On this page we will provide links to relevant research websites and lists of conferences, grants, research resources, and other points of interest as well as tools to support faculty in their various roles. Each resource listed below is coded as being available locally or globally.
A list of awards and grants compiled by the Academy for Innovation in Education at the University of Ottawa.
A list of awards and grants compiled by SIM-One, Ontario's Simulation Network.
The Education Vice-Deans' EDF is intended to support new and innovative projects that align with our Faculty's strategic directions in education around the core values of innovation, integration and impact in education. It is a seed fund designed to encourage faculty who are newly engaged in educational scholarship to further their career development.
The CFD has created the following video as an overview to help those who are interested in submitting a proposal for the fund.
The Provost's ITIF is a seed fund designed to catalyze initiatives that immediately and directly impact University of Toronto education and teaching programs through innovation and development. The Fund focuses specifically on applications of technology to enrich learning through design, implementation, evaluation, curriculum renewal, or faculty development.
The Continuing Professional Development office's CERD grant is held up to three times a year. Grants up to a maximum of $5,000 are awarded to fund CE research relevant to the mission of the CPD Office.
Funding opportunities offered by SIM-one, Ontario's Simulation Network.
A list of conferences for medical education/HPE scholars and researchers compiled by the Academy for Innovation in Education at the University of Ottawa.
A list of conferences, webinars, and courses compiled by SIM-one, Ontario's Simulation Network, with a focus on simulation, but also on general medical education/HPE scholarly education activities and events.
Here you will find two resources for those applying for research ethics approval. One is an article authored by CFD researchers and published in Medical Teacher on general tips to help faculty understand and navigate through the ethics application process. The other is a compilation of links to the Toronto Academic Health Sciences Network (TAHSN) hospitals and University of Toronto (UofT) Research Ethics Boards (REB) websites, which each provide guidance specific to their individual REB processes.
In this new and extensively updated second edition, the Association for the Study of Medical Education presents a complete and authoritative guide to medical education. Chapters 24-27 focus on research and evaluation in medical education. Dr. Stella Ng, CFD Director of Research, co-authored chapter 26 on Qualitative Research in Medical Education: Methodologies and Methods.
Ping-Chun Hsiung has developed a web-based guide to qualitative research, with a focus on learning qualitative interviewing. This web-based guide demonstrates principles of qualitative research design, interviewing, and analysis, and includes a sample dataset, which can be used to guide learners through these processes with practical/tangible examples. The guide may be very useful to learners independently, yet is also designed for use by teachers with students.
This AMEE guide considers the design and development of a common education research tool: questionnaires. This guide presents a systematic 7-step process for designing questionnaires, and in particular for education research. For information on consultation from CFD's Research & Evaluation Consultant click here.
The CFD Research Team was invited to provide an Expert Response (#2) regarding authorship on the Academic Life in Emergency Medicine (ALiEM) website. This case and curated commentary helps guide faculty through questions and management of authorship decisions.
Faculty new to academic publishing often have questions about the roles of authors and contributors. There are a number of guides and articles that discuss approaches to negotiating and managing authorship decisions including who should be an author, what is expected of each author, and which position in the authorship list each author should take. Furthermore, each journal should have its own criteria for determining authorship. This guide, offered by the International Committee of Medical Journal Editors, is one example of a guide that could be used to guide authorship conversations and decisions, which could occur at the start of a new collaboration and recur as roles shift, as well as be reviewed and agreed upon before writing and submitting for publication.
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 Authorship Ethics
The CFD is interested in exploring knowledge mobilization and translation in ways that value the expertise of clinicians and educators. The KT Planning Template by Melanie Barwick may be helpful to education scholars and researchers who wish to knowledge translate broadly, from the outset of any scholarly activity.
The Journal of Graduate Medical Education Rip Out sections provide resources on education issues (e.g. assessment, communication, qualitative research) using key evidence and best practices from the literature.