Of those who responded, the median (IQR) number of combined femoral and/or internal jugular THDCs inserted in the past 6 months of fellowship training was 3 (1-6). Eight respondents (17%) indicated that they had not inserted a THDC in the past 6 months. However, only 7 of 42 respondents (17%) indicated that they did not feel competent or adequately trained to perform either femoral or internal jugular THDC insertion.Limitations:Limitations of the study include participation of trainees at different stages of their training. Many trainees indicated that it was not a requirement to keep a formal log of their procedures performed and likely had recall bias when reporting their procedure details.Conclusions:Nephrology fellows in Canada are performing fewer THDC insertions compared to 2012 but report higher levels of self-perceived competence and better training. This may be as a result of significantly more simulation-based training. Our data suggest that training to procedural mastery using simulation-based techniques may be a path to ensuring adequate training for THDC insertion despite fewer procedures being performed during training.

Reflections of a Principal and Supply Superintendent of Schools in the North-west Territories (1957–1966) and as a Supply Superintendent of Schools in the Province of Alberta (1967–1969)

William Bock was born December 24, 1928 in Manitou, Manitoba. In 1948 Bill, as he was known, graduated from grade twelve at the Mennonite Collegiate Institute and began teaching school “on permit.” In those days it was possible to teach in public schools in Manitoba on application for a permit from the provincial government, if one was to be enrolled in “Normal School”—the earliest form of organized teacher training in Canada. One year later, in 1949, Bill graduated from the Winnipeg Normal School. As requirements for the practice of the profession of teaching steadily increased from the 1960s onwards, Bill found himself back in the classroom as a student for quite a number of years, graduating with a Bachelor of Arts (BA) from the University of Manitoba in 1958. In 1961 he enrolled in the Education Administration program in the Faculty of Education at the University of Alberta, but found he was unable to complete it due to the responsibilities of a wife and four children to support on a limited income.

Assessment and treatment of pediatric behavioral sleep disorders in Canada

Objectives/backgroundThis paper outlines the current state of Canadian training, clinical services, research, and advocacy initiatives related to non-respiratory sleep disorders, with a specific focus on insomnia, the most common sleep problem in children. MethodsInformation for this narrative review was collected from peer-reviewed publications, web-resources, and personal communications and experiences. ResultsIt is estimated that approximately one-third of Canadian children and youth present with insomnia, and that this is impacting their physical and mental health, as well as learning in school. Training in pediatric sleep is limited and highly inconsistent within and across disciplines. While there are some publicly and privately funded pediatric sleep services available, these are mostly focused on respiratory sleep problems and are not equally accessible across the country. ConclusionsPediatric assessment and treatment services for non-respiratory sleep disorders needs to be more integrated into the Canadian health care system.

Understanding the Experiences of Obstetrics and Gynaecology Residents Who Take Parental Leave During Training in Canada: A Needs Assessment.

This study sought to identify and understand the barriers and supports associated with taking parental leave during obstetrics and gynaecology residency training in Canada, with the aim of helping to direct parental leave policies. Participants were recruited by social media, program directors, and through the SOGC. The study included a short demographic questionnaire and a semistructured qualitative interview in person, by either telephone or videoconference. The interviews were recorded, transcribed, and anonymized. Descriptive thematic analysis using the constant comparative method of grounded theory was performed on each transcript by two independent investigators. Codes were applied to each sentence of the transcript to identify the main idea in the text segment. Once coding was complete the investigators looked for relationships among codes to define themes. Data collection continued until a saturation of themes was reached. Fifteen participants from across Canada completed the study. The most significant challenges surrounding parental leave during residency included breastfeeding, difficulty on return to work (skill loss, time management, examination preparation), and work-life balance. The major supports noted included family, colleagues and mentors, adequate childcare, and program flexibility surrounding the leave. Participants' suggestions for alleviating the stressors included a gradual return to work and careful planning surrounding returning rotation. Trainees identified formal program supports, non-surgical or core initial rotation back, and a gradual return to work as important areas to address in policies surrounding resident parental leave during Canadian obstetrics and gynaecology training.

