Teaching & Education
Research & Evaluation
Exploring Faculty Developers' Experiences to Inform Our Understanding of Competence in Faculty Development
Baker L, Leslie K, Panisko D, Walsh A, Wong A, Stubbs B, Mylopoulos M. Academic Medicine (2017); July [Epub ahead of print]. doi:10.1097/ACM.0000000000001821.
Re-positioning faculty development as knowledge mobilization for health professions education
Ng SL, Baker L, Leslie K. Perspectives on Medical Education (2017); 6(4): 273-276.
Faculty and resident perspectives on ambulatory care education: A collective case study of family medicine, psychiatry, and surgery
Veinot P, Lin W, Woods N, Ng S. Canadian Medical Education Journal (2017); 8(3): 37-48.
When I say… praxis
Ng SL, Wright SR. Medical Education (2017); Mar [Epub ahead of print]. doi: 10.1111/medu.13250.
Multiple boundaries: professional and institutional identities of clinician-scientists
Rowland P, Ng SL. Medical Education (2017); 51(6): 568-570.
Residents’ perceptions of simulation as a clinical learning approach
Walsh CM, Garg A, Ng SL, Goyal F, Grover SC. Canadian Medical Education Journal (2017); 8(1): e76-e87.
How to Lead the Way Through Complexity, Constraint, and Uncertainty in Academic Health Science Centers.
Lieff SJ, Yammarino FJ.
Recognizing and Responding to Ethically Important Moments in Qualitative Research.
Baker L, Phelan S, Snelgrove R, Varpio L, Maggi J, Ng S. Journal of Graduate Medical Education (2016); 8(4): 607-8.
Disclosing a personal critical incident: Inspiring reflective practice.
Ng S. In Allan Peterkin & Pamela Brett-Maclean, editors. Keeping Reflection Fresh: A Practical Guide for Clinical Educators. Kent, OH: Kent State Press (Literature & Medicine series), p. 205-8.
Supporting clinician educators to achieve "work-work balance."
Maniate J, Deepak D, Cooke L, Leslie K, Snell L, Busari J. Canadian Medical Education Journal (CMEJ) (2016); 7(2): e114-120.
Blurring the boundaries: Using institutional ethnography to inquire into health professions education and practice.
Ng S, Bisaillon L, Webster F. Medical Education (2016); Sep [Epub ahead of print]. doi:10.1111/medu.13050.
Ethics M&Ms: Toward a recognition of ethics in everyday practice.
Snelgrove R, Ng S, Devon K. Journal of Graduate Medical Education (2016); 8(3): 462-464.
The case of honorary authorship: Expert response 2 - Answers about authorship.
Baker L, Friesen F, Ng S. Medical Education in Case (MEdIC) Series on ALiEM (Academic Life in Emergency Medicine). (2016 July 26).
A mandala of faculty development: Using theory-based evaluation to explore contexts, mechanisms and outcomes.
Onyura B, Ng S, Baker L, Lieff S, Millar B-A, Mori B. Advances in Health Sciences Education. (2016); Jun [Epub ahead of print].
What do I do? Developing a competency inventory for postgraduate (residency) program directors.
Lieff SJ, Zaretsky A, Bandiera G, Imrie K, Spadafora S, Glover Takahashi S. Medical Teacher (2016); Apr [Epub ahead of print].
Evidence for curricular and instructional design approaches in undergraduate medical education: An umbrella review.
Onyura B, Baker L, Cameron B, Friesen F, Leslie K. Medical Teacher (2016); 38(2): 1-12.
The current landscape of television and movies in medical education.
Law M, Kwong W, Friesen F, Veinot P, Ng SL. Perspectives in Medical Education (2015); 4(5): 218-24.
Reimagining the self at late-career transitions: how identity threat influences academic physicians' retirement considerations.
Onyura B, Bohnen J, Wasylenki D, Jarvis A, Giblon B, Hyland R, Silver I, Leslie K. Academic Medicine (2015); 90(6): 794-801.
