Visit our web page http://umanitoba.ca/faculties/medicine/education/ed_dev/ for full details on all Medical Education Events. 1

In This Issue:

Meet Dr. Sara Israels 1

Research Day High-lights

2

Competency Based Teaching?

3

Featured Colleague 6

Sustainability 7

FAQ 8

MED ED NEWS 2015 Issue 2

Department of Medical Education, College of Medicine

W elcome to Dr. Sara Israels in her new role as Vice-Dean, Academic Affairs. In this

role, Dr. Israels has responsibility for the new Faculty of Health Sciences Faculty Development Platform, which includes the College of Medicine’s Department of Medical Education. With ample experience in the university, including as Professor and Head of the Section of Hematology/Oncology in the Department of Pediatrics & Child Health and as a Senior Investigator, Manitoba Institute of Cell Biology, Dr. Israels brings a wealth of knowledge to the position. Aligning our department with Academic Affairs is a common organizational practice in health professional schools and allows for a more integrative approach for faculty in their many academic roles.

Meet Dr. Sara Israels

Congratulations!

Congratulations to all our faculty, staff and students on another successful academic year in the College of

Medicine. This year we launched the new pre-clerkship curriculum in UGME and began the journey to com-

petency-based education in PGME. The national graduate student research forum continues to highlight the

excellent research of our graduate students. Both UGME and PGME had successful accreditation reports.

Regardless of discipline, our students continue to perform well on national exams. Looking back there are

many lessons that have been learned, both formally and informally, that help us grow and expand our fron-

tiers. All in all it has been a highly successful year!

Visit our web page http://umanitoba.ca/faculties/medicine/education/ed_dev/ for full details on all Medical Education Events. 2

M ay 7, 2015 marked a celebration of

educational research in the health

professions. The Department of Medical Education

hosted its fourth Educational Research Day. Over 30

research and innovation projects were shared with

participants. These projects included high

technology teaching innovations, curriculum

development, and program evaluation and focused

on a variety of learners (undergraduate,

postgraduate and continuing professional

development).

On the Research Day Dean’s Grand Rounds at noon,

three Oral presentations were highlighted:

Marcia Anderson De Coteau presented her work

with Amanda Woods, Barry Lavallee and Catherine

Cook titled “Unsafe learning environments:

Indigenous medical students experiences of racism.”

José Franҫois presented his work with Stephanie

Mowat and Jeff Sisler titled “Facilitating reflection

through peer-assisted debriefing: Feedback from the

MPAR reflection exercise.”

Bertram Unger presented his work with Jordan

Hochman, Jay Kraut, and Charlotte Rhodes titled

“Validation of anatomically matched rapid

prototyped and haptic models with cadaveric

temporal bone for surgical training.”

These three presentations exemplified the depth

and breadth of educational research occurring in

the Faculty of Health Sciences at the University of

Manitoba.

Research Day was capped off with an intensive

workshop focused on developing writing skills for

educational research. Topics included structuring

scholarly writing in Medical Education, common

pitfalls to avoid, and coauthorship issues.

Participant engagement throughout the day was

evident in the conversations with researchers

during the poster session, questions asked of oral

presenters, and discussion in the writing workshop.

Many thanks to the researchers who gave both of

their time and expertise.

Research Day Highlights

by Joanne Hamilton and Anita Ens

Visit our web page http://umanitoba.ca/faculties/medicine/education/ed_dev/ for full details on all Medical Education Events. 3

H ealth professions programs are awash with competency based approaches for student

learning and assessment. The language of competency has almost become commonplace, as terms such as milestones, key competencies, enabling competencies and entrustable professional activities enter into our everyday usage. This discourse has crossed over into discussions related to teaching.

A number of authors have proposed competency frameworks for teaching (see for example Hatem et al., 2010; Molenaar et al., 2009; Walsh et al., 2015). While these three frameworks have primarily arisen from the discipline of medicine, one can imagine that there would be some strong similarities in teaching across the health disciplines. Each of the professions focuses on preparing learners for clinical practice and teaches the knowledge, skills, and attitudes required for patient centred evidence informed care.

Harden and Crosby (2000) propose that teachers in the health professions play several roles (Table 1). As a starting point, these roles provide a guide for identifying contexts in which our faculty engage in teaching and learning activities. Building on the notion that competence is context specific (Brown, Collins & Duguid, 1989), any teaching competency framework should recognize that teaching competency is also context specific.

One way this has been addressed is through the development of "Fundamental Teaching Activities" by the College of Family Physicians of Canada (Walsh et al., 2015). Using a process analogous to the development of entrustable professional activities (EPAs) that is occurring in postgraduate

Do We Need a Competency-Based Approach to Teaching? by Joanne Hamilton

medicine, fundamental teaching activities represent one way to describe the day-to-day activities in a teacher's work, in a context specific way. Focusing primarily on clinical teaching, the FTAs are organized into a framework based on the context of teaching and role of the teacher, and the tasks/activities involved in the role (for more information on the CFPC framework see http://www.cfpc.ca/uploadedFiles/Education/_PDFs/FTA_GUIDE_TM_ENG_Apr15_REV.pdf).

