Annual Report 2004/05

Introduction/Director’s Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2Mission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Governance Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5A Brief History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62004/2005 Developments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Future Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Committee Members . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Instructional Development Faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Director's Perspective

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THE CENTRE FOR FACULTY DEVELOPMENT (CFD) - a uniquepartnership between St. Michael's Hospital and the Faculty of Medicine,University of Toronto - has just completed its second full year of pro-gramming and we have much to be proud of. We are continuing in agrowth phase as both the depth and breadth of our program increases.

Instructional development continues to be our main area of focus. Inthe past academic year, we increased the number of workshops by 37%and doubled the size of our 40 hour certificate course in teaching(Stepping Stones). New on the block is our Education ScholarsProgram directed by Dr. Susan Lieff. This is a co-sponsored activitybetween the CFD and the RISE (Research, Innovation, and Scholarshipin Education) program in the Department of Psychiatry, University ofToronto. Fifteen education scholars from 7 departments and 3 differentdisciplines spent Tuesday afternoons immersed in teaching skills andeducation scholarship and leadership development. Reviews from partic-ipants in the first year of the program have been outstanding.

Under the leadership of our Special Projects Coordinator Eileen Egan,we conducted a very successful needs assessment survey of our facultywith the assistance of Bart Harvey and the Research Services Unit inthe Department of Public Health Sciences. We achieved an excellentreturn rate of over 74% from participants. Preliminary results confirmthat the CFD has been meeting the perceived needs of our faculty inmuch of our current programming.

In the area of inter-professional education, the Centrecollaborated on 3 projects with faculty from theDepartment of Family and Community Medicine, theWilson Centre and the Knowledge Translation Program.Under the leadership of Dr. Ivy Oandasan, an IPEleadership training course was held in the spring of2005 with 12 faculty participants from 6 disciplines.The course was very successful in raising the profile ofIPE in our Faculty and creating a core of leaders in thefield. The program has already been disseminated atnational and international education meetings. TheCFD will be involved in coordinating further iterationsof this course for faculty from medical schools acrossCanada. In May, 2005, the first international confer-ence under Dr. Oandasan's leadership was held inToronto with more than 300 registrants from severalcountries exchanging program development andresearch findings in IPE.

A multi-professional team from our Faculty, led byDrs. Oandasan, Zwarenstein, Lingard and Hodges andLynne Sinclair, were awarded a Health Canada grant,"Structuring Communication Relationships for InterProfessional Teamwork (SCRIPT) to achieve Inter-Professional Education for Collaborative Patient-Centred Practice (IECPCP). The project will include aunique RCT in IECPCP on several internal medicineinpatient wards. This grant will also focus on facultydevelopment interventions in the Complex Care andPrimary Care environments.

We are also looking forward to the opening of the newOffice for IPE in the Fall of 2005. This office has beensupported and funded by the Inter-Faculty and SocialWork Deans. We expect that this will lead to an enhance-ment of Faculty Development programs in IPE.

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We have made great progress in the area of scholarshipin faculty development. Our faculty are presentingnationally and internationally on topics in faculty devel-opment and specifically on programs developed by theCFD. Under the leadership of Dr. Denyse Richardson,we have developed novel methods for measuring theimpact of our Stepping Stones program. Dr. Lieff hasdeveloped a multi-model approach to measuring theimpact of the Education Scholars program includingan analysis of reflective papers of participants, CVanalysis, and changes in teaching performance. Ourscholarly output in Faculty Development will be greatlyenhanced by the recent hiring of an educationresearcher, Dr. Scott Reeves, who joins us in September2005 from England. Dr. Reeves brings a background ofscholarship in IPE to our Centre.

The Centre for Faculty Development has been success-ful in securing several grants in the past year including aprestigious AIF grant from the university to help usplan an expansion of our programming to all of theHealth Science Faculties. We also secured a grant fromthe McLaughlin Centre for Molecular Medicine that willhelp enable the undergraduate curriculum, pre-clerkshipand clerkship committees to enhance the curriculumand teaching of molecular medicine. This project is acollaborative one with Drs. Kelley Skeff and GeorgetteStratos from Stanford University.

The future looks bright. In the coming year, our Centrewill be moving to a larger space that St. Michael’sHospital has secured for us in the Maritime LifeBuilding - adjacent to the hospital. For the first time,we will have our own teaching space and the capacity tovideo-conference workshops. We have many challengesin the coming year. The medical school is expanding

into several community based hospitals and will be creating a new campusin Mississauga in 2007. Faculty development in instruction, curriculumdevelopment and evaluation will be critical for this expansion. St. Michael'sHospital has generously provided additional funding to hire an AssociateDirector for the CFD who will be responsible for the InstructionalDevelopment program including the medical school expansion.

I want to express my gratitude to the 75 faculty from several depart-ments who have contributed as instructors for programs organized bythe Centre. This is an amazing statistic! I want to thank our devoted andhard working committee members from the Governance, Executive,Career Development, Professionalism and especially the InstructionalDevelopment Committee. I also want to thank our education partners atthe Wilson Centre and the Knowledge Translation into Practice programand our growing relationship with The Michener Institute.

We are very appreciative of the support we have received from St. Michael's Hospital - especially from the VP of Education, Dr. BobHoward and the CEO, Mr. Jeff Lozon. We are indebted to the formerDean of Medicine, Dr. David Naylor and especially to our new InterimDean, Dr. Cathy Whiteside who was instrumental in helping us securethe AIF grant from the University. Lastly, the success of the Centrelargely lies in our incredible administrative staff who uniformly receivethe highest ratings of all from participants in our programs - AmyDionne, Coordinator of the Centre, Eileen Egan-Lee, Coordinator ofSpecial Projects, Dawn Carpenter, Administrative Secretary and HaileyGarcia-Gonzalez, Administrative Clerk.

We are all looking forward to an exciting year for Faculty Developmentin 2005/06!