Reclaiming a theoretical orientation to reflection in medical education research: a critical narrative review.
Ng S, Kinsella EA, Friesen F, Hodges B. Medical Education (2015); 49(5): 461-475.
Negotiating learner-teacher boundaries in medical education.
Law M, Baker L, Leslie K, Shamji A, Eng L, Fung HH, Lindzon G, Tannenbaum E, McCaffrey J, Yeung E. Medical Teacher (2015); 37(5): 490-491.
Affordances of knowledge translation in medical education: A qualitative exploration of empirical knowledge use among medical educators.
Onyura B, Légaré F, Baker L, Reeves S, Rosenfield J, Kitto S, Hodges B, Silver I, Curran, V. Armson H, Leslie K. Academic Medicine (2015); 90(4): 518-524.
Supporting children with disabilities at school: Implications for the advocate role in professional practice and education.
Ng SL, Lingard L, Hibbert K, Regan S, Phelan S, Stooke R, Meston C, Schryer C, Manamperi M, Friesen F. Disability & Rehabilitation (2015); 37(24): 2282-90.
A Case Review: Reframing School-Based Practices Using a Critical Perspective.
Phelan SK, Ng S. Physical & Occupational Therapy in Pediatrics (2015); 35(4): 396-411.
A critical theory response to empirical challenges in report-writing: Considerations for clinical educators and lifelong learners.
Ng S, Friesen F, Maclagan E, Boyd V, Phelan S. Journal of Educational Audiology (2014); 20: 1-11.
Toward a common understanding: supporting and promoting education scholarship for medical school faculty.
Van Melle E, Lockyer J, Curran V, Lieff S, St Onge C, Goldszmidt M. Medical Education (2014); 48(12):1190–200.
Toward critical consciousness: Moving beyond the “checkbox” for compassionate care.
Baker L, Halman M, Ng S. (2014, Dec 15). AMS Phoenix Blog.
Restoring Compassion in Care by Restoring Humility in Science.
Ng S, Baker L. (2014, Oct 13). AMS Phoenix Blog.
Creating Knowledge outside the Centre Cycle: Where Evaluation & Knowledge Translation Meet.
Onyura B. (2014, Jul 14). Knowledge Mobilization Blog.
Qualitative research in medical education: Methodologies and methods.
Ng S, Lingard L, Kennedy T. In T. Swanwick (Ed.), Understanding Medical Education: Evidence, Theory and Practice (2nd ed., pp. 371–384). Chichester : Wiley-Blackwell, 2013.
Chapter 42: Medical education leadership.
McKimm J, Lieff S, In J. Dent, R. Harden (Eds.), A Practice Guide for Medical Teachers (4th ed., pp. 343–352). Edinburgh, Scotland: Elsevier, 2013.
What does faculty development have to do with knowledge mobilization? by Centre for Faculty Development
Ng S. (2013, Nov 6). Knowledge Mobilization Blog.
Advancing faculty development in medical education: a systematic review.
Leslie K, Baker L, Egan-Lee E, Esdaile M, Reeves S. Academic Medicine (2013); 88(7): 1038-1045.
Understanding the needs of department chairs in academic medicine. Academic Medicine
Lieff S, Banack JG, Baker L, Martimianakis MA, Verma S, Whiteside C, Reeves S. Academic Medicine (2013); 88(7): 960-6.
What do we do? Practices and learning strategies of medical education leaders
Lieff S, Albert M. (2012). Medical Teacher; 34: 312-319.
Who am I? Key influences on the formation of academic identity within a faculty development program
Lieff S, Baker L, Mori B, Egan-Lee E, Chin K, Reeves S. (2012). Medical Teacher; 34: e208-215.
Study protocol for a pilot study to explore the determinants of knowledge use in a medical education context.
