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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September 2019
Instructional Development
  • Thu / Sep 12
    1:00 PM to 4:00 PM
  • 3.00 hours
Fundamentals in Curriculum Design

This workshop is for the health professional who is currently in, or considering an education role at their practice site and/or academic institution and who is new to curriculum design.

This introductory foundational workshop will provide participants with opportunities to explore principles related to curriculum design through a series of interactive exercises.  Participants will be challenged to think about their conceptions about core elements of curriculum design and the steps in the process, by reflecting on curriculum design projects they plan to initiate.  This workshop will explore how situational analysis can inform needs assessment and stakeholder mapping as participants embark on the curriculum design process.

By the end of this workshop, participants will be able to: explain how curricular orientations inform the design process; describe steps in the curriculum design process; and, articulate the value of situational analysis and how it informs needs assessment and stakeholder mapping.

Key Word(s): Curriculum Design 

Full Details

Instructional Development
  • Wed / Sep 18
    1:00 PM to 4:00 PM
  • 3.00 hours
Teaching Fundamentals: Teaching in the Clinical Setting

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 learners

Key Word(s): Workplace Based Teaching and Learning; Academic; Assessment

Full Details

Instructional Development
  • Tue / Sep 24
    9:00 AM to 12:00 PM
  • 3.00 hours
Assessment Fundamentals: Clinical Contexts

This workshop is for the health professional who is responsible for conducting, planning, implementing or evaluating performance based assessments of clinical competence in simulation or workplace based / clinical contexts. Participants will be engaged in exercises and discussions, from simple and generic to ones that are more closely align with their own clinical context, that involve the appraisal and application of a modern validity framework.  Upon completion of this workshop, participants will have a foundational understanding of validity as it applies to performance based assessment of clinical competence and how it can be applied across contexts.    

Key Word(s): Assessment; Validity; Simulation 

Full Details
October 2019
Scholarship in Education
  • Mon / Oct 7
    1:00 PM to 4:00 PM
  • 3.00 hours
Paradigms of Education

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.

Key Word(s): Philosophies of Education; Curriculum Development; Learning Theory 

Full Details

Career Development
  • Tue / Oct 15
    1:00 PM to 4:00 PM
  • 3.00 hours
What Career Paths Exist for Clinical Educators?

This workshop is for the health professional who is currently in, or considering an education role at their practice site and/or academic institution. Participants will be engaged in reflective activities and discussions about their own career states (current and future). Alignment of desired career goals in education, with learning needs and opportunities for development will be a focus of the workshop.

Concepts of career success and meaningful work as well as the role that developmental networks and mentors play will be brought in to the discussions. Participants can expect to leave the workshop with a personal action plan for future development.

By the end of the workshop, participants will be able to describe the characteristics of the educator role across various healthcare contexts,  analyze their career path and ‘current state’ , outline the skills and markers of ‘success’ for clinical educator positions, identify their options for future career directions and develop a learning plan in order to support decision making about future career directions

Key Word(s): Career Development; Mentoring; Academic

Full Details

TLC Train the Trainer
  • Thu / Oct 24
    8:30 AM to 3:00 PM
  • 5.50 hours
Teaching for Learning and Collaboration Program - Train the Trainer (for participants who have completed at least 3/6 TLC Modules)

Goal:
To train past TLC participants so they are able to deliver the TLC program with full access to the teaching materials. 

Who can attend?
Train the Trainer participants must have completed at least 3 of the 6 TLC sessions.

Full Details

TLC
  • Tue / Oct 29
    8:30 AM to 10:00 AM
  • 1.50 hours
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
  • Tue / Oct 29
    10:00 AM to 12:30 PM
  • 2.50 hours
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
November 2019
Instructional Development
  • Wed / Nov 6
    5:00 PM to 8:00 PM
  • 3.00 hours
Planning for Competency-Based Education: Basics for Health Professions’ Educators

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.

Key Word(s): Curriculum Development; Workplace Based Teaching and Learning

Full Details

Scholarship in Education
  • Tue / Nov 26
    9:00 AM to 12:00 PM
  • 3.00 hours
Learning Theories and the Science of Learning

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. 

Key Word(s): Learning Science; Education Scholarship

Full Details
December 2019
Scholarship in Education
  • Thu / Dec 5
    1:00 PM to 4:00 PM
  • 3.00 hours
An Introduction To Academic Leadership

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).

Key Word(s): Leadership; Career Development; Mentorship

Full Details

TLC
  • Thu / Dec 5
    1:00 PM to 4:00 PM
  • 3.00 hours
TEACHING FOR LEARNING & COLLABORATION (TLC) PROGRAM: MODULE 7 – THE LEARNER IN DIFFICULTY: A PRACTICAL APPROACH

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.

Full Details

Scholarship in Education
  • Mon / Dec 16
    1:00 PM to 4:00 PM
  • 3.00 hours
Health Profession Education Research: Paradigms and Practice

This workshop is for health professionals who are currently pursuing or considering research and scholarship in the area of health professions education. This introductory review is aimed for intermediate or novice clinicians, academics, and/or individuals with an education role in their practice site and/or academic institution. Participants may be new to the field or may be looking for a comprehensive refresher to confirm their understanding.

This workshop aims to equip participants with knowledge of the critical concepts necessary to engage meaningfully in health professions education research and scholarship. During the workshop, a broad overview of health professions education research will be presented. Participants will be encouraged to reflect on how the concepts presented may apply or be represented in their own research or scholarship interests. Principal discourses in health professions education research will be discussed.

By the end of the workshop, participants will be able to differentiate between research and scholarship, distinguish between methodology and methods, and be able to describe popular research paradigms. Participants will leave the workshop with an individualized action plan to foster their research and scholarship endeavors.

Key Word(s): Education Scholarship; Career Development; Academic

Full Details