Key priorities in distributed medical education: Results of a national survey of DME leaders
Creators: name: Johnston, Aaron
name: Ram, Rithesh
name: Landry, Michel
name: Yeung, Marianne
name: Archambault, Dominique
name: Bell, Amanda
name: Hatcher, Sharon
Publisher: name: F1000 Research Limited
Year: 2024

description: <b>Abstract - Presented at AMEE 2024 as ePoster with Live Presentation<br>
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Background:  </b> <br>
Distributed Medical Education (DME) is a well-established model of medical education in Canada whereby learners are placed to learn in communities, often rural, away from the health science center. DME provides generalist education that benefits learners in generalist and specialist careers. Each year, over 440 undergraduate medical students begin their training based at Regional Medical Campuses (RMCs), and many more students participate in<br>
Longitudinal Integrated Clerkships (LICs), rural rotations and other DME experiences. Canadian medical schools are under tremendous pressure to increase training positions and to link these positions to areas of workforce need. DME is closely aligned with priorities of Canadian medical schools, offering avenues for growth, increasing equity and diversity of trainees through offering training in diverse settings, and connecting to social accountability by producing the rural and regional doctors of tomorrow.  <br>
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<b>Summary of Work: </b> <br>
The Association of Faculties of Medicine of Canada’s (AFMC) Distributed Medical Education Network - Advocacy Working Group conducted a national survey of DME leaders across Canada to determine key challenges and priorities at the local and national levels. The survey was available online in both official languages, English and French. We received 25 responses from DME leaders with a skew towards senior leaders at the decanal or director level.  <br>
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<b>Summary of Results: </b> <br>
Results demonstrate that DME is in a growth phase across Canada and is tightly connected to both medical school expansion and social accountability. DME reputation is positive among medical school leadership and DME preceptors but there is room for growth among students and urban faculty. Common challenges were identified among DME leaders.<br>
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<b>Discussion: </b><br>
We identified three key challenges present across Canadian DME: <b>Finances, Governance, and Faculty</b>. DME programs need sufficient resources and autonomy to develop effective local solutions to challenges. Per capita costs are greater in the DME model of education and adequate funding is essential to achieve program goals. DME faculty have different work profiles than urban faculty and would benefit from tailored faculty development programs and career paths. These three challenges were remarkably consistent across the country and in both language streams.<br>
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<b>Conclusion and Take-home Message: </b><br>
Similarities in DME challenges in Finances, Governance, and Faculty present opportunities for collaboration, national standards, and multi-site research and scholarship as novel ways to address issues that are currently managed at the institutional or local level.   <br>
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<b>Acknowledgements<i>:</i></b><i> </i>Support from the AFMC - DME Network and from Marie Horton