More than ever, we are paying attention to important topics like advocacy, collaboration, and equitable care in health professions education. Many education programs now aim to foster change in difficult-to-measure outcomes, like perspective, or "ways of seeing." In this session, Stella Ng will share two relevant examples. First, a Patient as Teacher program that aimed to shift medical students' perspectives of surgeons, and another, a Teaching for Critical Reflection study that aimed to measure the impact of a critically reflective dialogue on learners "ways of seeing" in a future learning opportunity. The two studies used different data collection approaches, but for analysis both initially engaged in qualitative coding, followed by Bayesian statistical modelling. Stella invites the ERC community to engage in dialogue about these two examples, drawing out parallels and differences between the two studies, and challenges and opportunities for the field of HPE.
Please note: The Education Research Community (ERC) is an interdisciplinary mix of aspiring education researchers made up of administrators, educators, and clinical teachers from varied roles, professions, and experience levels with research. It is an informal, friendly environment where members can pick and choose which sessions are of interest to them. ERC is free of charge to anyone who may want to attend.
This workshop is for health professionals who teach in the clinical setting. Providing an enriched learning experience while fulfilling clinical responsibilities requires effective teaching approaches. Core areas related to teaching in the clinical environment will be introduced, including setting the learning environment, determining and negotiating learning objectives and utilization of strategies to promote effective learning and feedback provision. The workshop will combine didactic teaching and small group exercises to allow participants to further their understanding in these areas.
At the end of the workshop, participants will be able to: explain how the learning environment can be enhanced in their clinical setting; choose appropriate strategies for effective learning; and, employ a framework to help guide an effective clinical teaching session and provide formative feedback to learnersFull Details
Following a comprehensive literature review on effective teaching skills, the TLC program was developed. This 7-module longitudinal teaching skills program for multi-professional clinical faculty is informed by social constructivism, andragogy and reflective practice. Modules consist of pre-readings, interactive delivery of theoretical content, the deconstruction of re-enacted video teaching simulations, role plays, group discussion and tip cards.
Each of the TLC modules will be offered throughout the CFD 2020-21 workshop series. Participants are not required to attend all modules and can pick and choose which they attend and in which order. Those who attend at least 6 modules will receive a Certificate of Completion from the Centre for Faculty Development. Those who attend 3 or more modules can join the TLC Train-the-Trainer facilitator workshop the next time it is offered.Full Details
Virtual, or distance, education has become the de facto medium for teaching in 2020. Educators have been thrown into this new world with little warning or guidance and expected to flourish.
This workshop will guide you through the best practices of using Zoom to deliver education to your learners. By the end of this workshop, participants will be familiar with the Zoom user interface, how to manage large numbers of participants, how to create breakout rooms and how to use Zoom securely in the age of Zoombombing. Participants will have the opportunity to share their experiences teaching in virtual environments as well as ask many questions in this interactive workshop.Full Details
This is an introductory workshop for health professionals who are either contemplating leadership activities in their future or are already engaged in leadership positions that are smaller in scope or at a more junior level.
The workshop will explore different concepts and models of leadership, drawing from the existing literature. We will discuss the benefits and possible reasons why participants might include a leadership role in their career portfolio. Participants will engage in exercises to share and reflect on their own existing leadership abilities and approaches, as well as identify potential gaps in their skills and experience. On this basis, participants will then work on developing action plans to help them further develop as leaders, including identifying appropriate resources and supports.
Participants who have already taken more extensive leadership courses/programs or are already in more senior leadership roles may find they have already covered this workshop’s material. Due to time constraints and focus, this workshop will not cover in detail specific skills and strategies used in leadership (e.g., negotiation skills, running meetings effectively).Full Details
This workshop is designed for educators who would like to deepen their understanding of learning theories and how such theories can be applied to their daily education practice.
The practice of health professions education is complex and challenging. This workshop will help educators broaden their insights and perspectives on the challenges they face in their educational practice by establishing a foundational understanding of how theories of learning can inform their approaches to teaching and learning.
By the end of the workshop, participants will be able to describe some key theories of learning used in health professions education. Participants will also be able to apply select theories of learning to address common challenges in education practice.Full Details
This workshop will engage participants in activities that highlight various skills are utilized by educators as they plan and deliver educational sessions. Participants will draw on their own educational experiences and practices, as well as be provided with opportunities to share with and learn from other participants about their experiences. An adaptive model of competency that was original developed in the context of faculty developer practice, will be used to frame the session’s activities.Full Details
At the University of Toronto, teaching dossiers are submitted as part of the process for performance review, promotion and tenure review or continuing status review.
This session will provide an overview of the content and structure of an effective teaching dossier, with an emphasis on how to align this document with divisional and institutional expectations.
Session participants will review the distinctive qualities of a teaching dossier, and will develop a plan for assembling and strengthening their own dossiers. They will also be led through the first steps of composing a Statement of Teaching Philosophy.
This workshop is for education scholars – people who are engaging in any form of research or evaluation in education. Many of us wear multiple hats – we are clinicians, educators, teachers, scholars, leaders, and advocates. These multiple hats mean that we will, at times, engage in scholarly activities like evaluating a program or conducting research related to our everyday work. All forms of research and evaluation have an ethical obligation and thus require attention to ethically-important moments, beyond the REB approval. For example, how much do you push and probe your interview participant if they seem hesitant to share? Is it okay for you to lead the evaluation of a program you also lead? Who should be an author on a manuscript resulting from your scholarly work? These types of everyday ethical issues can be navigated through a reflexive approach, which we will explore in this workshop.
Participants will learn about the differences and relationships between procedural and practical ethics and about about reflexivity in education research, evaluation, and scholarship.Full Details