Ivan Silver, MD, MEd, FRCPC

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Mission

Goals• Empower our faculty to be excellent academic,

professional, and inter-professional role models• Assist faculty to achieve their full academic potential• Support the academic mission of the Faculty of

Medicine, University of Toronto• Promote recruitment, well-being, and retention of

faculty• Enhance faculty and student learning • Enhance faculty research in faculty development• Promote medical education scholarship and leadership• Disseminate best practices information related to the

development and implementation of faculty develop-ment programs in the health professions

• Improve patient care in Ontario, Canada

Methods1. Determine faculty learning needs within the Faculty

of Medicine, both perceived and unperceived2. Respond to changes in health professional practice3. Stay apprised of faculty development innovations

developed by other institutions 4. Design, develop, deliver, coordinate and evaluate

faculty development activities5. Enable faculty to provide faculty development activi-

ties within their own departments, academies, centres,or education committees

6. Promote interdepartmental and interprofessional fac-ulty development activities in part by informing facultyof initiatives offered within various departments

7. Promote innovation and leadership in facultydevelopment

8. Promote scholarship in faculty development includingresearch, publications and presentations at academicmeetings

Targeted Outcomes 1. Continuous monitoring of the needs of our faculty via formal

and informal means (e.g. needs assessments)2. Implement effective faculty development activities based on

determined needs and activity evaluations3. a. Enhance the number of faculty development activities

coordinated by individual departments, academies, centres,and education committees

b. Enable the appointment of a person within each departmentresponsible for faculty development

4. Enhance the number of interdepartmentally coordinated/attendedfaculty development activities

5. Create networks, organizations, and structures focused on variousaspects of faculty development planning and implementation withinthe Faculty

6. Disseminate best practices in the development and implementationof faculty development programs via an increase in the numberof research projects, publications, and presentations on facultydevelopment

Distal OutcomesThe activities of the Centre for Faculty Development also can beexpected to:

• Increase the understanding of faculty development and its scope• Increase academic scholarship and productivity through recruitment

and retention of our faculty• Enhance the development of academic leaders in the health

professions• Enhance the professional development of our faculty and student

learning as defined by the professional competencies of participatinghealth disciplines

• Contribute to building a culture of continual improvement in instruc-tion, inter-departmentalism, inter-professionalism, and Faculty identity

• Increase faculty satisfaction and a feeling of being valued in our theirworking lives

• Enhance patient care in Ontario, Canada• Enhance the profile of faculty development in our Faculty, nationally,

and internationally

VisionTo be recognized as a leader in Faculty Development amongHealth Sciences Faculties around the world.

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Governance Structure

AffiliationParallel Relationship

Advisory RelationshipReporting Relationship

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IN 2002, ST. MICHAEL'S HOSPITAL AND THE FACULTY OF

MEDICINE, University of Toronto partnered in a pioneeringcollaboration to create the Center for Faculty Development, Facultyof Medicine, University of Toronto at St. Michael's Hospital. Dr. IvanSilver, award-winning clinician-educator from the Department ofPsychiatry, was appointed Director in October 2002.

Following meetings with key leaders and faculty in the Faculty ofMedicine, five dynamic themes were identified to guide the Centre'sprogrammatic efforts:

2002-2004: Centre Establishment, MissionDevelopment, Theme Identification and Program Creation

• Instructional DevelopmentAssist faculty in strengthening their teaching andeducation scholarship skills

• Career Development / MentoringAssist faculty in advancing their careers

• Inter-professionalismAssist faculty in strengthening the skills required towork effectively in health professional teams and toteach students in inter-professional contexts

• ProfessionalismAssist faculty in defining what it means to be aprofessional, how to teach this to students, andhow to evaluate it

• Health Professional LeadershipAssist faculty in strengthening their leadership skills,especially within education programs

Thereafter, a Strategic Planning Committee was estab-lished to assist in prioritizing and planning the Centre'sinitiatives and to take a leadership role in advocacy forthe Centre throughout the Faculty. The Committee cre-ated and finalized the Centre's mission, vision and goalsat the end of the 2002/2003 academic year.

Above: Education Scholars Program Participants

A Brief History

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Simultaneously, an Instructional DevelopmentCommittee was established to plan, deliver, and evaluateinnovative, instructional development activities for ourfaculty. Based on this committee's work, the Centreoffered various instructional development programs tomeet the needs of differently committed faculty during2003/2004 - 8 faculty development grand rounds pre-sentations encompassing all five aforementioned themes,19 instructional development workshops, and a teachingcertificate program - Stepping Stones CertificateProgram.

Important working relationships were established duringthis time with the Faculty of Medicine's EducationDeans and their committees, Wilson Centre forResearch in Education, Continuing Education Office,Knowledge Translation Program, Michener Institute,George Brown College, and multi-professional healtheducation groups at St. Michael's Hospital and UHN.

During 2003/2004, the Centre also dissolved theStrategic Planning Committee, established anExecutive Council in its place, established a CareerDevelopment/ Mentoring Working Group under theleadership of Dr. Karen Leslie, began development ofa new instructional development program under theleadership of Dr. Susan Lieff, received 4 grants andcollaborated with Dr. Ivy Oandasan on a fifth:

1. A Teaching Scholars Program in the Faculty of Medicine, Universityof Toronto. Funded by the Dean’s Excellence Fund, Faculty ofMedicine ($20,000). Susan Lieff, Ivan Silver and Brian Hodges.

2. Evaluation of New Implementation Strategies, ProgramEffectiveness, and Dissemination of New Pedagogical Knowledge:Centre for Faculty Development's Stepping Stones TeachingCertificate Program. Funded by the Continuing Education OfficeResearch and Development Grant, Faculty of Medicine ($5,000).Denyse Richardson, Eva Mocarski, Ivan Silver, Amy Dionne

3. Can We Identify Core Competencies for Education Leadership in aFaculty of Medicine? Funded by the Continuing Education OfficeResearch and Development Grant, Faculty of Medicine ($5,000).Susan Lieff and Mathieu Albert.

4. Enhancing the Teaching of Molecular Medicine: A University ofToronto/ Stanford University Collaborative Project, Funded by theMcLaughlin Centre for Molecular Medicine ($300,000 over 3 years),2004. Wendy Levinson and Ivan Silver

5. Teaching Health Professionals to be Collaborators for PatientCentered Care - A Faculty Development Proposal To DevelopLeaders in Interprofessional Education, Funded by the Royal Collegeof Physicians and Surgeons of Canada ($25,000), 2004.Ivy Oandasan, Ivan Silver, Lynne Sinclair, Molyn Leszcz, Anja Robb,Denyse Richardson, Debbie Kwan, Azadeh Moaveni, and Keegan Barker

Above: Journal Club/Stepping Stones Certificate Participants

2004 / 2005 Developments

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ESTABLISHING FACULTY DEVELOPMENT AWARDS

To recognize faculty development programs and teaching in theFaculty of Medicine, University of Toronto, the Centre estab-lished the Helen P. Batty Awards in Faculty Development. OurProgram Excellence Award recognizes an outstanding, depart-mental faculty development program and the TeachingPerformance Award, sustained, departmental excellence in theteaching of faculty.

