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	'<p><span class="bold">Broad T-Res Implementations</span><br />Several disciplines have chosen to implement T-Res on a national scale in Canada. This allows each program to have access to benchmark statistical results to provide a context to the results for individuals and their program. Disciplines with most or all Canadian universities participating include:</p><ul><li>Urology (12 programs)</li><li>Pediatric General Surgery (6 programs)</li><li>Plastic Surgery (9 programs)</li><li>General Surgery (11 programs)</li></ul>',
	'<p>As a director of a large urology residency program, data collection with respect to resident activities and performance is critical to have, and often difficult to obtain. Until the advent of T-Res, assessment of resident exposure to all spheres of one&rsquo;s specialty was based on a subjective gestalt. We have been actively using T-Res for years and it is easy to use and reliable. We now collect, collate and analyze this data in an easy and meaningful way according to site and year of training as well as for individual trainees.</p><p>The importance and utility of a tool such as T-Res has been emphasized with its adoption by all the Canadian urology programs. For the first time ever, comparisons between programs can be made. This will have a very positive impact upon assignment of rotations and electives in the future.</p><p class="bold">Dr. Andrew MacNeily<br />Head of Division of Pediatric Urology<br />BC Children&rsquo;s Hospital</p>',
	'<p>Here at McMaster we have experimented with log books and other ways of tracking resident activity. The department has been very impressed with the ease of implementing the T-Res program and the data we have already received. The ability to compare our program to a national data base will be of great help as we determine the needs of our residents.</p><p class="bold">Dr. J. Paul Whelan<br />Program Director, Division of Urology<br />McMaster University, Hamilton, Ontario</p>',
	'<p>The ability to reflect upon learning experiences during medical training and analyze them in a manner that allows for self improvement is fundamental in continuing medical education. T-Res accomplishes just that. By providing an easy to use and efficient data entry system for all patient interactions, including procedures, T-Res allows each individual to reflect upon their experiences and track their own improvements. Areas requiring improvement can be quickly identified and addressed before they become problematic. T- Res is definitely a valuable educational tool for any program, and I recommend its use to any medical trainee.</p><p class="bold">Dr. Jamie R. Newman<br />Gastroenterology, Trillium Health Centre</p>',
	'<p>I use T-Res daily. It is quick and easy to use. I also appreciate being able to give summaries of my operative experience at the end of each rotation.</p><p class="bold">Dr. David Konkin<br />General Surgery Resident, University of British Columbia</p>',
	'<p>T-Res is an electronic tracking tool used at Queen&rsquo;s University to help ensure that all students receive an adequate clinical experience during the clerkship phase.  With the expansion of our student body and  the introduction of regional rotations, T-Res provides an essential link between each individual student and the rotation and Phase coordinators.</p><p>&rsquo;Real time&rsquo; data entry by students allows the early identification of any gaps in experience during required clinical rotations.</p><p>Students are given a list of core patient encounters and skills that they are expected to experience during each mandatory clinical rotation.  By entering data into a mobile device or web-based interface, students log their experience and document achievement of each required clinical scenario or skill.  While students are not expected to track every clinical encounter, they may choose to enter data above the minimum required and use the software as a tool to monitor their experience and depth of learning in more detail.  Faculty coordinators receive scheduled reports outlining individual student clinical encounters and skills and use this to modify each student&rsquo;s program as necessary.</p><p class="bold">Dr. Lindsay Davidson<br />Phase III Director and Phase IIA MSK Unit Chair, Queen&rsquo;s University</p>',
	'<p>I find the software very user-friendly and I think it&rsquo;s going to make my job as a program director easier.  I&rsquo;ll be able to print out what each resident has done in the different realms (academic, admin and patient care, for example) before I meet with them formally every six months.  Right now I&rsquo;m pulling that info out of a binder.</p><p class="bold">Gail Graham<br />Ottawa Medical Genetics PD</p>'
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