The College of Medicine, while physically located in Saskatoon, is a provincial resource in attitude and in practice. Postgraduate medical education at the University of Saskatchewan takes seriously its role in supporting quality health care to all people of the province in order to meet the needs of urban, rural and remote populations. To meet these objectives, the College of Medicine has developed distributed training programs in Regina, Moose Jaw, Swift Current, North Battleford, Prince Albert and La Ronge. Residents are encouraged to complete rotations at distributed sites within the province to enhance their knowledge and skills, and take maximum advantage of unique educational opportunities in a diversity of communities.

To find out more about the wide range of postgraduate training opportunities offered at the University of Saskatchewan, browse the program websites below.

Program Contacts

Competence by Design

Competence By Design (CBD) and Competency Based Medical Education (CBME)


The PGME CBD Office’s mandate is to facilitate the implementation of Competence by Design within the Royal College of Physician and Surgeons of Canada’s residency programs. We are here to support programs and residents in enabling the best that competency based medical education has to offer via:

  • Enabling program specific curriculum planning to ensure that each graduate has the skills they need for their future careers.
  • Enabling best practices within program competence committees to give programs the tools they need to ensure all graduates are successful at attaining their goals.
  • Facilitating a coaching culture allowing each learner the optimal environment for professional growth.
  • Facilitating connections between programs involved in competency based medical education to foster innovations and learning from each other.

Message from the Resident Lead Chairs

The Competence by Design (CBD) Resident Lead Advisory Council was created to allow for resident discussion and advocacy in anticipation of CBD implementation within each individual program. It is comprised of a PGME support team, one CBD resident lead from each specialty program as well as a medical student representative. Each CBD resident lead has the responsibility to help lead their program's residents through curriculum transition, and the advisory council provides a unique tool to aid in this important task. 

There are two main avenues through which the council functions to ease the transition to CBD, the first being feedback to the PGME support team. Communication regarding resident engagement and education strategies, and identification of potentially useful resources that the PGME can provide to enable a smooth transition have proven invaluable.

The second avenue is through cross-specialty resident collaboration. The inherent concept of CBD being a resident driven learning model has led to many education initiatives and learning tools being created by residents at a program level. Sharing successes and failures of each program in their journey has allowed for early identification of potential issues and opportunities for growth as a group. The council will be hosting future events for residents in all programs to attend and learn more about the transition to CBD. 

The CBD Resident Lead Advisory Council is also currently in the process of pursuing collective scholarship opportunities given the paucity of literature in the infancy of CBD. 

We would like to thank the PGME and our programs for providing us with the opportunity to collaborate with our colleagues in this way.

Dr. Quinten Paterson, PGY-4 Emergency Medicine, Dr. Scott Willms, PGY-4 Orthopedic Surgery and Dr. Michal Gozdzik, PGY-3 Internal Medicine.




Project Leads


Determining Learner needs for CBD Transitions

Sharon E. Card

Anurag Saxena

Competency based medical education enables learner centered learning by enabling the learner to track and focus on their own needed learning goals. It also depends on frequent coaching feedback with the learner to enable a continuous improvement in performance. To focus change efforts in a meaningful way, the Learner Implementation Working Group will perform a mixed method evaluation of the current learning and feedback climate at the University of Saskatchewan as to understand resident perceptions and readiness to change. A Learning Climate survey annually administered will provide some baseline data. Focus groups will be held at each programs academic session by a neutral interviewer to explore perceptions of CBD and its implementation at the University of Saskatchewan.

Resuscitation and Procedural InterDisciplinary (RAPID) Curriculum Pilot.

Brent Thoma

Paul Olszynski

The RaPID Curriculum will provide Anesthesia, General Surgery, Internal Medicine, and Emergency Medicine residents with training in three areas over 12 half-day sessions: i) Resuscitation, ii) Clinical Ultrasound, iii) Central Venous Catheter Insertion, and iv) Remediation

CBD PGME Office Activities

The CBD PGME Office is here to support and provide resource for discipline specific teams.

  • Please contact to:
    • Book a workshop.
    • Arrange educational sessions.
    • Arrange for specific resources.
    • Assist with problem solving around CBD, for example ePortfolio.

We look forward to working with you!

PGME CBD/CBME Newsletters

CBME Papers

CBME Papers

Extended family medicine training: Measuring training flows at a time of substantial pedagogic change.

Slade S, Ross S,
Lawrence K,Archibald D, Mackay MP, Oandasan IF.

Canadian Family Physician. 2016;62(12):e749-e757. Read online.

 MEdIC Series: Case of the Competency Conundrum – Expert Review and Curated Community Commentary

Case / Questions: Dr. Tamara McColl; Objectives: Dr. Teresa Chan; Expert Commentaries Dr. Brent Thoma Dr. Teresa Chan; Curated Community Commentary Dr. Alkarim Velji; MEdIC Project Lead Dr. Tamara McColl Dr. Teresa Chan; ALiEM Editor-in-Chief Dr. Michelle Lin

Medical Education In Cases Series © Academic Life in Emergency Medicine

Dr. Sharon Card
CBD Lead, University of Saskatchewan
Phone: 306-966-8233

Sam Chymy
Clerical Assistant, CBD
Phone: 306-966-8233

Accreditation Status

The College of Medicine is bound to the standards of accreditation and must meet certain criteria in order to remain an accredited university to teach medicine.

The Royal College of Physician and Surgeons of Canada (RCPSC), the College of Family Physicians of Canada (CFPC), and the Collège des médecins de Québec have partnered and established the Canadian Residency Accreditation Consortium (CanRAC) for Canadian residency education. All residency program in Canada are now accredited on 8-year cycle. The continuous quality improvement is imperative. The Postgraduate Medical Education Office must uphold the General Standards of Accreditation for Institutions and the Specialty Programs/Family Medicine programs must uphold the General Standards of Accreditation for Residency Programs.

All our active residency training programs are accredited for training.

To learn more about the Accreditation of Residency Education and discipline-specific standards, select a link below:

Canadian Excellence in Residency Accreditation (CanERA)

General Standards of Accreditation for Institutions with Residency Programs

General Standards of Accreditation for Residency Programs

Internal Review Process

The Royal College of Physicians and Surgeons of Canada (RCPSC) and the College of Family Physicians of Canada (CFPC) conduct regular on-site accreditation visits to ensure the quality of the residency programs at the University of Saskatchewan.  In order to prepare for these visits and to identify strengths and areas for improvement, an internal review process has been established.

Internal reviews are an integral component of the accreditation process at the University of Saskatchewan and are conducted at least two years prior to the regular RCPSC/CFPC visits.  These internal reviews are intended as a mechanism to assist the university in maintaining the quality of its residency programs.  They also provide the Postgraduate Medical Education Office and Program Directors with valuable information about their programs and enable them to take corrective measures to address any weaknesses before the next RCPSC/CFPC survey.