The COVID-19 pandemic has resulted in a significant shift to online (mostly synchronous) teaching methods. As we move from emergency teaching of the spring/summer 2020 to considering effective pedagogical principles in an online environment in the winter 2021, its important to contemplate and reflect on how best to teach in these environments. Join us for an interactive webinar on teaching in synchronous environments for small-moderate group sizes (2 - 30 learners), with a focus on Zoom.
By the end of this workshop, participants will be able to: demonstrate interactive features of synchronous technologies (e.g. Zoom) in teaching; recite practical tips and learning considerations for online synchronous learning; contrast the advantages and disadvantages of synchronous online learning; and incorporate the learner perspective (or experience) in the design of synchronous online learningFull Details
This workshop is for those who are health professions’ educational leaders responsible for designing field-based education using competency-based educational (CBE) models.
This workshop will be of interest to a diverse multi-professional group wanting to design for competency-based education (CBE) models. The participants explore case studies in CBE implementation 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.
By the end of this workshop, learners will be able to: recognize and define the language of CBE; compare and contrast CBE learning, teaching and assessment approaches with traditional health professions’ education; describe the common challenges and enablers for the implementation of CBE into learning, teaching and assessment practices; and identify available resources to support local implementation of CBE.Full Details
This workshop is developed in partnership with the Office of Inclusion and Diversity, Temerty Faculty of Medicine
This interactive workshop will provide participants with a comprehensive overview of the phenomenon of microaggressions and their impact in health care and health sciences spaces, as well as an introductory toolkit to engage in the ongoing practice of “critical allyship.” With a focus on the relevant research literature and up and coming strategies to respond and address these issues, the workshop will better equip those tasked with the responsibility of leading equity, diversity and inclusion (EDI) initiatives within their respective units, to provide relevant resources, training and guidance to others. The workshop will engage participants in an overview of the Ontario human rights framework and its intersections with relevant policies and protocols at the University of Toronto and will provide an opportunity to collaboratively and collectively brainstorm organizational approaches to both respond to, as well as address microaggressions in the learning and working environment.Full Details
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.
Goal of session: How to enhance comprehension and retention of information
1. Define “Making Learning Stick”
2. Discuss teaching behaviours to “make learning stick”
3. Employ behaviours used to make learning stickFull Details
This workshop is for health profession educators who are interested in understanding, structuring and critically examining performance-based assessment of clinical competence. No previous experience in studying assessment is required, but some experience with either participating in or planning performance-based assessments will assist in examining issues and applying concepts.
Health profession education programs often include some form of performance-based assessment using observers in simulation and/or workplace settings to support learning, progression, and high stakes decisions. Because these types of assessments require observers to interpret performance, apply assessment tools, and form judgements, educators need to be aware of ‘validity threats’ that might undermine their assessment goals.
By the end of the workshop participants will be able to: (a) dissect performance-based assessments into component parts with explicit links to possible validity threats, (b) apply validity concepts to better structure performance-based assessments; (c) critically examine and evaluate their own performance-based assessment plans.Full Details
The broad goal of this workshop is to create a space for teachers and educators of International Medical Graduates (IMGs) to enhance their understanding around the changing landscape of IMGs and also to identify the challenges faced by faculty in the learning environment. The workshop will provide an overview of the diversity of IMG learners and share common approaches to help prepare faculty members to critically observe, effectively question, and appropriately assess this unique group of learners. It will include insights from an innovative, research-based IMG mentorship program (for both immigrant & Canadian IMG residents) which has helped identify challenges and opportunities faced by this unique and diverse group of learners. We will engage in rich discussion and learn from each other’s experiences.
This workshop is developed in partnership with the Centre for Inteprofessional Education
This fun, interactive, competency-informed workshop is designed for learners who are interested in exploring an introduction to collaborative learning, including creating your own curriculum and how to facilitate curriculum that has already been developed. In an increasingly complex health care system, collaborative learning and facilitation skills are required for collaboration in the practice setting. This session is rich with tips and tools and designed around the Canadian Interprofessional Health Collaborative competencies.
