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Contexte : Les facultes de medecine francophones au niveau mondial (139), conscientes de leurs obligations, s’engagent pleinement envers leur responsabilite sociale avec l’objectif de repondre au mieux aux besoins des populations qu’elles ont le mandat de servir. En 2012, elles ont mis sur pied un projet international de recherche-action sur la responsabilite sociale. Apres quelques annees de travaux, elles ont recemment elabore un plan strategique pour la periode 2015-2020 pour confirmer leurs engagements, mieux coordonner les actions, en faire un suivi plus rigoureux et en augmenter l’impact. Exegese : Le plan se fonde sur trois axes specifiques d’intervention : l’impact, l’accreditation, les partenariats/collaborations. Ceux-ci sont renforces par trois axes transversaux de soutien : plaidoyer/formation/expertise, dissemination/leadership, organisation/ressources. Les objectifs de chacun des axes ainsi qu’une serie d’actions prioritaires pour la periode 2015-2017 sont presentes. Conclusion : Ce plan strategique confirme l’engagement concret des facultes de medecine francophones envers leur responsabilite sociale pour les prochaines annees.

Background: Bridging the theory of psychometric assessment to an evaluation instrument is a challenging and continuous task. Such a task was completed for the SP-based OSCE licensing examination used in Quebec since 1990.Purpose: To review the comprehensive series of psychometric studies undertaken on the examination based on the theory of psychometric assessment. Methods: The examination is a 5.5 hour-long OSCE composed of 26 clinical cases of7, 10 or 15 minutes' duration. Candidates' total scores and case scores are used for licensing decisions. Reliability coefficients were obtained as well as generalizability studies to assess the impact of examination sites (4), tracks (14) and languages(French and English) on candidates' results. Its content validity was assessed by experts as well as by practicing family physicians, examiners and exam coordinators. Concurrent validity was assessed. Through differential item functioning (DIF)statistical approach, possible gender biases were analyzed. The predictive validity of the examination scores on selected aspects of practice was analyzed as well as the impact of the examination on the teaching and learning process.Results: These studies confirmed the validity, reliability and generalizability of the examination scores. No biases were demonstrated. Examination scores predicted elements of practice. Educational impact was present.Conclusion: This study confirmed the quality of the examination, ensured its continuous improvement and supported the inferences made from the examination results.

Medical examinations translated into two or more languages may discriminate against one or more of the linguistic groups involved if the quality of the translations is poor or if the “medical cultures”; of the different linguistic groups are not identical. The most striking aspect of a literature review of the subject is the paucity of published reports. Over the past 3 years, the authors have gained considerable experience in translating large‐scale objective structured clinical examinations into French and English. Analysis of the examination results is described and leads to the conclusion that the translation does not discriminate against either linguistic group. The translation process developed for these examinations is presented, and hypotheses to explain the scarcity of literature on the subject are developed.

Background : The World Health Organization advocates for faculties of medicine to orient health professional education toward the needs of the populations graduates are to serve and to include a greater emphasis on primary health care. It was in this framework that in 2007, the Faculty of Medicine and Health Sciences at the Universite de Sherbrooke (FMHS-UdeS) in Canada and the Facultad de Medicina de la Universidad de la Republica (FMUdelaR) in Montevideo, Uruguay developed a comprehensive collaboration to sustain the development of family medicine in both universities through education, practice and research. Activities and Outcomes : In addition to information sharing through email and teleconferencing, this five year collaboration has included 28 bilateral visits by the two institutions' teachers and leaders. During these visits, Uruguayan members participated in workshops and benefited from exchanges during educational and clinical activities. Interactions led to the improvement of their skills as teachers of family medicine with an emphasis on clinical teaching, supervision, feedback to learners in clinical evaluations, use of various educational methods, use of standardized patients for teaching and evaluation, and research. FMHS-UdeS members learned about the community aspects of family medicine in Uruguay and reflected on how these could be implemented to the benefit of Canadians. Conclusions : The international collaboration forged between the FMHS-UdeS and the FMUdelaR represents a socially responsible endeavor that has been highly rewarding for all involved. It represents a significant learning opportunity for each group aiming to better prepare physicians to serve as primary health care providers in their communities.

Objective To assess whether the transition from a traditional curriculum to a community oriented problem based learning curriculum at Sherbrooke University is associated with the expected improvements in preventive care and continuity of care without a decline in diagnosis and management of disease. Design Historical cohort comparison study. Setting Sherbrooke University and three traditional medical schools in Quebec, Canada. Participants 751 doctors from four graduation cohorts (1988-91); three before the transition to community based problem based learning (n = 600) and one after the transition (n = 151). Outcome measures Annual performance in preventive care (mammography screening rate), continuity of care, diagnosis (difference in prescribing rates for specific diseases and relief of symptoms), and management (prescribing rate for contraindicated drugs) assessed using provincial health databases for the first 4-7 years of practice. Results After transition to a community oriented problem based learning curriculum, graduates of Sherbrooke University showed a statistically significant improvement in mammography screening rates (55 more women screened per 1000, 95% confidence interval 10.6 to 99.3) and continuity of care (3.3% more visits coordinated by the doctor, 0.9% to 5.8%) compared with graduates of a traditional medical curriculum. Indicators of diagnostic and management performance did not show the hypothesised decline. Sherbrooke graduates showed a significant fourfold increase in disease specific prescribing rates compared with prescribing for symptom relief after the transition. Conclusion Transition to a community oriented problem based learning curriculum was associated with significant improvements in preventive care and continuity of care and an improvement in indicators of diagnostic performance.