The inaugural recipient of the Program Excellence Award wasannounced at the May 2005 Faculty of Medicine EducationAchievement Event - Master Teacher Program, Departmentof Medicine under the leadership of Wendy Levinson andDanny Panisko.

OFFERING WORKSHOPS TO SUPPORT THE DEAN'SEXCELLENCE FUND

The Dean's Excellence Fund for Innovation in MedicalEducation is a seed fund designed to catalyze initiatives thatimmediately and directly impact University of Toronto MD stu-dent/trainee education through innovation and development inundergraduate education and postgraduate education programs.In 2004/2005, Dr. Brian Hodges, Director of the WilsonCentre for Research in Education, completed a review of theDean's Excellence Fund program. 15 total recommendationswere made to enhance the fund and its associated processes.Three of these recommendations incorporated the Centre'sinvolvement:

• Create a roster of consultants from the Centre for FacultyDevelopment, Wilson Centre for Research in Education, andKnowledge Translation Program to assist potential appli-cants.

• Conduct a workshop on "Creating an Innovative and ScholarlyProject"

• Conduct a workshop on "Evaluation and Dissemination of anEducational Innovation"

The Centre successfully conducted the two workshops underthe leadership of Karen Leslie and Brian Hodges. Feedbackfrom participants was positive and we hope that these work-shops will have an impact on the number of quality proposalssubmitted in the next call for proposals.

Initiatives, Programs and Services

INSTRUCTIONAL DEVELOPMENT THEME

This year, we concentrated efforts on building upon ourInstructional Development theme by:

• Conducting a needs assessment• Increasing faculty development rounds participation• Offering more workshops• Increasing participation in our certificate program • Adding new programming and services• Hiring an Education Researcher

Conducting a Needs AssessmentIn order to identify faculty development (fd) topics of interest andthe preferred format for fd activities in our Faculty, a paper-basedsurvey was developed and mailed to a random 10% of faculty inthe Faculty of Medicine, University of Toronto. Participants weregiven the option of completing and returning the paper-based toolor responding to the survey on-line. A final response rate of74.17% was achieved. Results of the study are being used toinform the development of programs offered by the Centre.

Of the top 10 fd topics of interest, the Centre covered 60% ofthem prior to the needs assessment via our programming menu.Results of this study will be written up for publication and dis-seminated to the Faculty of Medicine.

Increasing Rounds ParticipationThis year we improved our rounds series by carefully selectingrounds topics and speakers, enhancing our advertising strategy, andexperimenting with audio- and video-casting technologies, result-ing in a 57% participation increase and a 38% increase in the num-ber of unique attendees. Rounds topics included:

• Incentives and Rewards for Teachers• Preparing a Teaching Dossier: A Celebration of

Accomplishment• Peer Assessment of Teaching Effectiveness: Why and How?• Faculty Development in Times of Change: Preparing Our

Teachers to Meet New Educational Challenges• An Interprofessional Education Experience: Listening to

Learners and Reflecting Upon Faculty Development• Challenges in the Evaluation and Assessment of Students'

Clinical Skills• Cross Cultural Differences in Teaching and Learning: Looking

Through the Eyes of Our Students• Ambulatory Care Teaching: The Future and the Challenges• Lifelong Learning: Ready, Willing, and Able?

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Offering More Instructional Development WorkshopsThis year we offered 26 half day workshops which were led by multipleinstructors from varying disciplines and held at varying locales in order toaccommodate as many faculty members as possible. This is a 37% increasefrom 2003/2004. Workshop topics included:

• Setting Goals and Writing Objectives (x2)• Writing Multiple Choice Exams• Putting 'Sizzle' into Your CV, and Taking the 'Duh' out of Your Dossier (x2)• Feedback• Developing Clinical Reasoning Skills: Strategies to Help Learners • Challenging Teaching Situations (x2)• Small Group Teaching• The "Problem" Student: Whose Problem Is it?• Interprofessional Education:

Grounding Our programs in Theory and Practice (x2)• Presentation Skills (x2)• Wisely Using Information and Communication Technology in Teaching:

A Basics Workshop (x2)• Adult Learning Theories• Teaching as a 3-Dimensional Art• Understanding Learning Styles: The Road to More Effective Teaching (x2)• Introduction to PowerPoint• Intermediate / Advanced PowerPoint• Planning and Implementing Effective CE Sessions• Models of Online Instruction for Health Professional Education Part I• Models of Online Instruction for Health Professional Education Part II

Increasing Participation in Our Instructional Development CertificateProgram - Stepping StonesOur 40-hour certificate program offers faculty the opportunity for a more indepth immersion in teacher training. Candidates are expected to participate inat least 26 hours of instructional development workshops over two academicyears. Candidates may accumulate these hours by registering and participating ininstructional development workshops of choice offered by the Centre.Candidates are also expected to accumulate an additional 14 hours of trainingover one academic year by participating in a at least 7 out of 9 monthly, teach-ing and learning theory journal club sessions organized by the Centre.

After participating in the Stepping Stones Certificate Program, participantsshould be able to:

• describe several evidence-based strategies for teaching in a variety ofclinical contexts

• describe some of the theoretical basis for clinical teaching strategies

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2003-2004 2004-2005

# Unique Attendees

# Total Attendees

Rounds Participation Data

2004 / 2005 Developments

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• demonstrate new acquired teaching skills • demonstrate enhanced critical appraisal skills of the medical

education literature • acquire a positive attitude towards implementing and initi-

ating change in clinical teaching

In 2003-2004, this program was open only to faculty from theFaculty of Medicine. During 2004-2005, we expanded ourinterprofessional horizons and offered three spots in total toother health science faculties at the University (Pharmacy,Physical Education and Social Work). Our hope is to continuecollaborating with the health science faculties at the Universityof Toronto.

In order to expand this certificate program and accommodatemore participants, we not only increased our workshop offer-ings but added another journal club. Thus, three simultaneousjournal clubs were coordinated by the Centre and led by RobertHilliard, Paediatrics; Gabrielle Kane, Radiation Oncology; andLee Manchul, Radiation Oncology. The result - double thenumber of program graduates.

