CFD Fall programs will be offered online. We are continually monitoring the COVID-19 situation and will resume in-person programming once we can ensure the health, safety and wellbeing of our faculty, staff and learners.
Please check the individual program pages on our website for registration information and deadlines.
The intention of this website segment is to provide information on effective resources related to the implementation of faculty development and the development of faculty developers in the health professions.
Each resource listed below is coded as being available locally or globally.
The Teaching Excellence Competencies Model describes a set of competencies for teaching excellence that we hope will not only promote alignment of resources, tools, professional development and evaluation within the system, but will also be a tool that educators and faculty developers use to inform their work. We hope that the Teaching Excellence Competencies Model - and the accompanying guide which includes case scenarios to illustrate how individuals in different roles and in various contexts have applied the framework - will promote lifelong learning about teaching, and inspire those using it to further their work as teachers, learners, leaders and scholars.
The Toronto Academic Health Science Network (TAHSN) has a mandate to develop health professions teachers across the system. There was system-wide interest in collaboratively developing an actionable model of teaching excellence for use across the system. Our goals were to 1) Develop a model that is relevant to all clinical teachers (i.e., not profession-specific) and to 2) Identify an actionable set of relational competencies that describe an excellent clinical teacher (as opposed to a minimally competent teacher).
If you have any questions about this work, or would like to request a consultation about how to use this framework in your setting, please contact anyone from the project team (as noted in the Teaching Excellence Competencies Model and Guide accessible via the "View Document" button) or the Centre for Faculty Development
The Online Supplements (OS) are a new series of free teaching resources meant to support education and teaching efforts within the health professions. Our team is developing a number of OS covering reflexive approaches to health professions education, including:
A downloadable evaluation form for short presentations. Please feel free to modify according to your needs.
A downloadable evaluation form for workshops. Please feel free to modify according to your needs.
A downloadable faculty development needs assessment survey. Please feel free to modify according to your needs.
Free, video-based modules created to bring faculty development to the teaching practice context. These short, focused modules can be used flexibly by individuals or groups of teachers. Each module focuses on a teaching and learning topic that can be applied to the teaching practice context and incorporates reflection questions, videos and additional resources. Individual modules are designed to be completed in 15 minutes.
To complement the tools above, a more extensive listing of Teaching and Education tools can be found here.
This is the first comprehensive review of faculty development in the health professions, filling a critical gap in the literature. This volume addresses all facets of faculty development, including academic and career development, teaching improvement, research capacity building, and leadership development.
In conjunction with colleagues in the Department of Family and Community Medicine, University of Toronto, the Centre for Faculty Development maintains a RefShare database containing references on faculty development including books, articles, websites, conference proceedings, etc. often with links to the abstract or full-text. (Some links are restricted to users affiliated with the University of Toronto.) References are organized by subject (e.g. Teaching and Learning; Mentoring and Coaching; Faculty Development Programs; Research in Faculty Development; Academic Career Management; etc.)
MedEdWorld provides an easily searchable selection of key journal articles recommended and contributed by members. Articles most recently recommended appear first. In some cases, direct access to publications in medical education is available.
With the increasing complexity of academic health science centers, it is very important that health science schools address the professional development needs of their faculty members. As of 2011, there was no academic conference that specifically addressed the faculty development field for academic health science centers world-wide. Hence, the 1st International Conference on Faculty Development in the Health Professions was envisioned and co-chaired by Drs. Ivan Silver and Yvonne Steinert.
This jointly organized venture between our Centre and the Centre for Medical Education and Faculty Development, McGill University brought together 320 individuals from 28 countries to Toronto, Canada in May 2011 following the Canadian Conference on Medical Education (CCME).
Moving forward, the conference will take place every other year and roam the globe. Each iteration will be conducted in association with a pre-existing, well-established health professions education conference and the chairing / organizational responsibilities will lie with representatives in the host country and /organization.
Building upon the successful first conference iteration, the 2nd International Conference on Faculty Development in the Health Professions brought together over 360 delegates from 26 countries to Prague, Czech Republic in August 2013 following the Association for Medical Education in Europe (AMEE) Conference.
The 3rd International Conference on Faculty Development in the Health Professions was held in Singapore, February 2015 in conjunction with the 12th annual Asia Pacific Medical Education Conference.