Pediatric sleep disorder medicine training in Canada: past, present and future

Pediatric sleep medicine is rapidly evolving in Canada. As pediatric sleep disorders are increasingly recognized, there is a growing need for clinicians educated in the evaluation and treatment of pediatric sleep disorders. Current pediatric sleep resources in Canada are inadequate to meet the needs of the population. Until this year, there was no formal pathway or specific requirements for pediatric sleep disorder medicine training in Canada and exposure to this field of medicine in post-graduate training was limited. In 2018, the Royal College of Physicians of Canada approved an Area of Focused Competence program for certification and maintenance of competence in Sleep Disordered Medicine. It was designed to ensure adequate breadth and depth of training experiences in this diverse field. The goals of the program are to ensure competence in the assessment and management of adults and children with a range of sleep-wake disorders and sleep-disordered breathing, to interpret sleep investigations, to administratively manage a sleep laboratory and to advance the discipline of Sleep Disorder Medicine through research. The program follows a competency-based model in which, within the year of training, trainees accumulate a dossier of experiences which are evaluated by a Royal College of Physicians and Surgeons committee. This new program will ensure that a critical mass of trained sleep medicine physicians is developed to meet the needs of the Canadian pediatric population and to contribute to advancement of the field of pediatric sleep medicine.

Results from the 2017 Survey of Radiation Oncology Residents in Canada

Previous Pan-Canadian surveys of Radiation Oncology (RO) residents performed in 2003 and 2009 identified job availability as a major concern, and characterized a perceived decline in employment opportunities for radiation oncologists in Canada. The Canadian post-MD education registry indicates that Canadian RO trainee levels rose from 130 in 2003 to reach a peak of 209 in 2009 before declining to approximately 130 in 2017. Recognizing that RO has entered another period of transition, we investigated resident perspectives among a more contemporary cohort of RO trainees in Canada. Surveys were distributed electronically to residents at each RO training program in Canada. Surveys consisted of 116 multiple choice and open-ended questions assessing center demographics, motivations for choosing RO, clinical experiences, didactic learning, research experiences, professional relationships, resident satisfaction, and career aspirations. Questions were constructed based on the 2003 and 2009 Canadian survey, and on previous Association of Residents in Radiation Oncology reports from the United States. Anonymized, aggregate responses from completed surveys were abstracted, and descriptive statistics were calculated. Out of 128 eligible residents, 84 completed the survey (65.6% response rate) with representative sampling from each training year (17.1% - 22.4% each year). Demographics reveal 52.6% were male, 68.4% were Canadian medical school graduates (CMGs), 22.4% held either a master’s degree or doctorate, and 2.6% held additional medical certification. Nearly all respondents (97.9%) were satisfied with their specialty and training program. The most frequently perceived weakness in training was feeling unprepared to be competitive in the job market (42.6%), and 78.7% plan to pursue a post-residency fellowship. Most CMGs (86.1%) plan to practice in Canada, but only 12.8% of respondents believe there is strong demand for RO in Canada. Few respondents believe they can obtain staff positions treating their preferred tumor sites (38.3%), and at their preferred geographic location (27.7%). The job market was perceived by 40.4% to be less competitive than it was 5 years ago, and 59.6% predict it will be less competitive 5 years from now. Canadian RO residents feel adequately trained as competent physicians, and a majority of trainees pursue post-residency fellowships, similar to prior surveys. Although current perceptions of the Canadian job market remain guarded, RO residents are highly satisfied with their choice of specialty and training program, and are more optimistic about their future job prospects. Our survey update provides continued insights into RO residency training in Canada, and identifies opportunities for improvement that could be addressed by the incoming competency-based medical education model for RO.