Under the leadership of Denyse Richardson (Medicine), anovel program assessment commenced combining both quali-tative and quantitative techniques to explore impact. Voluntaryparticipants took part in pre- and post-program focus groupsand completed pre- and post- program questionnaires to iden-tify skill-set knowledge gaps in teaching effectiveness.

In pre-program focus groups, voluntary participants wereprobed for their: a) motives for enrollment, b) expectations ofthe program and c) the type of teaching preparation they had todate. The general sense from the data is that the purposes forattending is to acquire practical tools for dealing with everydayteaching problems, as well as affirmation that what they aredoing is "right".

Post-program focus groups focused on eliciting the impact ofthe program on a) perceived gaps, b) teaching behaviourchange, and c) influence on their career in education. The over-all impression is that participants found the program exceededtheir expectations and they are more than satisfied with theirexperience. Most voiced a wish to be able to continue in someway, especially with the journal clubs. In addition, many peopleshare the perception that their participation in the program hasled them to teach differently. They are pleased by the changesthey have made but they are not necessarily greeted with enthu-siasm by students or peers.

Research is still in progress and we anticipate the disseminationof results in 2005/2006.

Adding New Programs and Services:

GRAND ROUNDS SPEAKERS BUREAU SERVICE

The goal of this venture is to introduce important educationtopics to existing Grand Rounds that take place in departments,divisions and hospitals. We identified several popular educationtopics (Interactive Lecturing, Professionalism, Feedback,Teaching Dossiers, Mentoring, and KTP), gathered names ofknowledgeable speakers on each topic and confirmed theirinterest in giving approximately 2-3 grand rounds presentationseach year. Grand Rounds planners at various hospitals werecontacted and provided with a list of these topics. Plannerswere encouraged to contact the Centre - the "broker" - for thename and contact information of one of the expert speakers ifinterested in conducting rounds on any of the topics. Twelvesuccessful matches were made in 2004/2005. We also matchedrounds organizers with speakers on educational topics notappearing on the list referenced above.

MOLECULAR MEDICINE PROGRAM

With the help of Wendy Levinson, Department of MedicineChair, we received a grant from the McLaughlin Centre forMolecular Medicine to facilitate the teaching and learning ofmolecular medicine in Undergraduate Medical Education(UME) in partnership with Stanford University. Under the lead-ership of Drs. Jane Aubin and David Malkin, MolecularMedicine theme representatives for UME, a needs assessmentwas conducted with students, faculty members and theClerkship and Pre-Clerkship Curriculum Committees to identifythe current state of teaching and learning in this area. Resultsare currently being analyzed and will inform the developmentand implementation of initiatives to address project goals overthe next two years.

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02003-2004 2004-2005

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Annual Stepping Stones Graduates

Left:Susan LieffDirector, ESP

Below:ESP Participants

EDUCATION SCHOLARS PROGRAM

The Education Scholars Program (ESP) is co-sponsoredby our Centre and the R.I.S.E. program - Research,Innovation and Scholarship in Education - in theDepartment of Psychiatry, University of Toronto.It is designed to lead to the development of a multi-professional community of scholars with skills in teach-ing, educational scholarship and educational leadership.

ESP planning began in 2003/2004. At that time a com-prehensive needs assessment was conducted by SusanLieff, Director of the Education Scholars Program, toinform the curriculum. The assessment included:

• interviews with chairs, hospital chiefs and faculty• a review of Scholars Programs offered in North

America• a review of leadership programs offered in North

America• interviews with Scholars and a review of their letters

of intent• an on-line survey for faculty• review of local faculty development needs assess-

ment surveys• literature reviews on faculty development programs

in education• a modified Delphi survey completed by participants

during the first year of class

Based on results, the curriculum was designed alongthree thematic tracks:

Teaching Excellence - focus on enhancing what theindividual teacher does in their interactions with thestudent or students in order to facilitate studentlearning

Education Scholarship - larger scale focus, beyond theeducation scholar and their individual student or stu-dents. Here the program focuses on theories, methods,innovations, assessments and projects in teaching, cur-riculum development, course planning, evaluation andresearch in health professional education.

Education Leadership and Career Development - developingthe necessary competencies to: be and feel productivein a career as a clinician educator, facilitate the imple-mentation and integration of scholarly educationalactivities into the Faculty of Medicine and acquireand maintain educational leadership positions.

This year, we opened our doors to a cohort of fifteen faculty selected by theirdepartments to participate in the program's first iteration. They met onTuesday afternoons for the duration of the 2004/2005 academic year and willcontinue to do so during 2005/2006.

Overall program evaluation methods include focus groups, surveys, teachingevaluations, and self-assessment and efficacy measures. Preliminary resultshave been outstanding:

• Scholars attended 90% of 2004/2005 classes.• 90% of Scholars agreed or strongly agreed with the statement 'As a

result of this course, I am more knowledgeable about this topic thanwhen I started.'

• 92% of Scholars agreed or strongly agreed with the statement 'I thinkthat this topic should be repeated for the next cohort.'

• 93% of Scholars said they found sessions to be good, very good orexcellent.

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2004/2005 Abstracted Presentations Specifically Related to Centre Initiatives

1. Faculty Development Programs: How Do You Measure Success?Ottawa Conference in Medical Education. July 7, 2004, Barcelona,Spain. Ivan Silver and Susan Lieff.

2. Faculty Development Programming: An Effective DevelopmentalFramework. Association of Faculties of Medicine of Canada (AFMC)Annual Conference. Poster presentation. April 2005, Saskatoon,Saskatchewan, Canada. Ivan Silver.

3. A Faculty Development Needs Assessment. EducationalAchievement Event, Faculty of Medicine, University of Toronto.Poster presentation. May 9, 2005, Toronto, Canada. Eileen Egan-Lee.

4. The Education Scholars Program. Educational Achievement Event,Faculty of Medicine, University of Toronto. Poster presentation.May 9, 2005, Toronto, Canada. Susan Lieff.

5. Evaluation of New Implementation Strategies, Program Effectiveness,& Dissemination of New Pedagogical Knowledge: Centre for FacultyDevelopment's Stepping Stones Teaching Certificate Program.Educational Achievement Event, Faculty of Medicine, University ofToronto. Poster presentation. May 9, 2005, Toronto, Ontario, Canada.Densye Richardson.