Reeves S, Leslie K, Baker L, Egan-Lee E, Legare F, Silver I, Rosenfield J, Hodges B, Curran V, Armson H, Kitto S. (2012). Journal of Evaluation in Clinical Practice; 19(5):829-32.
Relationships of power: implications for interprofessional education
Baker L, Egan-Lee E, Martimianakis MA, Reeves S. (2011). Journal of Interprofessional Care; 25: 98-104.
Neophyte facilitator experiences of interprofessional education: implications for faculty development.
Egan-Lee, Baker L, Tobin S, Hollenberg E, Dematteo D, Reeves S. (2011). Journal of Interprofessional Care; 25: 333-338.
Twelve tips for ethical approval for research in health professions education.
Egan-Lee E, Freitag S, LeBlanc V, Baker L, Reeves S. (2011). Medical Teacher; 33(4):268-72.
Assessment of interprofessional learning: the design of an interprofessional objective structured clinical examination (iOSCE) approach.
Simmons B, Egan-Lee E, Wagner S, Esdaile M, Baker L, Reeves S. (2011). Journal of Interprofessional Care; 25(1): 73-74.
Simulated interprofessional education: an analysis of teaching and learning processes.
van Soeren M, Devlin-Cop S, MacMillan K, Baker L, Egan-Lee E, Reeves S. (2011). Journal of Interprofessional Care; 25(6): 434-440.
Exploring an IPE faculty development program using the 3-P model.
Baker L, Egan-Lee E, Leslie K, Silver I, Reeves S. (2010). Journal of Interprofessional Care; 24(5): 597-600.
The ties that bind: a network approach to creating a programme in faculty development.
Baker L, Reeves S, Egan-Lee E, Leslie K, Silver I. (2010). Medical Education; 44: 132-139.
Faculty development: yesterday, today and tomorrow
Lieff S. (2010). Guide supplement 33.2 – viewpoint. Medical Teacher; 32: 429-431.
The mindsets of medical education leaders: how do they conceive of their work?
Lieff S, Albert M. (2010). Academic Medicine; 85(1): 57-62.
Effectiveness of a faculty development program in fostering interprofessional education competencies.
Kwan D, Barker K, Richardson D, Wagner S, Austin Z. (2009). Journal of Research in Interprofessional Practice and Education; 1.1.
Evolving curriculum design: a novel framework for continuous, timely and relevant curriculum adaptation in faculty development.
Lieff S. (2009). Academic Medicine; 84(1): 127-134.
The missing link in academic career planning and development: pursuit of meaningful and aligned work.
Lieff S. (2009). Academic Medicine; 84(10): 1383-1388.
Faculty development for continuing interprofessional education and collaborative practice.
Silver I, Leslie K. (2009). Journal of Continuing Education in the Health Professions; 29(3): 172-177.
Catalyzing and sustaining communities of collaboration around interprofessional care: an evaluation of four educational programs.
Egan-Lee E, Hollenberg E, DeMatteo D, Tobin S, Oandasan I, Beduz M-A, Kwan D, Leslie K, Lee J, Tassone M, Merkley J, Lingard L, Sinclair L, Lowe M, Nashman D, Creede C, Day D, Silver I, Reeves S. (2008). Journal of Interprofessional Care; 22(3): 317-319
Selected Grants (Research, Evaluation & Program Development)
Investigating organizational drivers of resident fatigue.
Maggi J, Ahmed N, Zirkle M, Edwards S, Hurst C, Ng S, Baker L, Miller D & Chien V.
Ontario AHSC AFP Innovation Fund, 2016-2017.
Learning in place to support aging in place: a virtual home-based homecare curriculum.
Woods N, Ng S, McKay S, Whitehead C, Rochon P, Jenkins K, Evans C, Hart C, Gold K & Campbell D.
Sim-One Continuing Interprofessional Development Program (CIPD) Grant, 2015-2016.
Improving the quality of team training and performance during interprofessional in situ mock code simulations: A randomized controlled mixed-methods study.
