Safe handling of hazardous drugs.

This evidence-based practice guideline was developed to update and address new issues in the handling of hazardous drugs including being compliant with NAPRA (National Association of Pharmacy Regulatory Authorities) and USP 800 (United States Pharmacopeia) standards, the use of personal protective equipment and treatment in diverse settings including in the home setting. This guideline was developed from an adaptation and endorsement of existing guidelines and from three systematic reviews. Prior to publication, this guideline underwent a series of peer, patient, methodological and external reviews to gather feedback.

Looking Into the Future: The Current and Future State of IR in Canada.

This review explores the priorities and future opportunities of interventional radiology in Canada.

Healthcare leadership ethics: Time for some formal training.

Clinical ethics and clinical ethics supports, particularly regarding resource allocation and end-of-life decisions, are well developed in our healthcare system and in most hospitals; this is not the case for the broader category of leadership ethics. Most health managers and executives regularly need to make leadership decisions/choices that require ethical reflection. Without formal training, regular practice, and broad discussion on this issue of leadership ethics, Canadian hospital leaders are increasingly finding their decisions questioned and often end up in the headlines after being judged as failing to make the ethical grade.

Creating a Competency-Based Medical Education Curriculum for Canadian Diagnostic Radiology Residency (Queen's Fundamental Innovations in Residency Education)-Part 2: Core of Discipline Stage.

Purpose: All postgraduate residency programs in Canada are transitioning to a competency-based medical education (CBME) model divided into 4 stages of training. Queen's University has been the first Canadian institution to mandate transitioning to CBME across all residency programs, including Diagnostic Radiology. This study describes the implementation of CBME with a focus on the third developmental stage, Core of Discipline, in the Diagnostic Radiology residency program at Queen's University.

An ethical approach to considering family presence during COVID-19.

The COVID-19 pandemic has required healthcare organizations to introduce risk mitigation strategies that challenge usual family presence (visitor) policies. Policies within healthcare must be viewed from an ethical lens, which includes ensuring that the patient voice helps guide decision-making. In considering pandemic-specific family presence policies, Kingston Health Sciences Centre, an academic tertiary care hospital in Southeastern Ontario, applied an ethical framework for decision-making.

An innovation procurement clinical framework: A qualitative study.

Innovation Procurement Strategies (IPS) strive for purchasing healthcare solutions that do not yet exist on the market and are increasingly being advocated to improve health outcomes while managing escalating healthcare costs. Due to the newness of IPS, there are limited resources available to healthcare organizations and professionals looking to engage in IPS. The purpose of this study was to develop an evidence-based clinical framework to guide healthcare organizations and professionals.

Creating a Competency-Based Medical Education Curriculum for Canadian Diagnostic Radiology Residency (Queen's Fundamental Innovations in Residency Education)-Part 1: Transition to Discipline and Foundation of Discipline Stages.

Purpose: The Royal College of Physicians and Surgeons of Canada (RCPSC) has mandated the transition of postgraduate medical training in Canada to a competency-based medical education (CBME) model divided into 4 stages of training. As part of the Queen's University Fundamental Innovations in Residency Education proposal, Queen's University in Canada is the first institution to transition all of its residency programs simultaneously to this model, including Diagnostic Radiology. The objective of this report is to describe the Queen's Diagnostic Radiology Residency Program's implementation of a CBME curriculum.

Competency-Based Medical Education in Radiology: A Survey of Medical Student Perceptions.

Purpose: Implementing competency-based medical education in diagnostic radiology residencies will change the paradigm of learning and assessment for residents. The objective of this study is to evaluate medical student perceptions of competency-based medical education in diagnostic radiology programs and how this may affect their decision to pursue a career in diagnostic radiology.

Methods: First-, second-, and third-year medical students at a Canadian university were invited to complete a 14-question survey containing a mix of multiple choice, yes/no, Likert scale, and open-ended questions.