6. Can We Identify Core Competencies for Education Leadership in aFaculty of Medicine? Harvard Macy Institute for Education in theHealth Professions, May 18, 2005, Cambridge, Massachusetts, USA.Susan Lieff.

7. Faculty Development and Inter-professional Education Informed ByThe Man Who Mistook His Wife for a Hat. Inter-professional EducationGrounding Action in Theory Conference, May 27, 2005, Toronto,Ontario, Canada. Ivan Silver.

8. Ambition and the Health Professional Teacher: Mirror, Mirror on theWall. Association for Medical Education in Europe (AMEE)Conference. August 30, 2005, Amsterdam, Holland. Susan Lieff.

2004 / 2005 Developments

HIRING AN EDUCATION RESEARCHER

In order to increase our ability to research our facultydevelopment programs and initiatives, we embarkedon a search for an Education Researcher. In Winter2005, we hired Scott Reeves from City University inLondon, England. He will begin working with us inSeptember 2005. Scott will devote half of his time tothe Centre, researching the effectiveness and out-comes of our faculty development programs andhelping our collaborators embark on their own relatedresearch. Scott will also spend time doing the samefor the Department of Family and CommunityMedicine, Faculty of Medicine, University ofToronto. He will conduct his work within the contextof the Wilson Centre for Research in Education.

2004/2005 Grants Specifically Related to the Centre1. Enhancing the Teaching of Molecular Medicine: A University of Toronto / Stanford University Collaborative Project, Funded

by the McLaughlin Centre Molecular Medicine ($300,000 over 3 years). Wendy Levinson and Ivan Silver.

2. Faculty Development Needs Assessment Survey. Funded by the Continuing Education Office Research and DevelopmentGrant, Faculty of Medicine ($5,000). Eileen Egan-Lee, Bart Harvey, and Ivan Silver.

3. Advancing the Limits of Learning: Supporting the Future of the Center for Faculty Development. Funded by the AcademicIncentive Fund (AIF), University of Toronto ($900,000 over 5 years). Catharine Whiteside, Dave Davis, and Ivan Silver.

Total = $1,205,000

Related Grants on Which We Have Collaborated1. The S.C.R.I.P.T. Programme: Structuring Communication Relationships for Inter-Professional Teamwork ('SCRIPT') to achieve

Inter-Professional Education for Collaborative Patient-Centred Practice (IECPCP). Funded by Health Canada ($1,195,000 over2 years). Ivy Oandasan, Lorelei Lingard, Zubin Austin, Merrick Zwarenstein, Diane Doran, Brian Hodges, Louise Nasmith,Ivan Silver, Lynne Sinclair, Scott Reeves, and Catharine Whiteside.

Scott ReevesEducation Researcher

CAREER DEVELOPMENT AND MENTORING THEME

This year the Centre's Career Development andMentoring Working Group collaborated on an excitingmentoring proposal. The primary goal of their pro-posed project is to identify what current activity existswith respect to mentorship in the Faculty of Medicine,to describe what the goals of this mentorship are, howit is being provided, and how the outcomes are beingmeasured. A secondary goal is to identify those areas(divisions, hospitals, departments, subgroups) interestedin further developing existing initiatives or creating newinitiatives relating to the provision of mentorship.

The information obtained from this survey will be usedto assist in the creation of a 'database' of mentoringprograms in the Faculty of Medicine and to support aplan for development and evaluation of mentoring in theFaculty of Medicine. This plan will then be supportedand monitored by the Career Development andMentoring Working Group.

INTERPROFESSIONALISM THEME

The Centre is a collaborative, interdepartmental, andinterdisciplinary entity. Faculty from 22 of 25 depart-ments in the Faculty of Medicine, University of Torontohave taken part in our programs and/or have helpedplan and lead them. This includes clinical, rehabilitation,and basic science departments. Recently, collaborationshave extended to include incremental representationfrom additional health science faculties at the University(e.g. Pharmacy, Nursing, Social Work and PhysicalEducation).

This year we continued to strengthen our working rela-tionships with various interprofessional groups andcommittees which have provided unique opportunitiesfor collaboration on projects to enhance IPE practiceand education:

• Co-Sponsorship of the international Inter-Professional Education:Grounding Action in Theory Conference

• Co-Investigators on a successful $1.3 million+ Health Canada proposalentitled "The S.C.R.I.P.T. Program: Structuring CommunicationRelationships for Inter Professional Teamwork (SCRIPT) to achieveInter-Professional Education for Collaborative Patient-Centred Practice(IECPCP)"

• Administrative support for the Interprofessional Education Leaders certificate program

PROFESSIONALISM THEME

In collaboration with Dr. Monica Branigan, the Centre established aProfessionalism Working Group which met twice during the academicyear. The intention of this group is to identify faculty development needsrelated to professionalism and implement education programs in theundergraduate curriculum to enhance the teaching, evaluation and thepractice of professionalism.

Right: ESP Participants

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2004 / 2005 Developments

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Proposed Masters in Health Professional EducationWorking with the Department of Public HealthSciences, a Masters program is being devel-oped that will link the program's courses withworkshops offered by the Centre for credit.Anticipated start of this program is 2007.

New:Education Scholars ProgramAn intensive, 2-year program (1/2 day per weekduring academic year) designed to develop amulti-professional community of educationscholars with skills in teaching, educationalscholarship and educational leadership. Opento medical and non-medical faculty membersfrom all clinical departments in the Faculty ofMedicine. The program will be open to a selectnumber of participants from other health sci-ence faculties in the future (2006-2008 program).

Instructional Development Certificate - Stepping StonesThis 40 hour certificate program combines 26hours of participation in our instructional devel-opment workshops - participants are allowed topick and choose which workshops are mostapplicable to them - with at least 14 hours ofparticipation in our journal club focusing onteaching and learning theory as applied topractice.

New:Interprofessional Education (IPE) Leaders CertificateThe purpose of this 40 hour certificate programis to prepare faculty to organize and implementinterprofessional education programs. [led byIvy Oandasan, Department of Family andCommunity Medicine - our Centre is a collaborator].

New:Molecular Medicine ProgramThis project's aim is to enhance teaching andlearning of molecular medicine. This is a collaboration with Stanford University.