Walsh C, Ng S, Fernandes, J., Breen-Reid, K., Cheng, A.
Sim-One Research Grant, 2015-2016.
The Development of Ethical Clinician and Scientist Relationships with Industry: A Grounded Theory Study and Faculty Development Initiative.
Ng S (PI), McCreery R, Poost-Foroosh L, Phelan S, Crukley J, Aiken S.
American Academy of Audiology (AAA) New Investigator Research Grant, 2015-2016
- Exploring the use of social network analysis to understand faculty development impact.
Lieff S, Baker L, Castellani B, Hafferty FW, Ng S.
Association for Medical Education in Europe (AMEE) Small Grant, 2014-2016.
- Exploring the Interface of Evidence-Based Practice and Compassionate Care.
Baker L (Co-PI), Ng S (Co-PI), Gold K, Martimianakis T.
Arnold P. Gold Foundation Research Grant, 2015-2016.
- Uncovering and Sharing “Evidence” for Compassionate Care.
Baker L (Co-PI), Ng S (Co-PI), Gold K, Martimianakis T.
AMS Phoenix Foundation Project Grant, 2014-2016.
($10,000 + matched institutional funding).
- The interaction of children’s education and health policies with the relations of children, parents, educators and health professionals: Implications for health policy, health professions education, and practice.
Ng S, Phelan S., Miller F, Leslie K
Dean’s Fund, 2014-2016.
- Fostering Continuing Professional Development in the Workplace: TESCoP (Teaching and Education Scholarship Community of Practice).
Kwan D, Richardson D, Lowe M, Maniate J, Matmari L, Nirula L, Friesen F, Baker L, Ng S
Education Development Fund, Faculty of Medicine, University of Toronto, 2014-2015.
($7,475 + $10,000 matched institutional funding).
- An Online Flipped Classroom Experience in Continuing Professional Development.
Ng S (Co-PI), Willett T (Co-PI), Brydges R, Grierson L, Jones-Bonofiglio K, Luctkar-Flude M, Tavares W.
Continuing Education Research and Development (CERD), University of Toronto, 2014-2015.
- Integrated systems and team working for children with disabilities: An institutional ethnography of health professional practice in the special education context.
Lingard L (Co-PI), Ng S (Co-PI), Hibbert KM, Phelan SK, Regan S.
CIHR Open Operating Grant for 2013-2015
Defining competence for faculty developers.
Leslie K, Marshall D, Meuser J, Stubbs B, Panisko D, Walsh A, Mylopoulos M, Lingard L, Onyura B, Egan-Lee E, Baker L.
Royal College of Physicians and Surgeons of Canada Medical Education Research Grant (MERG), 2012-2014.
Students and faculty as partners in innovation: the e-faculty development project.
Law M, Leslie K.
University of Toronto Instructional Technology Innovation Fund (ITIF), 2011-2013.
- Balance in residency: Understanding how residents conceptualize balance.
Kitney L, Leslie K.
Paediatric Consultants Education Grant, 2012.
- Community faculty as educational scholars.
Law M, Mylopoulos M.
Dr. Harrison Waddington Fellowship in Family and Community Medicine, Faculty of Medicine, University of Toronto, 2011-2012.
An exploration of the determinants of knowledge use in medical education context.
Reeves S, Leslie K, Legare F, Silver S, Rosenfield J, Hodges B, Curran V, Armson H, Kitto S.
Knowledge Translation Canada, 2011-2012.
Understanding the role of 'coach' within faculty development.
Leslie K, Ginsberg S, Egan-Lee E, Baker L, Reeves S.
Royal College of Physicians and Surgeons of Canada Faculty Development Grant, 2011-2012.
- Creating a novel mentorship program for junior faculty at a pediatric academic health sciences center - the role of a modified developmental evaluation model.
Weiss S, Parker K, Leslie K, Martimianakis T, Schneider R.