The use of these frameworks is not without risk or controversy. There are concerns that competency based approaches are too reductionist in the evaluation of expertise. Further, at the present time, there are few studies that provide high quality evidence regarding what ‘good’ teaching might be in the health professions. So where do these frameworks fit in supporting teachers and learners in our education programs?

Using competency frameworks for teaching in the health professions may be useful as a guide for faculty development programs and activities. They may be useful in promoting the value of teaching within our colleges, whether as a way to measure teaching quality through promotion and tenure, or as a way to objectively recognize quality teaching.

However, teaching in the health professions includes many roles beyond that of a clinical or classroom teacher, which are often the main focus of competency frameworks. In Harden and Crosby’s(2000) twelve roles such as mentor and role model are more difficult to define in terms of competencies or FTAs, and certainly require different skills sets than does classroom teaching. Yet we expect our teachers to fulfill most of these roles, sometimes with little

Visit our web page http://umanitoba.ca/faculties/medicine/education/ed_dev/ for full details on all Medical Education Events. 4

Do We Need a Competency-Based Approach to Teaching?

Cont.

of our pressing questions will be 'how do we best support our faculty in the numerous roles they play'? In the coming weeks we will begin to identify both perceived and unperceived faculty development needs in our colleges. If you have ideas or suggestions, please don't hesitate to contact us at dme@umanitoba.ca, or join the conversation by joining our faculty development Facebook page: the FHS Faculty Development Zone!

training or support (Searle, Thibault, & Greenberg, 2011). In reality, supporting faculty in these roles requires a multi-method approach to faculty development, to include concepts of work based learning and communities of practice (Steinert, 2012).

As we move forward with the Faculty Development Platform in the new Faculty of Health Sciences, one

Activity Role Key expertise needed Examples of relevant

educational theories to review

Facilitator Mentor Disciplinary expertise Social learning theory

Learning facilitator

(tutorial leaders, etc.)

Disciplinary expertise Adult learning tenets; self determination;

discovery learning theory

Information Provider Lecturer Disciplinary expertise Adult learning tenets

Clinical or practical

teacher

Disciplinary expertise Situated learning theory; experiential

learning ; social constructivist learning;

transformational learning theory

Role Model On the job role model Disciplinary expertise Social learning theory; communities of

practice theory; cognitive apprenticeship

Teaching role model Disciplinary expertise Social constructivist learning theory; situ-

ated learning theory

Resource Developer Resource material creator Disciplinary expertise Discovery learning theory

Study guide producer Disciplinary expertise Self directed learning theory

Planner Course organizer Educational expertise Curriculum theory

Curriculum planner Educational expertise Curriculum theory

Assessor Curriculum evaluator Educational expertise Curriculum theory

Student assessor Educational expertise Curriculum theory

Table 1: Twelve Roles of Teaching

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Help Yourself

Figure 1. Expanding Harden & Crosby’s (2000) 12 roles of the teacher

Assessor

Facilitator

Role Model

Planner Information

Provider Resource

Developer

Be an on the job role model “Students and young doctors identify enthusiasm, compas-sion, openness, integrity, and good relationships with pa-tients as attributes they seek in their role models” (BMJ 2002;325:707).

Lecturer Use these tips for or-ganizing content and keeping students engaged.

Clinical Teacher

Peruse the E-learning modules for teaching in the clinical set-ting.

Course organizer: Plan a specific course in a curriculum.

Plan a curriculum using Bruner's

theory of the spiral curriculum

(e.g. UGME).

Develop good

handouts using

suggestions from

the Wales Dean-

ery .

Employ an evidence-based

approach to the develop-

ment of study guides using

AMEE Guide # 16 .

Log in to Medical Teacher or use your UM library privileges to read the AMEE Guide (48) on small group facil-itation.

Develop assessment

strategies using the

Medical Council of

Canada guidelines .

Facilitate PBL

using Tuckman’s

group process.

References Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational researcher, 18(1), 32-42.. Harden, R, H., & Crosby, J. (2000). AMEE Guide No 20: The good teacher is more than a lecturer-the twelve roles of the teacher.

Medical teacher, 22(4), 334-347. Hatem, C. J., Searle, N. S., Gunderman, R., Krane, N. K., Perkowski, L., Schult, G. E., & Steintert, Y. (2011). The educational attrib-

utes and responsibilities of effective medical educators. Academic Medicine 86(4), 474-480. Molenaar, W. M., & Zanting, A., Van Beukelen, P., De Grave, W., Baane, J. A., Bustraan, J. A., Engbers, R., Fick, T. E., Jacobsd, J. C.

G., & Vervoorn, J. M. (2009) A framework of teaching competencies across the medical education continuum. Medical Teacher 31, 290-396.

Searle, N. S., Thibault, G. E., & Greenberg, S. B. (2011). Faculty development for medical educators: current barriers and future directions. Academic Medicine, 86(4), 405-406.

Steinert, Y. (2012). Perspectives on faculty development: aiming for 6/6 by 2020. Perspectives on medical education, 1(1), 31-42.