Integrated Instructional Development/Education Scholarship Model 2004-2005All initiatives within our Instructional Development theme are part of an integrated plan to deliver programming tomeet the needs of differently committed faculty.

Instructional Development WorkshopsHalf day workshops were conducted throughout the academicyear. Workshops were led by multiple instructors from varyingdisciplines and held at varying locales in order to accommodatefaculty.

Faculty Development Grand Rounds PresentationsMonthly Grand Rounds in Faculty Development were held eachmonth during the academic year. The Centre experimentedwith audio and video-casting capabilities to maximize facultyparticipation.

New:Education Grand Rounds Speakers Bureau Service The goal of this venture is to introduce important educationtopics to existing Grand Rounds that take place in departments,divisions and hospitals.

Instructional Development WorkshopsFaculty Development Grand Rounds PresentationsEducation Grand Rounds Speakers Bureau Service

Proposed Masters in Health Professional

Education

Education Scholars Program

Instructional Development CertificateInterprofessional Education Leaders Certificate

Molecular Medicine Program

Future Directions

IN ANTICIPATION OF THE MANDATED MEDICAL SCHOOL

EXPANSION, the Centre is now focusing efforts on rapid, yet sys-tematic enhancement and augmentation of programming. A greaternumber of faculty will be required to teach the growing studentbody. Thus, clinicians who have never taught before or who havenot taught in a number of years may be asked to fill the teachingvoid. And, they will be located in an ever-growing number of affili-ated institutions across the GTA.

The Centre will help bring these individuals into the FoM andSMH education communities and contribute to enhancing theskills and confidence required to provide students with a rewardingand quality education experience. Video-casting technology andthe knowledge of how to effectively utilize this technology will beextremely important in meeting this vital need.

Due to the importance of these upcoming developments and theacceptance of a new position by our Centre's Director - AssociateDean of Continuing Education, Faculty of Medicine, University ofToronto - we have created a new Associate Director role in theCentre with funding provided by St. Michael's Hospital and havecommenced a search. The Associate Director will be in charge ofour growing instructional development initiatives, with specialemphasis on the faculty development needs arising from theupcoming medical school expansion.

Over the next five years, we plan to address the following targetedoutcomes:

• Continued growth in our inter-departmentally coordinated fac-ulty development activities in the Faculty of Medicine (includ-ing activities to address the medical school expansion)

• Creation of networks, organizations and infrastructures sup-porting faculty development planning and implementation inthe Faculty of Medicine

• Creation of networks, organizations and infrastructures sup-porting faculty development planning and implementation inother Health Faculties at the University, culminating in the evo-lution of the Centre into an Inter-Faculty Centre for FacultyDevelopment (Medicine, Nursing, Pharmacy, Social Work andPhysical Education)

• Dissemination of best practices about the design, implementationand evaluation of faculty development programs via enhancedquality of research projects, peer-reviewed publications, and con-ference presentations

SUMMARY In 2004, the University of Toronto medical school wasextensively reviewed by an international accreditation group. Theirofficial report noted the Center's programs and plans for rapidexpansion as one of the Faculty of Medicine's key strengths. We areexcited to build upon our successes, meet our noted objectives andreport on our interim progress in the year to come.

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Committee Members

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Governance Committee(1) Ensures that the Centre has a vibrant and relevant strategic plan,(2) reviews the performance of the Centre in light of its strategicplan, (3) monitors the quality of provided educational experiences,(4) ensures that appropriate communication takes place between St.Michael's Hospital, the University of Toronto, other University ofToronto Teaching Hospitals and relevant University and Hospitalfaculty/staff, and (5) ensures that the Centre functions in a fashionconsistent with the mission, values and ethics of St. Michael's andthe University of Toronto.

Executive Council(1) Provides advice and support to the Director, (2)assists in strategic planning, (3) assists in definingresource and funding objectives, (4) assists in identify-ing and recruiting academic faculty, and (5) recom-mends cross appointments to the Centre.

Glen Bandiera Director, Postgraduate Medical EducationStaff Emergency Physician, Trauma Team LeaderSt. Michael's HospitalAssistant Professor and Clinician EducatorDivision of Emergency Medicine, Department of MedicineProgram Director, FRCP EM Residency Training ProgramFaculty of Medicine, University of Toronto

Cathy Evans Assistant Professor, Department of Physical TherapyFaculty of Medicine, University of Toronto

Brian HodgesAssociate Professor, Department of Psychiatry Faculty of Medicine, University of TorontoDirector, Donald R. Wilson Centre for Research in EducationUniversity Health Network

Karen LeslieStaff Pediatrician, Division of Adolescent MedicineHospital for Sick ChildrenAssociate Professor, Department of PediatricsFaculty of Medicine, University of Toronto

Jamie MeuserDirector, Professional DevelopmentDepartment of Family and Community MedicineFaculty of Medicine, University of Toronto

Helene Polatajko Professor and Chair, Department of Occupational TherapyFaculty of Medicine, University of Toronto

Jay RosenfieldDirector, Admissions and AwardsDirector, Curriculum Undergraduate EducationAssociate Professor, Department of PaediatricsFaculty of Medicine, University of Toronto

Dave DavisAssociate Dean, Continuing Education Professor, Department of Health Policy, Management, & Evaluation and Department of Family & Community MedicineFaculty of Medicine, University of Toronto

Robert HowardExecutive Vice President Programs, Education and Chief Medical Officer St. Michael's Hospital

Wendy LevinsonProfessor and Chair, Department of MedicineFaculty of Medicine, University of TorontoAssociate Director, Research; Acting DirectorInner City Health Research Unit, St. Michael's Hospital

Peeter PoldreProfessor, Department of MedicineFaculty of Medicine, University of Toronto Vice President Education and Medical AffairsSunnybrook and Women's Health Sciences Centre

Richard ReznickProfessor and Chair, Department of SurgeryFaculty of Medicine, University of TorontoVice President EducationUniversity Health Network

Art SlutskyVice President, ResearchSt. Michael's HospitalProfessor, Departments of Medicine, Surgery and Biomedical EngineeringDirector, Inter-Departmental Division of Critical Care MedicineFaculty of Medicine, University of Toronto

Catharine WhitesideInterim DeanProfessor, Department of MedicineFaculty of Medicine, University of Toronto

Instructional DevelopmentWorking GroupAssists in planning, coordinating and delivering inno-vative instructional development activities for ourfaculty, as well as developing evaluation methods forinstructional development (i.e. Stepping StonesWorkshop Series).