Management of Acute Contrast Reactions—Understanding Radiologists' Preparedness and the Efficacy of Simulation-Based Training in Canada

PurposeAcute radiologic emergencies, primarily severe contrast reactions, are rare but life-threatening events. Given a generalized paucity of formalized or mandated training, studies have shown that radiologists and trainees perform poorly when acutely managing such events. Moreover, skill base, knowledge, and comfort levels precipitously decline over time given the infrequent occurrence of these events during one's daily practice.The primary aim of this study was to assess radiologists' preparedness for managing acute radiologic emergencies and to determine the efficacy of a high-fidelity simulation based training model in an effort to provide a rationale for similar programs to be implemented on a provincial or national level. MethodsThis was a prospective, observational study of radiology residents and attending radiologists throughout the province who were recruited to attend a full-day simulation-based course presenting various cases of acute radiologic emergencies. Participant demographics were collected at the time of commencement of the workshop. Course materials were disseminated 4 weeks prior to the workshop, and a 17-question knowledge quiz was administered before and after the workshop. Likert-type questionnaires were also distributed to survey comfort levels and equipment familiarity. The knowledge quiz and questionnaire were redistributed at 3- and 6-month intervals for acquisition of follow-up data. ResultsA total of 14 attending radiologists and 7 residents attended the workshop, with all participants completing the preworkshop questionnaire and 90.5% (19 of 21) completing the post-workshop questionnaire. Participants' principle locations of practice were as follows: academic institutions (50%), community hospitals (36.9%), and private clinics (13.1%). A significant increase in knowledge was demonstrated, with average scores of 10 out of 17 (59%) and 14.5 out of 17 (85%) (P < .001) before and after the workshop, respectively. A significant increase in participants' comfort levels in recognizing acute anaphylactic reactions (3.5; 4.7, P < .001), commencing initial management for acute radiologic emergencies (3.3; 5.0, P < .001), and administering the correct dose for anaphylactic reactions (2.5; 4.8, P < .001) was also demonstrated. Moreover, participants became increasingly familiar with the contents and equipment found within contrast reaction kits (2.8; 3.8, P < .01). Repeat evaluations at 3 and 6 months found an average knowledge test score of 13.8 out of 17 (81%) and 10.8 out of 17 (64%), respectively. Comfort levels were also reassessed in recognizing acute anaphylactic reactions (4.5; 4.1), commencing initial management (4.0; 3.9) and administering the correct dose of medication (4.0; 3.7) at 3- and 6-month intervals. ConclusionsAcute radiologic emergencies are rare but life-threatening events that require rapid diagnosis and treatment to mitigate associated morbidity and mortality. Simulation-based workshops are a highly efficacious training model to increase knowledge, comfort levels, and equipment familiarity for radiologists and trainees alike; however, retraining at regular intervals is required.

Point of care ultrasound training for internal medicine: a Canadian multi-centre learner needs assessment study

BackgroundSignificant gaps currently exist in the Canadian internal medicine point-of-care ultrasound (POCUS) curriculum. From a learner’s perspective, it remains unknown what key POCUS skills should be prioritized. This needs assessment study seeks to establish educational priorities for POCUS for internal medicine residents at five Canadian residency training programs.MethodsAll internal medicine trainees [postgraduate year (PGY) 1–5] from five internal medicine residency training programs in Canada (n = 598) were invited to complete an online survey on 15 diagnostic POCUS applications, 9 bedside procedures, and 18 POCUS knowledge items. For POCUS applications and procedures, participants were asked how applicable they are to patient care in internal medicine and the participants’ reported skills in those domains. Self-reported knowledge and skills were rated on a 5-point Likert scale, where 1 = very poor and 5 = very good. Applicability was rated, where 1 = not at all applicable and 5 = very applicable.ResultsA total of 253 of 598 residents (42%) participated in our study. Data from one centre (n = 15) was removed because of low response rate (15%) and significant baseline differences between those trainees and the remaining participants. Of the remaining analyzable data from four training programs (n = 238), participants reported highest applicability to internal medicine for the following applications and procedures: identifying ascites/free fluid [mean applicability score of 4.9 ± standard deviation (SD) 0.4]; gross left ventricular function (mean 4.8 ± SD 0.5) and pericardial effusion (mean 4.7 ± SD 0.5); thoracentesis (mean score 4.9 ± SD 0.3), central line insertion (mean 4.9 ± SD 0.3), and paracentesis (mean 4.9 ± SD 0.3), respectively. Overall reported knowledge/skills was low, with skill gaps being the highest for identifying deep vein thrombosis (mean gap 2.7 ± SD 1.1), right ventricular strain (mean 2.7 ± SD 1.1), and gross left ventricular function (mean 2.7 ± SD 1.0).ConclusionsMany POCUS applications and procedures were felt to be applicable to the practice of internal medicine. Significant skill gaps exist in the four Canadian training programs included in the study. POCUS curriculum development efforts should target training based on these perceived skill gaps.

