These workshops are devoted to the enhancement of teaching skills with a look at career development and scholarship in education and are offered throughout the academic year. Each workshop is free to faculty in the Faculty of Medicine, University of Toronto and for staff and physicians at St. Michael's Hospital, Providence Healthcare, and St. Joseph's Health Toronto. Registration is required.
The workshops are accredited group learning activities as defined by the Maintenance of Certification Program of The Royal College of Physicians and Surgeons of Canada. They are also accredited group learning activities as defined by the College of Family Physicians and Surgeons.
If you are not a faculty member or do not work at St. Michael's Hospital, Providence Healthcare, or St. Joseph's Health Toronto, but are active in the teaching of health professionals at the University of Toronto, please feel free to register for workshops. A $50 registration fee will apply.
*** Please note this workshop is BY INVITATION ONLY. Therefore, you will not be able to register for this workshop ***
**This workshop is for experienced educators who are engaged in faculty development work.
This workshop will introduce participants to a model of adaptive competence for faculty developers. This will be accomplished through a variety of individual and small group based activities as well as large group dialogue. This workshop will provide participants with language and concepts to use when thinking about and reflecting on their own practice. It will highlight different (often taken for granted) aspects of their environment and help them successfully negotiate, construct and attune to these different aspects in ways that maximize performance of their knowledge and skills.Full Details
This Module is a new addition to the existing Teaching for Learning and Collaboration (TLC) Program.
Have you ever had a challenging or weak student? Did they continue to do poorly despite your feedback? This workshop will focus on how to approach the learner in difficulty and develop a plan to enable improvement.
This workshop will assist you with identifying your values, strengths, and interests, and how these might align with and inform the decisions you make about your career.
Participants at all points in their career can benefit from this session. Linkages will be made with mentoring and academic identity development.Full Details
Health professions trainees from underrepresented groups are often mistreated in academic settings. Discrimination can come from direct supervisors, peers, more junior trainees, staff members from other disciplines, and patients alike. There is an abundance of literature describing the impact of this mistreatment on the trainee’s learning environment as well as on their personal and professional wellbeing. However, there is minimal literature on advising trainees how to respond, particularly in the high-stakes situation of being mistreated by their own direct supervisor, or another staff in a position of power. How can health professions educators help their trainees both cope with and communicate well in response to microaggressions from faculty?
This workshop will introduce strategies borrowed from Dialectical Behaviour Therapy, a manualised, evidence-based psychotherapy which operationalizes its coping and communication techniques in a concrete, specific way. Removing the strategies from a psychotherapy context gives educators and trainees a framework to discuss coping and communicating without “doing therapy” or requiring formal training in the model.Full Details
This workshop is Part 2 of a 2-part series to build faculty knowledge and skills about competency-based education (CBE).
Part 2 uses case studies from the perspectives of learners, faculty and education leaders as they integrate key CBE concepts such as developmental approaches; workplace assessments; feedback and coaching; and learner handover.
This workshop will be of interest to a diverse multi-professional group, including clinicians, clinician-teachers/educators, and administrators across the health professions who have completed Part 1 or mastered the foundational elements of CBE.Full Details