The roles and responsibilities of medical school faculty are continually evolving alongside changes in the healthcare system and society. Faculty must be creative and effective teachers, successful researchers, productive clinicians, competent administrators and academic leaders. Faculty development, now a mainstay in medical education, provides support to faculty and their changing needs. Faculty developers play a crucial role in this process, yet their roles and experiences have been largely overlooked in the literature. What do faculty developers do in their daily work? What does competence look like in faculty development? How can we optimize training for competent faculty developers? Lindsay will share findings from her empirical research exploring competence in faculty development and discuss implications for training.Session Details & Video
Is it possible to have a workplace pedagogy? If so, why should educators care? In this presentation, Paula Rowland will bring an organizational studies perspective to theories of workplace learning. Recognizing workplaces as clinical learning sites brings attention to how learning is achieved or stymied, and to what effect for students, professionals, and patients. The topics covered in this presentation will have implications for the ways we think about interprofessional practice, mentorship, and the very conceptualization of health care organizations. These perspectives - and the implications for educational practice - are particularly relevant as health care organizations aspire to be become "learning organizations".
The Royal College of Physicians and Surgeons of Canada recently updated their CanMEDS
competency framework. Among the significant updates was the explicit integration of quality
improvement (QI) as a core competency. A major and widespread challenge to translating these
training expectations into practice is the availability of faculty with the expertise to lead and implement
QI curricular initiatives. One potential approach to address the need for capacity building
through faculty development in QI is to treat faculty and residents as co-learners. This presentation
examines the process of this co-learning approach and its impact on longer-term outcomes related
to capacity building for mentoring and teaching QI.
hallways of our health care institutions and the pages our health care journals
echo with various versions of the refrain, “Kids these days…”. Concerns are
being expressed about the next generation’s lack of professionalism, respect,
commitment, and even ability to take feedback. While some concerns may be
legitimate, it may also be the case that these generational differences are the
most powerful forces of change in our professions. This session is targeted at
those who are engaged in training the next generation of health care professionals.
Be it resolved that health professions training and learning should take place in healthcare practice settings rather than a classroom setting.
We are ‘unplugging’ our current BPER format and having a debate/discussion about the merits of moving away from any centralized classroom type learning towards all learning taking place in practice settings…
What do you think?
How might this happen?
Why are we even proposing this?
We will begin with a brief overview of the area with leads from several sites presenting a few key points about the topics/debate question. Sites will then engage in their own discussions and we will then come back as a larger 'group' to hear further points/discussion
Many hospitals across the Toronto Academic Health Sciences Network (TAHSN) system have been grappling with describing not only foundational teaching competencies, but what is required to be an excellent clinical teacher. There was system-wide interest to collaboratively develop an actionable model of teaching excellence for use across the network, and beyond.
Leveraging the energy , thinking and resources already generated by TAHSN hospitals, our goal was to develop a model of relevance to all clinical teachers (i.e.not profession-specific), and to identify an actionable set of relational competencies that describe an excellent clinical teacher
This session will describe and discuss a system wide,
co-created model that has the potential to enhance teaching excellence by:
1) Aligning focus across the system
2) Supporting the development of shared language
3) Enabling development of common resources and tools
4) Facilitating evaluation and planning for faculty development of health professionals
The Education Scholars Program (ESP) is a leadership development program
designed to support and enable the success of health professional and health
science faculty in their many roles as educators including their role as an
education leader, scholar and teacher, as well as a faculty developer who
supports their colleagues in their educational work.
This session will only be videoconferenced to Sick Kids, CAMH, Sunnybrook and NYGH.