The intention of this website segment is to provide effective resources related to teaching and education in the health professions.
Each resource listed below is coded as being available locally or globally.
EduPReT is a self-report survey instrument designed to assess the perceived frequency with which health professional educators integrate best practices in education into their day-to-day academic practice. It was developed at the CFD through a review of existing educational assessment tools in the literature. The survey covers 6 domains: 1) Curriculum development; 2) Assessment; 3) Teaching; 4) Evidence-informed practice; 5) Research and Scholarship; 6) Work well being.
A research study is being conducted to improve the EduPReT and better understand how to assist health professionals in developing their education competencies.
By consenting to the study, you will have access to EduPReT. Upon completion, you will receive a one-page customized, printable summary report of your responses and suggestions for workshops that address educator/teacher practice areas in which you may be interested in developing.
We recommend annual review of your teacher and educator practices. After you have completed EduPReT the first time, it will be accessible for you to complete again on a yearly basis. Please note that your EduPret results/report will be archived and continually accessible via your CFD website dashboard. Suggestions for using your longitudinal EduPreT reports include: using them to inform your learning portfolios, teaching dossiers, annual review/performance appraisals, and to develop a professional development plan to address identified needs.
If you have any questions about this work, please contact anyone from the project team (as noted in the Letter of Information - accessible view this page) or contact the Centre for Faculty Development
The Teaching Excellence Competencies Model (TECM) 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 "Access TECM" button) or the Centre for Faculty Development
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.
Free modules covering core topics in clinical teaching and learning. Sample topics include: Improve Your Lecturing; e-Learning in Clinical Teaching; Teaching Clinical Skills; Using Simulation in Education; and Supervision.
Created by the The Association of Faculties of Medicine in Canada (AFMC), this online environment is aimed to: (a) encourage the active sharing, development, and exchange of educational materials and pedagogical tools including virtual patients and other e-learning tools; (b) permit members to offer feedback and evaluate resources; (c) support discourse among members with a particular focus on the challenges inherent in teaching and learning; and (d) facilitate collaboration on projects and research, and report on work that is relevant to its members.
Created by the Association of American Medical Colleges (AAMC), MedEdPORTAL promotes educational scholarship and collaboration by facilitating the open exchange of peer-reviewed health education teaching and assessment resources. MedEdPORTAL maintains a rigorous peer review process based on standards used in the scholarly publishing community. Published authors receive a formal citation for their accepted publication.
An online community for those with an interest in health professions education -including teachers and trainers, educationists, researchers and administrators - to learn, connect and debate about the latest developments in the field. A wealth of information can be found on the site including video clips, published literature, unpublished literature, access to webinars, participation in forum discussions, etc.
Practical Prof provides concise, high-quality teaching tools for busy rural clinicians instructing medical students and residents. Practical Prof resources include effective, time-efficient teaching tips and tools appropriate for use in rural offices or hospitals.
A collection of annotated bibliographies on a variety of education topics written by graduates of the Stepping Stones Teacher Development Program
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.
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.
CIPE offers programming on interprofessional education
This program offers a variety of opportunities to help medical educators prepare for their teaching roles in Undergraduate Medical Education at the University of Toronto.
SIM-one—the Ontario Simulation Network—is a not-for-profit organization that connects the simulation community, facilities, resources and services across the Province of Ontario (Canada). SIM-one advocates for and advances simulated learning in health professions education for the benefit of patient care and patient safety.
The SPP team designs and delivers a range of health educational curriculum, including evaluations, and disseminates scholarship related to live simulation methodologies through workshops, presentations and peer-reviewed publications. They are more than a service provider for exams. Standardized patient educators with the University of Toronto SPP have a wealth of collective teaching experience at all levels of training.
The Wilson Centre is dedicated to advancing healthcare education and practice through research. They also offer a series of multi-day, intensive programs on topics such as Education Research using Quantitative Methods, Simulation-Based Education Research, Qualitative Health Professions Education Research, and Advanced Qualitative Research: Analysis and Interpretation.