Seeding agroecology through new farmer training in Canada: knowledge, practice, and relational identities

ABSTRACTAs a concept, agroecology emphasises the interweaving of scientific and traditional ecological knowledge and is evolving in conjunction with farmer-led social movements from around the world addressing the health, equity and ecological sustainability of food systems. In Canada, many new agroecological farmers come from non-farming backgrounds and are finding limited training opportunities and support structures. While there is a growing literature on the evolution of agroecology, there is limited research on the existence and impact of training programmes on the subject-formation of new farmers. In this paper, we consider the subject-formation of new agroecological farmers through a case study of the Everdale Community Learning Centre, one of Canada’s only agroecological farm schools. In particular, we explore how the knowledge, practice, and relational identities of participating graduates are informed by and build on the science, practice, and movement of agroecology. Drawing on a survey and interviews with past participants, we found that Everdale’s education programme contributes to an agroecological subject-formation by promoting the co-creation of place-based agricultural knowledge; teaching the complexities of agroecology practice through both experiential and theoretical training; and, building a supportive community of peers. We conclude with reflections on ways to encourage a greater diversity of new farmer entrants and opportunities to support training programme graduates in establishing successful farms. These findings provide insight into developing new agroecological farmers and supporting the growing agroecological movement in Canada.

Impact of a training program on the performance of graduating Canadian residents on a national urology exam: Results of the last 20 years.

Many factors impact the performance of graduating residents on certification exams. It is thought that most factors are related to the individual candidate's ability, motivation, and work ethic. Less understood, however, is whether a training program has any impact on the preparation and performance of its graduates on certification exams. We present 20 years of results of a national preparatory exam that all graduating residents complete about three months before the Royal College of Physicians and Surgeons of Canada (RCPSC) qualifying urology exam. This exam, known colloquially as QUEST, aims to simulate the RCPSC exam with written and oral components. We aimed to analyze the impact of a training program on the performance of its residents. A retrospective review of exam results from 1997-2016 was conducted. During that time, 495 candidates from all 12 Canadian urology training programs undertook the exam. The performance of graduating residents from each individual program was grouped together for any given year. The different programs were anonymized, as the aim of this study is to assess the impact of a training program and not to rate the different programs. Statistical analysis using one-way ANOVA was conducted. All training programs fall within one standard deviation of the mean for the written component, the oral component, and the overall score. The residents of four training programs had statistically better scores than the overall mean of the written component. The residents of three out of these four training programs also had statistically better scores than the overall mean of the oral component and the overall results of the exam. Most Canadian training programs prepare their residents adequately for this simulated certification exam in urology. However, there are some training programs that consistently prepare graduating residents to outperform their peers.

MULTICULTURAL COMPONENT IN THE SYSTEM OF PROFESSIONAL TRAINING OF TOURISM AND HOSPITALITY MANAGERS IN CANADIAN UNIVERSITIES: EXPERIENCE FOR UKRAINE

The article deals with tourism and hospitality managers’ professional training in Canada. The authors analyse the scientific and pedagogical literature which highlights different aspects of the problem of multicultural component in the system of professional training of tourism and hospitality managers. The research methodology comprises theoretical and applied methods (bibliographical method, analysis and systematisation, content analysis, statistical analysis, synthesis and comparative analysis, mathematical method). The development of tourism and hospitality managers’ professional training is outlined and the emergence of the need for its multicultural component formation is specified. The analysis of tourism occupational standards made it possible to distinguish the knowledge, skills and professional values of tourism and hospitality managers. The formation of the multicultural component, the content, objectives, and priorities of multicultural training are based on three main principles of multicultural education: accessibility, equal opportunities, diversity. The article describes the theoretical and applied elements of multicultural component formation as well as basic forms of organisation: the development of special courses, including additional content elements in curricula and academic programmes, the use of innovative forms and methods of training. The proposals for possible ways to adapt Canadian tourism and hospitality managers’ professional training experience in Ukraine are developed.