By the end of the workshop, learners will be introduced to the evidence, best practices and principles for teaching collaboratively, and have the opportunity to develop a mini workshop and practice collaborative learning facilitation in the virtual setting.
During pandemics everyone suffers in some way, but the most vulnerable and most oppressed, suffer in ways that are unbearable, humiliating, and extremely painful. While social/physical distancing can be an inconvenience to those who are more comfortably situated within our communities, for those who are isolated, abandoned, and otherwise left for dead by both governmental bodies and social services, this kind of enforced distancing, surveilled both formally and informally, can be death-dealing. In this presentation, Jodi Hall and Julie B will share ‘narratives from the Portable Potty’ – that is, lessons learned from fighting for the most basic of health necessities, from a portable toilet, to wider community inclusion.
Through their years of researching, collaborating and conspiring together, Jodi Hall and Julie B will offer insights for health professional educators and researchers on the imperative of leveraging peer driven research with/in service of community, and shed light into corners of our communities where resilience is relational, and shared care is health enhancing and life preserving.Full Details
This workshop is for individuals (or groups) working within health care, education and academic systems who are currently involved, or considering getting involved in developing and evaluating educational programs or training interventions within their organizations.
Understanding how to think critically about program evaluation practice is essential to developing meaningful evaluation questions and supporting organizational learning.
In this workshop, participants will be invited to explore how they can engage in meaningful and practical program evaluation. Through interactive lectures, practical exercises and group discussions, we will help participants understand how to select, apply, and implement tailored approaches to program evaluation that can lead to positive curricular and system change.
By the end of the workshop, participants will be able to describe key features of sound program evaluation practice, understand how they can use evaluation to help address an educational problem or issue in their practice, and outline a basic evaluation strategy that can be adapted to the needs and resources of their local institution.Full Details
This workshop will provide guidance on designing and developing an online course for healthcare professionals and administrators who are new to eLearning design. This workshop will focus on asynchronous course design, development and delivery activities for adult learners in organizations characterized by technology constraints, such as limited software. Participants will be provided with fundamental concepts and key processes involved in online and eLearning development which can be leveraged for a variety of learner types – patients, students, etc. – across multiple disciplines.
This workshop is suitable for beginners with little familiarity with eLearning principles and practices.
Pre-work: Participants are asked to come with an idea / partially developed idea for a course they would like to develop.Full Details
There is a growing body of research that suggests that exposing medical trainees to the humanities (including: literature, film, poetry, and visual arts) fosters enhanced critical reflection and empathy in physician-patient encounters. Furthermore, such exposure celebrates the subjective and emotional facets of learning alongside more conventional scientific/evidence-based approaches.
This workshop will cover the different approaches to teaching critical reflection and close reading of texts and images. It will explore the future directions for the integration of humanities competency into medical education, allowing participants to gain the experience and the ability to teach these skills.Full Details
This workshop is for educators who are new to the concept of programmatic assessment and would like to implement it at a session, course, or program level, understand their roles as assessors in programmatic assessment in UG and PGME, and understand the strengths and limitations of this approach. The workshop will take as its examples the recent changes to MD and PGME training at U of T and discuss the rationales (theory and evidence), structures, and outcomes of implementation.
Participants wishing to advance their knowledge of best practices in assessment in the age of competency based education and to understand how to align their education activities with overall structural changes to UG and PG may wish to take this workshop.
At the end of this workshop, participants will be able to identify the core principles and practices of programmatic assessment at each level of the curriculum, identify opportunities to incorporate the theory and practice into their educational activities, and discuss the strengths and limits of programmatic assessment.Full Details
This workshop is for anyone involved in education design and practice. This workshop will introduce participants to six paradigms of education relevant and prevalent in health professions education. A paradigm of education refers to a way of thinking about the purpose of education, the meaning of learning, and the roles of teachers and students. Paradigms of education influence how students are taught and assessed and what is valued and included in the curriculum.Through interactive activities we will provide an overview of each paradigm, illustrate how they are related to common education practices in health professions education and discuss how awareness of paradigmatic details and differences can support aligned teaching and assessment approaches.This workshop will help participants take first steps toward thoughtfully engaging with education practices in relation to paradigms of education.