Upcoming Workshops

  See archived workshops   Jump to Workshops

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. Read our User Guide

September 2018
TLC
  • Wed / Sep 12
    1:00 PM to 3:00 PM
  • 2.00 credits
Teaching for Learning & Collaboration (TLC) Program: Module 1 – Setting The Educational Climate

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.

TLC comprises 6 modules (each module will be 2 hours for the CFD workshops series 2018-2019). Participants are not required to attend all modules and can pick and choose which they attend. Those who do attend all 6 modules will receive a Certificate of Completion from the Centre for Faculty Development. Those who attend at least 3 modules can join the TLC Train-the-Trainer workshop.

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

For Module 2 (Identifying Learning Needs & Setting Objectives), please register separately.**

Full Details

TLC
  • Wed / Sep 12
    3:10 PM to 5:00 PM
  • 2.00 credits
Teaching For Learning And Collaboration (TLC) Program: Module 2 – Identifying Learner Needs And Setting Objectives

 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.

TLC comprises 6 modules (each module will be 2 hours for the CFD workshops series 2018-2019). Participants are not required to attend all modules and can pick and choose which they attend. Those who do attend all 6 modules will receive a Certificate of Completion from the Centre for Faculty Development. Those who attend at least 3 modules can join the TLC Train-the-Trainer workshop next time it is offered.

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

For Module 1 (Setting the Educational Climate), please register separately.**

Full Details

Instructional Development
  • Tue / Sep 25
    1:30 PM to 4:00 PM
  • 2.25 credits
The Essentials for Teaching Case-based Learning (CBL)

This workshop is intended specifically for faculty who are Case-based Learning (CBL) tutors teaching in the MD Program, Faculty of Medicine, University of Toronto. All new CBL tutors are encouraged to attend a face-to-face workshop. 

We are offering this workshop at a central location during the day in collaboration with the CFD at St. Michael’s Hospital, in addition to the workshops that will be offered locally at each of the four MD Program Academies (Fitzgerald, Wightman-Berris, Peters-Boyd, and the Mississauga Academy of Medicine). Please check the ofd.med.utoronto.ca for availability of other CBL workshops.

During this workshop, you will learn how to facilitate the students’ learning in the new CBL teaching paradigm in the Foundations Curriculum in the MD Program at the University of Toronto.

If you have any specific questions about this workshop please contact lori.innes@utoronto.ca

Full Details
October 2018
Instructional Development
  • Mon / Oct 1
    4:00 PM to 6:00 PM
  • 2.00 credits
Competency-Based Education: Basics for Health Professional Educators

This workshop is a ‘starting off point’ for health professions’ educators wanting to build their 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

TLC Train the Trainer
  • Thu / Oct 11
    8:30 AM to 3:00 PM
  • 4.50 credits
Teaching for Learning and Collaboration - Train the Trainer

The goal of this session is to train past TLC participants so they are able to disseminate the program at their own sites. At the end of the session, participants will be given full access to the teaching materials to use. This session is free for those who are eligible.

** Note: Registrants must have completed at least three TLC modules to be eligible to participate in TLC Train the Trainer

Full Details

Instructional Development
  • Tue / Oct 16
    8:30 AM to 12:30 PM
  • 3.50 credits
Simulation 101: Introduction to Simulation Education

This interactive workshop is facilitated by the interprofessional team from the Allan Waters Family Simulation Centre at St. Michael’s Hospital. The workshop's overarching goal is to provide a solid base to implementing simulation education into current practice by broadly introducing essential concepts of simulation.  Participants will leave with a general understanding of simulation education as it relates to their own practice. 

Full Details
November 2018
Instructional Development
  • Tue / Nov 6
    1:00 PM to 5:00 PM
  • 3.50 credits
Psychological Safety in Health Care Simulation: Considerations and Practical Applications

**Please note the PRE-REQUISITE**
Participants should have taken at least 1 course or workshop related to simulation and/or experience creating, facilitating, or debriefing a simulation.

This immersive and highly practical course will explore the challenges and considerations of creating and maintaining psychological safety in the design and implementation of healthcare simulation. It will define what constitutes psychological safety and how best to achieve it. Participants will be invited to consider how these concepts can be applied to their own practice and to explore the various tensions that may arise in doing so.

Full Details

Instructional Development
  • Tue / Nov 20
    2:00 PM to 4:00 PM
  • 2.00 credits
Advancing and Improv'ing: The application of improvisational theatre exercises to medical education, faculty development and wellness

Family physicians have increasing competing priorities for their attention but are instructed to simultaneously avoid ‘burn out’ and maintain a ‘work-life’ balance. This agenda is promoted but not taught in our Family Medicine curriculum. Spontaneity, creativity, and fun are not words generally used to describe our learning environments. In order to create the work-life balance we covet, we need to change our culture. What if purposeful fun and play could be instilled within the Family Medicine curriculum?

Play has multiple functions. Play theory[1] informs us that regular playful activity enables us to live more fully and refreshes our general wellbeing, permitting us to deal with the mundane and emotionally charged world of medicine. Play serves to improve integration into a culture by providing ritual and connection to feel part of something (beyond the solidarity assumed through a ‘1 in 4’ initiation). Lastly, play-theory embraces the notion of training reflectively in order to perform reflexively with our patients, teams and communities.

Medical Improv - the use of improvisational theater principles and training techniques – is an innovative strategy to incorporate purposeful play to improve communication, professionalism, and other essential skills in Family Medicine[2].  Improv can have a direct impact on clinically relevant skills that map across the CanMEDs competencies, with applications to many contexts including remediation, team development, wellness and resiliency.

 Participants will be immersed in introductory improvisational exercises to experience it directly.

[1] Brian Sutton Smith. Play theory: A Personal Journey and New Thoughts. American journal of play. Summer 2008; Pages 80-123.
[2] Watson K. Perspective: Serious Play: Teaching Medical Skills with Improvisational Theater Techniques. Academic Medicine 2011; 86 (10) 1260-1265.

Full Details

Scholarship in Education
  • Wed / Nov 21
    9:00 AM to 11:00 AM
  • 2.00 credits
Searching Medline and Creating Annotated Bibliographies

The first part of this workshop will be an introduction to searching Medline for health professions education questions. The second part of this workshop will cover the basics of an annotated bibliography, including what it is and what should be included in one. 

This workshop is strongly recommended for individuals participating in the Journal Club as part of the CFD Stepping Stones program, as it directly correlates to the first assignment.

Full Details
December 2018
Scholarship in Education
  • Thu / Dec 6
    1:00 PM to 3:00 PM
  • 2.00 credits
Searching Medline and Creating Annotated Bibliographies

The first part of this workshop will be an introduction to searching Medline for health professions education questions. The second part of this workshop will cover the basics of an annotated bibliography, including what it is and what should be included in one. 

This workshop is strongly recommended for individuals participating in the Journal Club as part of the CFD Stepping Stones program, as it directly correlates to the first assignment.

Full Details