Beverley Spence, MSW, RSW, Adjunct Professor, Department of Family and Community Medicine, University of Toronto
Ian A. Waters, MSW, RSW, Social Worker and Professional Practice Leader, Department of Family and Community Medicine, Toronto Western Hospital at the University Health Network; Assistant Professor, Department of Family and Community Medicine, University of Toronto
Danny S.C. Yeung, MD, CCFP, CGPP, FCFP Assistant Professor, Departments of Psychiatry, and Family and Community Medicine, University of Toronto; Senior Faculty & Head of International Development, Accelerated Experiential-Dynamic Psychotherapy (AEDP Institute)
Working With Families Institute, Department of Family & Community Medicine, University of Toronto
Posted: August 11, 2015 Format: PDF
Using Community and Family Resources
Two of the four principles of family medicine outlined by the College of Family Physicians of Canada are “the physician is a resource to a practice population” and “family medicine is a community-based discipline”. Family practice is significantly influenced by community factors. As a member of the community, the family physician is able to respond to people’s changing needs, adapt quickly to changing circumstances, and mobilize appropriate resources to address patients’ needs. Family physicians involve families in patient care and use referrals to specialists and community resources judiciously. It is vitally important for family physicians to have knowledge of local community resources that are appropriate for their patients. This module outlines some of the types of resources that may be useful, and how family physicians can utilize those resources to improve their care to their patients.
This is one educational module in a series produced by the Working With Families Institute to provide a learning resource for physicians dealing with common medical and psychosocial issues that have an impact on families. The modules seek to bridge the gap between current and best practice, and provide opportunities for physicians to enhance or change their approach to a particular clinical problem. They use a problem-based style and real case scenarios that pose questions to the reader. The cases are followed by an information section based on the latest evidence, case commentaries, references and resources. The modules are designed for either individual learning or small group discussion.