Upcoming Workshops

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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 setup a CFD website profile in order to join Programs and to register for Workshops.
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March 2019
TLC
  • Wed / Mar 6
    8:30 AM to 10:30 AM
  • 2.00 hours
Teaching For Learning And Collaboration (TLC) Program: Module 3 – Making Learning Stick

Following a comprehensive literature review on effective teaching skills, the TLC program was developed. This longitudinal teaching skills program is informed by social constructivism, andragogy and reflective practice for multi-professional clinical faculty. The program consists of six modules where each session includes pre-readings, interactive delivery of theoretical content, the deconstruction of re-enacted video teaching simulations derived from multiple health professions, role plays, group discussion, feedback and goal cards.

**Modules 3 + 4 are offered back-to-back. You can register for just one, or both, of the sessions.

For Module 4 (Managing the Teaching Session), please register separately via the CFD workshops page http://cfd.utoronto.ca/workshops.**

Module 3: March 6, 2019 from 8:30am-10:30am
Module 4: March 6, 2019 from 10:40am-12:30pm 

Full Details

TLC
  • Wed / Mar 6
    10:40 AM to 12:30 PM
  • 2.00 hours
Teaching For Learning And Collaboration (TLC) Program: Module 4 – Managing the Teaching Session

Following a comprehensive literature review on effective teaching skills, the TLC program was developed. This longitudinal teaching skills program is informed by social constructivism, andragogy and reflective practice for multi-professional clinical faculty. The program consists of six modules where each session includes pre-readings, interactive delivery of theoretical content, the deconstruction of re-enacted video teaching simulations derived from multiple health professions, role plays, group discussion, feedback and goal cards.

**Modules 3 + 4 are offered back-to-back. You can register for just one, or both, of the sessions.

For Module 3 (Making Learning Stick), please register separately via the CFD workshops page http://cfd.utoronto.ca/workshops.**

Module 3: March 6, 2019 from 8:30am-10:30am
Module 4: March 6, 2019 from 10:40am-12:30pm

Full Details

Career Development
  • Tue / Mar 19
    1:00 PM to 4:00 PM
  • 2.50 hours
Developing Skills As A Mentor

This workshop is aimed at individuals who have been, or are interested in becoming involved in the provision of mentoring to students and/or faculty in their program or organization. The session will focus on the development of participants' mentoring skills.

Full Details
April 2019
TLC
  • Tue / Apr 2
    1:00 PM to 3:00 PM
  • 2.00 hours
Teaching For Learning And Collaboration (TLC) Program: Module 6 – Feedback

Following a comprehensive literature review on effective teaching skills, the TLC program was developed. This longitudinal teaching skills program is informed by social constructivism, andragogy and reflective practice for multi-professional clinical faculty. The program consists of six modules where each session includes pre-readings, interactive delivery of theoretical content, the deconstruction of re-enacted video teaching simulations derived from multiple health professions, role plays, group discussion, feedback and goal cards.

 **Modules 6 + 5 are offered back-to-back. You can register for just one, or both, of the sessions. Module 6 (Feedback) is offered first.

**For Module 5 (Checking In), please register separately via the CFD workshops page http://cfd.utoronto.ca/workshops

  1. Define feedback.
  2. Explain why feedback is important.
  3. Describe the elements of effective feedback.
  4. Employ behaviors used to give feedback.

Full Details

TLC
  • Tue / Apr 2
    3:10 PM to 5:00 PM
  • 2.00 hours
Teaching For Learning And Collaboration (TLC) Program: Module 5 – Checking-in

Following a comprehensive literature review on effective teaching skills, the TLC program was developed. This longitudinal teaching skills program is informed by social constructivism, andragogy and reflective practice for multi-professional clinical faculty. The program consists of six modules where each session includes pre-readings, interactive delivery of theoretical content, the deconstruction of re-enacted video teaching simulations derived from multiple health professions, role plays, group discussion, feedback and goal cards.

 **Modules 6 + 5 are offered back-to-back. You can register for just one, or both, of the sessions. Module 6 (Feedback) is offered first.

**For Module 6 (Feedback), please register separately via the CFD workshops page http://cfd.utoronto.ca/workshops

  1. Define "Checking In"
  2. Understand the relevance of "Checking In"
  3. Describe methods of "Checking In" with learners
  4. Employ behaviours used to "Check In"

Full Details

Scholarship in Education
  • Wed / Apr 24
    3:00 PM to 4:30 PM
  • 1.50 hours
Competency-based education: Basics for health professional educators Part 1

This workshop is Part 1 of a 2-part series to build faculty knowledge and skills about competency-based education (CBE).

Part 1 is the ‘starting off point’ for health professions’ educators wanting to build their foundation foundational knowledge and skills about competency-based education (CBE).

This workshop will be of interest to a diverse multi-professional group, including clinicians, clinician-teachers/educators, and administrators across the health professions. 

Full Details

Scholarship in Education
  • Wed / Apr 24
    5:00 PM to 6:30 PM
  • 1.50 hours
COMPETENCY-BASED EDUCATION: BASICS FOR HEALTH PROFESSIONAL EDUCATORS Part 2

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

Career Development
  • Thu / Apr 25
    8:30 AM to 12:30 PM
  • 3.50 hours
Advanced Mentoring Skills

It is recommended that those who attend this workshop have either attended the Developing Skills as a Mentor workshop or have prior experience as a mentor.

Full Details
May 2019
Career Development
  • Mon / May 13
    8:30 AM to 11:30 AM
  • 2.50 hours
Shining A Spotlight On The Adaptive Nature Of Faculty Developer Practices (Invite Only)

*** 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

TLC
  • Thu / May 16
    9:00 AM to 12:00 PM
  • 3.00 hours
*NEW* Teaching For Learning & Collaboration (TLC) Program: Module 7 – The Learner in Difficulty: A Practical Approach

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.

Full Details

Career Development
  • Thu / May 23
    9:00 AM to 12:00 PM
  • 2.50 hours
Academic Career Development

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
June 2019
Career Development
  • Sat / Jun 1
    1:00 PM to 4:00 PM
  • 2.50 hours
Helping Trainees Respond to Microaggressions from Faculty: Communication Strategies from Dialectical Behaviour Therapy

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

Career Development
  • Thu / Jun 6
    1:00 PM to 4:30 PM
  • 3.00 hours
Effective Communication with the Learner in Difficulty

Clinical teachers are often daunted by the realisation that a learner is in difficulty. Reluctance to offend the learner, frustration with the learner for not meeting responsibilities, and concern about having to justify one's actions can make it challenging to address concerns in a timely, supportive and productive way.

This workshop will introduce concrete and specific communication techniques to meet these challenges, which are informed by Dialectical Behaviour Therapy, a manualised, evidence-based psychotherapy. These strategies enable teachers to improve the clarity and directness of their communication without crossing a line into “doing therapy”. This interactive workshop will provide participants with opportunities to practice new techniques that will help them be calmer, clearer and more confident when dealing with learners in difficulty.

Full Details

Scholarship in Education
  • Thu / Jun 13
    3:00 PM to 5:00 PM
  • 2.00 hours
COMPETENCY-BASED EDUCATION: BASICS FOR HEALTH PROFESSIONAL EDUCATORS Part 2

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