Paediatric Consultants Education Grant, 2011.
Advancing faculty development: a systematic review.
Reeves S, Leslie K, Egan-Lee E, Baker L.
Royal College of Physicians and Surgeons of Canada Faculty Development Grant, 2010.
Utilizing teaching evaluations to promote FD in teaching undergraduate medical education.
Leslie K, Dionne A, Lieff S, Pittini R, Reeves S.
University of Toronto Curriculum Renewal Fund, 2009-2010.
Faculty development for simulation for clinical teaching and learning.
Leslie K, Reeves S, Silver I, LeBlanc V, Lingard L, Morgan P, Naik V, Ballon B, Satterthwaite L, Robb A, Pittini R, Cop S, Bandali K, Dubrowski A.
Network for Excellence in Simulation for Clinical Teaching and Learning, 2008-2010.
Advancing the Limits of Learning: Supporting the Future of the Centre for Faculty Development.
Whiteside C, Davis D, Silver I.
University of Toronto Academic Incentive Fund (AIF), 2005-2010
Faculty development to support capacity building for interprofessional education.
Leslie K, Reeves S, Silver I, Merkely J, Richardson D, Wagner S, Andrews, Andrews M, Kwan D.
Ministry of Health and Long Term Care, 2007-2009.
Evaluation of the outcomes and impacts of four interprofessional learning programs.
Reeves S, Oandasan I, Kwan D, Egan-Lee E, Silver I, Leslie K, Sinclair L, Merkley J, Tassone M.
Ministry of Health and Long Term-Care, 2006-2007.
A longitudinal impact evaluation of the Centre for Faculty Development's Stepping Stone Certificate Program: Educator Identity and Professional Networks.
Richardson D, Wagner S, Dionne A, Leslie K, Reeves S.
University of Toronto Continuing Education Research and Development Fund, 2006-2007.
Enhancing the Teaching of Molecular Medicine: A University of Toronto / Stanford University Collaborative Project.
Silver I, Levinson W.
McLaughlin Centre for Molecular Medicine, 2004-2007.
Catalyzing and Sustaining Communities of Collaboration around Interprofessional Care.
Kwan D, Leslie K, Lieff S, Nasmith L, Oandasan I, Reeves S, Silver I.
Ministry of Health and Long-Term Care, Interprofessional, Mentorship, Preceptorship, Leadership and Coaching Fund, 2007.
A microteaching program for clinical teaching skills.
Lieff S, Egan-Lee E, Chien V, Dev S, Batty H, Kwan D, Mori B, Hawa R.
University of Toronto Dean's Excellence Fund, 2005-2006.
Can we identify core competencies for education leadership in a faculty of medicine?
Lieff S, Albert M.
University of Toronto Continuing Education Research and Development Fund, 2005-2006.
Education scholars program education leadership curriculum.
Lieff S, Silver I, Hodges B.
University of Toronto Dean's Excellence Fund, 2005-2006.
Faculty development needs assessment survey.
Egan-Lee E, Harvey B, Silver I.
University of Toronto Continuing Education Research and Development Fund, 2004.
Teaching health professionals to be collaborators for patient centered-care - a faculty development proposal to develop leaders in interprofessional education.
Oandasan I, Silver I, Sinclair L, Leszcz M, Robb A, Richardson D, Kwan D, Moaveni A, Barker K.
Royal College of Physicians and Surgeons of Canada Medical Education Research Grant (MERG), 2004.
Evaluation of new implementation strategies, program effectiveness, and dissemination of new pedagogical knowledge: Centre for Faculty Development's Stepping Stones teaching certificate program.
Richardson D, Mocarski E, Silver I, Dionne A.
University of Toronto Continuing Education Research and Development Fund, 2003.
A Teaching scholars program in the faculty of medicine, University of Toronto.
Lieff S, Silver I, Hodges B.
University of Toronto Dean's Excellence Fund, 2003.