Helen BattyProfessorDirector, Graduate Studies and Academic Fellowship ProgramsDepartment of Family and Community MedicineFaculty of Medicine, University of Toronto

Susan LieffAssociate Professor, Department of PsychiatryDirector, Education Scholars Program Centre for Faculty DevelopmentFaculty of Medicine, University of TorontoPostgraduate Ed. Coordinator, Division of Geriatric PsychiatryBaycrest Hospital

John MurnaghanAssistant Professor, Department of SurgeryFaculty of Medicine, University of Toronto

Danny PaniskoAssociate Professor and Clinician EducatorDepartment of MedicineFaculty of Medicine, University of TorontoUniversity Health NetworkCo-DirectorDepartment of Medicine, Master Teacher ProgramFaculty of Medicine, University of Toronto

Sandy Rennie Assistant ProfessorDepartment of Physical TherapyFaculty of Medicine, University of Toronto

Denyse RichardsonLecturer and Clinician Educator Director, Faculty Development ProgramDepartment of Medicine, Division of PhysiatryFaculty of Medicine, University of Toronto

Susan Wagner Coordinator of Clinical Education Academy AssociateFitzGerald and Wightman-Berris AcademiesSenior Lecturer Grad. Department of Speech-Language PathologyFaculty of Medicine, University of Toronto

Career Development and MentoringWorking GroupPlans and researches career development programs and initiatives.

Janet Bodley Assistant Professor, Obstetrics & GynaecologyFaculty of Medicine, University of Toronto

Mike Evans Assistant Professor and Research Scholar Department of Family and Community MedicinePrincipal Investigator, Knowledge Translation ProgramDirector, Mini-Med School/Director, Health Knowledge CentralFaculty of Medicine, University of Toronto

Karen Leslie Associate Professor, Department of PediatricsFaculty of Medicine, University of Toronto

Susan LieffAssociate Professor, Department of PsychiatryDirector, Education Scholars Program, Centre for Faculty DevelopmentFaculty of Medicine, University of TorontoPostgraduate Ed. Coordinator, Division of Geriatric PsychiatryBaycrest Hospital

Janice MiyasakiAssistant Professor, Department of MedicineFaculty of Medicine, University of TorontoAssociate Clinical Director, The Movement Disorders CentreToronto Western Hospital, University Health NetworkDirector, Clinical Services and Education, Division of NeurologyUniversity Health Network and Mt. Sinai Hospital

Right: Helen Batty and Danny Panisko at the 2004/2005 Stepping Stones Graduation

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Instructional Development Faculty

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Viola Antao Family and Community Medicine Glen Bandiera MedicineHelen Batty Family and Community Medicine David Berbrayer MedicinePhilip Berger Family and Community MedicineJanet Bodley Obstetrics & GynecologyMonica Branigan Family and Community MedicineMarco Caminiti Faculty of Dentistry, University of TorontoDoreen Cleave-Hogg Anaesthesia and Donald R. Wilson Centre for Research in EducationJohn Collins Educational Studies, University of British Columbia (emeritus)David Cook Faculty of Medicine and Dentistry, University of AlbertaJohn Cunnington Faculty of Health Sciences, McMaster UniversityDave Davis Family and Community Medicine; Health Policy, Management and EvaluationMarcel D'Eon Educational Support & Development, University of SaskatchewanDianne Delva School of Medicine, Queens UniversityAlexandra Easson SurgeryLynn Ellwood Speech Language PathologyCathy Evans Physical TherapyJohn Flannery MedicineBob Fox Adult and Higher Education, University of OklahomaRisa Freeman Family & Community MedicineTina Goertz Resource Centre for Academic Technology, University of TorontoJeannette Goguen MedicineRajesh Gupta MedicineStan Hamstra Surgery and Donald R. Wilson Centre for Research in EducationRobert Hilliard PaediatricsBrian Hodges Psychiatry and Donald R. Wilson Centre for Research in EducationEric Holmboe Evaluation Research, American Board of Internal MedicineJacqueline James MedicineRichard Jay MedicineGabrielle Kane Radiation OncologyCatherine Kelly MedicineJay Keystone MedicineFerdinand Krauss Educational ComputingDebbie Kwan Family and Community Medicine; Faculty of Pharmacy,University of TorontoKaren Leslie PediatricsSusan Lieff Psychiatry

Shunne Leung Surgical Skills CentreLee Manchul Radiation OncologyEva Mocarski Obstetrics & GynecologyBrenda Mori Physical TherapyJohn Murnaghan SurgeryLouise Nasmith Family & Community MedicineJoyce Nyhof-Young Radiation OncologyIvy Oandasan Family and Community MedicineDanny Panisko MedicineRichard Pittini Obstetrics & GynecologyHelene Polatajko Occupational TherapyDan Pratt Educational Studies, University of British ColumbiaAnita Rachlis MedicineGlenn Regehr Surgery and Donald R. Wilson Centre for Research inEducationDenyse Richardson MedicineJay Rosenfield PaediatricsWarren Rubenstein Family & Community MedicineLynn Russell Medicine (emeritus)David Patrick Ryan Regional Geriatric Program, TorontoLisa Satterthwaite Surgical Skills CentreGeorges Savoldelli Donald R. Wilson Centre for Research in Education Visiting FellowMartin Schreiber MedicineRita Shaughnessy Family & Community MedicineDebbie Sibbald Faculty of Pharmacy, University of TorontoIvan Silver PsychiatryRobert Silver MedicineLynne Sinclair Toronto Rehabilitation InstituteYvonne Steinert Faculty of Medicine, McGill UniversityJill Stier Occupational TherapySharon Switzer McIntyre Physical TherapyYves Talbot Family and Community MedicineIan Taylor Surgery Murray Urowitz MedicineAndrea Waddell PsychiatrySusan Wagner Speech-Language PathologyIan Waters Family and Community MedicineCatharine Whiteside MedicineDoug Wooster Surgery

75 individuals have served as faculty in our instructional development initiatives as of the end of the 2004/2005academic year. All are from the Faculty of Medicine, University of Toronto unless otherwise noted.

