All workshops and events are open to anyone to register, unless otherwise specified.
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Virtual care has become the norm, and will continue to be part of healthcare delivery in the future. Many health professionals have been engaging in a steep learning curve as they move their in person care to online. Some trainees are also involved in the delivery of this care, and yet there is little guidance to inform clinical teachers and educators as to what best practices are to support learning in the context of virtual care.
This workshop will introduce a framework for clinical teachers and educators to be able to prepare, supervise and support a variety of learning goals for learners in the context of various virtual care settings. Participants will have an opportunity to share their experiences to date and to identify approaches they might bring into their own practices and contexts.Full Details
This is an introductory workshop for health professionals who are either contemplating leadership activities in their future or are already engaged in leadership positions that are smaller in scope or at a more junior level.
The workshop will explore different concepts and models of leadership, drawing from the existing literature. We will discuss the benefits and possible reasons why participants might include a leadership role in their career portfolio. Participants will engage in exercises to share and reflect on their own existing leadership abilities and approaches, as well as identify potential gaps in their skills and experience. On this basis, participants will then work on developing action plans to help them further develop as leaders, including identifying appropriate resources and supports.
Participants who have already taken more extensive leadership courses/programs or are already in more senior leadership roles may find they have already covered this workshop’s material. Due to time constraints and focus, this workshop will not cover in detail specific skills and strategies used in leadership (e.g., negotiation skills, running meetings effectively).Full Details
Much of what we do as health professions educators is based upon certain closely held beliefs, ideas and assumptions about practice, competency and education. As health professions education researchers, we regularly trouble these beliefs, focusing our research gaze on our commonly held assumptions using a wide variety of theories and methodological approaches. One research lens that is used somewhat less frequently in health professions education research is a historical lens.
In this talk, Robert will discuss how studying what we have done and thought in the past can be especially effective as a way to understand what we are thinking and doing in the present. More specifically, this talk will explore how using a historical lens can help researchers trouble current assumptions and practices triggering reflexive thinking in the process. In addition, he will discuss how looking retrospectively can help researchers see how trends in politics, funding and research thinking drive educational practice, institutional strategy and curricular objectives in present day.
Please note: The Education Research Community (ERC) is an interdisciplinary mix of aspiring education researchers made up of administrators, educators, and clinical teachers from varied roles, professions, and experience levels with research. It is an informal, friendly environment where members can pick and choose which sessions are of interest to them. ERC is free of charge to anyone who may want to attend.
To learn more about ERC, please visit https://cfd.utoronto.ca/ercFull Details
This workshop is designed for educators who would like to deepen their understanding of learning theories and how such theories can be applied to their daily education practice.
The practice of health professions education is complex and challenging. This workshop will help educators broaden their insights and perspectives on the challenges they face in their educational practice by establishing a foundational understanding of how theories of learning can inform their approaches to teaching and learning.
By the end of the workshop, participants will be able to describe some key theories of learning used in health professions education. Participants will also be able to apply select theories of learning to address common challenges in education practice.Full Details
This workshop will engage participants in activities that highlight various skills are utilized by educators as they plan and deliver educational sessions. Participants will draw on their own educational experiences and practices, as well as be provided with opportunities to share with and learn from other participants about their experiences. An adaptive model of competency that was original developed in the context of faculty developer practice, will be used to frame the session’s activities.Full Details
Following a comprehensive literature review on effective teaching skills, the TLC program was developed. This 7-module longitudinal teaching skills program for multi-professional clinical faculty is informed by social constructivism, andragogy and reflective practice. Modules consist of pre-readings, interactive delivery of theoretical content, the deconstruction of re-enacted video teaching simulations, role plays, group discussion and tip cards.
Each of the TLC modules will be offered throughout the CFD 2020-21 workshop series. Participants are not required to attend all modules and can pick and choose which they attend and in which order. Those who attend at least 6 modules will receive a Certificate of Completion from the Centre for Faculty Development. Those who attend 3 or more modules can join the TLC Train-the-Trainer facilitator workshop the next time it is offered.Full Details
At the University of Toronto, teaching dossiers are submitted as part of the process for performance review, promotion and tenure review or continuing status review.
This session will provide an overview of the content and structure of an effective teaching dossier, with an emphasis on how to align this document with divisional and institutional expectations.
Session participants will review the distinctive qualities of a teaching dossier, and will develop a plan for assembling and strengthening their own dossiers. They will also be led through the first steps of composing a Statement of Teaching Philosophy.
Trainees from across the medical education continuum will come together to share stories and experiences from their educational journey during COVID-19.Session Details
This workshop is for education scholars – people who are engaging in any form of research or evaluation in education. Many of us wear multiple hats – we are clinicians, educators, teachers, scholars, leaders, and advocates. These multiple hats mean that we will, at times, engage in scholarly activities like evaluating a program or conducting research related to our everyday work. All forms of research and evaluation have an ethical obligation and thus require attention to ethically-important moments, beyond the REB approval. For example, how much do you push and probe your interview participant if they seem hesitant to share? Is it okay for you to lead the evaluation of a program you also lead? Who should be an author on a manuscript resulting from your scholarly work? These types of everyday ethical issues can be navigated through a reflexive approach, which we will explore in this workshop.
Participants will learn about the differences and relationships between procedural and practical ethics and about about reflexivity in education research, evaluation, and scholarship.Full Details
Teaching for Transformation: Summer Education Institute (SEI) is an annual 3-day faculty development program, taking place every June. SEI brings together educators, clinicians, administrators, leaders, and scholars interested in the theory and practice of transformative education and critical pedagogies. Critical pedagogy is grounded in a social and education vision of justice and equity. SEI participants strive to prepare health professions learners for the humanistic, social-relational aspects of health care practice with a commitment to equity, diversity, and inclusion. Transformative education can support critically reflective practitioners in navigating practice challenges and changing systems.
The program is offered in collaboration with the Centre for Ambulatory Care Education (CACE), Women’s College Hospital.Full Details