Staff

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Ivan Silver, MD, Med, FRCP(C)Associate Dean, Office of Continuing Education (beginning September 2005)Director, Centre for Faculty Development at St. Michael's HospitalProfessor, Department of PsychiatryFaculty of Medicine, University of Torontoivan.silver@utoronto.ca416-864-6060 x6546

Dr. Ivan Silver is a 1975 graduate of Dalhousie medical school. He laterspecialized in Psychiatry at the University of Toronto. He joined thisfaculty in 1981 and later completed a Masters Degree in Education atthe Ontario Institute for Studies in Education at the University ofToronto. In the past ten years he has focused his attention on continu-ing education and professional development. In his specialty area ofpsychiatry, he has developed local and national strategies for deliveringcontinuing education to mental health professionals in Toronto and inCanada. He has worked with the Royal College of Physicians andSurgeons of Canada to help develop the Maintenance of Certificationprogram. In 2002, he was appointed the Director of the Centre forFaculty Development in the Faculty of Medicine at the University ofToronto. Since then, he has initiated several programs to enhance theprofessional development of faculty. His academic interests includehow students of all ages learn, the development of novel teachingmethods, how to engage students in learning interactively and inter-pro-fessionally and models for implementing and evaluating professionaldevelopment and continuing education programs.

Susan Lieff, MD, MEd, FRCP(C)Associate Professor, Department of PsychiatryDirector, Education Scholars ProgramCentre for Faculty Development at St. Michael's HospitalFaculty of Medicine, University of Torontos.lieff@utoronto.ca416-864-6060 x6977

Dr. Susan Lieff is a consulting geriatric psychiatrist to the patients ofBaycrest Centre for Geriatric Care. After completing her medical degreein 1981 at the University of Toronto, Dr. Lieff continued her studiesand obtained her psychiatry fellowship degree with a sub-specialty focusin geriatric psychiatry in 1985. She completed her Masters ofEducation at the Ontario Institute for Studies in Education, Universityof Toronto in 2002.

At the University of Toronto, she is founding Course Director for theFaculty of Medicine Education Scholars Program and an AssociateProfessor. Dr. Lieff is a clinician-educator who has been recognized forher outstanding education contributions in psychiatry. She won the1999 Robin Hunter Award for Excellence in Postgraduate Teaching inthe Department of Psychiatry of the University of Toronto, the 2000Teacher of the Year Award for Canada from the Association forAcademic Psychiatry (AAP) and the 2003 University of TorontoFaculty of Medicine Postgraduate Medical Education Award forTeaching, Mentorship and Advocacy.

Dr. Lieff's areas of scholarly activity have included recruitment ingeriatric psychiatry, faculty and program development in geriatricpsychiatric education, outcomes of geriatric psychiatry trainingand mentorship. More recently Dr. Lieff has focused primarilyon faculty development in psychiatric and medical education. Dr.Lieff is currently developing a learning-theory-informed concep-tual framework for the evaluation of impact of faculty develop-ment programs in education and has grant support to study edu-cation leadership in medicine. Other interests include career-devel-opment of clinician educators and defining and promoting educa-tion scholarship.

Scott Reeves, PhD MSc BSc PGCEAssociate Professor, Department of Family and Community MedicineEducation Researcher, Centre for Faculty Development at St. Michael's HospitalEducational Scientist, Wilson Centre for Research in EducationFaculty of Medicine, University of TorontoHonorary Visiting Senior Research FellowHealth Care Education Development Unit, City University, London England

Dr. Reeves is a sociologist who has been undertaking healthservices and health education research projects for over tenyears. In September 2005, he'll begin working with colleagues atthe Centre for Faculty Development and Department of Familyand Community Medicine, University of Toronto to developtheir research expertise and capacity. His main research interestsare exploring and evaluating the processes and outcomes relatedto interprofessional education and practice, for which he is nowregarded as an international expert. In the past five years Dr.Reeves has helped secure over $1.3m in research grants, pub-lished over 30 peer-reviewed papers and research reports, as wellas chapters for four books related to interprofessional educa-tion/practice. Recently, with research colleagues, he has pub-lished two books on interprofessional education: one exploresthe assumptions and arguments for interprofessional educationagainst its evidence-base; the other offers detailed informationrelated to the development, delivery and evaluation of this typeof education. In addition to his research activities, Dr. Reevesalso works as an Associate Editor on the Journal ofInterprofessional Care and is also the journal's Research ReportsEditor.

Staff

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Amy Dionne, MEdCoordinator, Centre for Faculty Developmentfacultydevelopment@smh.toronto.on.ca416-864-5961

Amy received her Master of Education degree from the Harvard GraduateSchool of Education with a specialization in Educational Administration andLearning Technologies. As the Centre's Coordinator, Amy's primary role is tooversee the general operation of the Centre. This includes assisting in strategicand annual planning processes, report authoring, coordination of the Centre'sfaculty development activities, and management of administrative staff.

Eileen Egan-Lee, MEdCoordinator, Special Projects, Centre for Faculty Developmenteganei@smh.toronto.on.ca416-864-6060 x3409

Eileen received her Master of Education degree at the Ontario Institute forStudies in Education, University of Toronto in 2004 in the Department ofCurriculum, Teaching and Learning. Currently, Eileen coordinates theEducation Scholars and Molecular Medicine Programs and leads special proj-ects as they arise. Eileen has a background in project coordination and previ-ously worked in the Education Deans' Office, Faculty of Medicine as theEducation Awards Officer.

Above: Eileen Egan-Lee, Amy Dionne, Dawn Carpenter, and Hailey Garcia-Gonzalez

Dawn Carpenter, BAAdministrative Secretary, Centre for Faculty Developmentcarpenterd@smh.toronto.on.ca416-864-6060 x6546

Dawn oversees the administration of the Centre's grandrounds, instructional development workshops, andStepping Stones Certificate Program. She also coordi-nates program marketing strategies. Dawn comes froma sales and marketing background.

Hailey Garcia-GonzalezAdministrative Clerk, Centre for Faculty Developmentgarciah@smh.toronto.on.ca416-864-6060 x3524

Hailey provides a broad range of administrative assistancefor all of the Centre's programs and initiatives. She hasbeen with St. Michael's Hospital for 6 years and previouslyworked for the Department of Family & CommunityMedicine, St. Michael's Hospital.

Centre for Faculty DevelopmentFaculty of Medicine, University of Toronto

at St. Michael's Hospital30 Bond Street

Toronto, ON M5B 1W8

www.cfd.med.utoronto.ca