Walsh, A., Antao, V., Bethune, C., Cameron, S., Cavett, T., Clavet, D., Dove, M., & Koppula, S. (2015). Fundamental teaching activi-ties in Family Medicine: A framework for faculty development. Mississauga, ON: College of Family Physicians of Canada.

Visit our web page http://umanitoba.ca/faculties/medicine/education/ed_dev/ for full details on all Medical Education Events. 6

A ndy MacDiarmid is the Head of the Department of Medical Education. He has a long history with Med

Ed, having previously filled the role of Acting Head. He is also a general internist on the medical wards at St. Boniface Hospital.

What made you interested in medical education? When I went into my medical training, I had absolutely no thoughts of being a teacher even though my dad, who had a similar job, identified himself as a teacher. But for whatever reason, I didn’t think of myself that way. It was only when I actually started teaching medical students as a resident that I realized that I liked that better than patient care, which isn’t to say that I don’t like patient care, but only that I liked the teaching even more than that. And so that’s really when I sort of came to think of myself as a teacher. So for me it was a fairly obvious move to get more training in Medical Education at some point, and then to take on jobs in Medical Education.

What is one enjoyable aspect of your job? Watching people I helped hire succeed. That’s the first thing that comes to mind. It’s been the source of consistent gratification for me. And I’ve been lucky to have been either Acting Head or Head when there was lots of hiring going on. A lot of departments aren’t in that position, but ours has been and so it’s been, I feel very lucky to have been able to be involved in the creation of positions.

What is one thing you’ve learned while working here? People in large organizations have an impressive tolerance for meetings.

What might someone be surprised to learn about you? I sing to my kids a fair amount. Usually kids-type songs–anything they like, so it depends. Like right now my baby likes a song called “Big Red Car” by the Wiggles. [And] I sing him “You are my sunshine.” The Wiggles songs

Featured Colleague: Andrew MacDiarmid

usually have actions to them. That blows his mind. He can’t get enough of that.

What are you currently reading? Just finished Orange is the New Black. I haven’t seen the show. It’s about a woman who went to prison for a year. I bought it for my wife. I generally buy her books that I would like to read and then when she’s finished reading them, I read them. It was first of all interesting because I’ve never read a book about what it’s like to be in prison before, and it

was also very touching because this woman, although she deserved to go to prison, she really did slightly fall into the activities that led her to go to prison, and it did seem like she was probably a decent person. And basically the support of her family and inmates and all that was very touching.

What inspires or motivates you? Teaching in all settings motivates me. I really like explaining patients' illnesses, running faculty development seminars, and teaching medical students and residents.

—Interviewed by Anita Ens

Andy MacDiarmid

Visit our web page http://umanitoba.ca/faculties/medicine/education/ed_dev/ for full details on all Medical Education Events. 7

Recyclables include aluminum cans, coffee cups and lids, tetrapak containers, yogurt cups and lids, glass bottles and jars, plastic bottles and milk/juice cartons. Check out the UM Sustainability’s website: http://umanitoba.ca/campus/sustainability/index.html . Add your support Anyone interested in joining the email list for sustainability information and actions on Bannatyne campus, contact Anita at anita.ens@umanitoba.ca . Bike Week Winnipeg Members of Med Ed participated in Bike to Work Winnipeg Day on June 19 and were treated royally at several pits stops along the way!

Sustainability

Earth Day On April 22, 2015 UM Sustainability joined HSC Sustainability and Wellness in their Earth Day activities in the William Street Mall. In addition to writing out pledges such as “I pledge to think before I print,” passersby were encouraged to offer their thoughts on sustainability specific to Bannatyne campus.

Anna Weier, from the Office of Sustainability, joined Anita Ens at the display table beside which were two bins to highlight the upcoming change to waste management. NEWS FLASH!! Effective August 28, 2015, we will have a new, simplified waste collection system. All recyclables will go into blue bins; waste will go into black bins.

Karen DePape at Bike to Work Day pit stop

Earth Day participants share their thoughts.

Visit our web page http://umanitoba.ca/faculties/medicine/education/ed_dev/ for full details on all Medical Education Events. 8

What does faculty development mean?

Answer by Joanne Hamilton

Faculty development can be a confusing term. Traditionally, the term faculty development has meant workshops, sem-inars, courses, and other activities designed to improve or enhance a faculty member’s teaching ability. This represents a fairly parochial view of faculty development, as something that is done to faculty members, who are somehow defi-cient in their ability to teach and foster learning.

As the field of faculty development has matured, the definition of faculty development has matured with it. Centra (1989) proposed that faculty development incorporates four possible types of development: personal (interpersonal skills, career development, and work life balance issues); instructional (course design and development, instructional technology); organizational (ways to improve the institutional environment to better support teaching); and profes-sional (ways to support faculty members so that they fulfill their multiple roles of teaching, research, and service).

So, what does this really mean? In terms of how we approach faculty development in the Department of Medical Edu-cation within the College of Medicine, it means we work in various ways to enhance the educational experience of our learners and the teaching experience of our faculty members. This may mean providing workshops on teaching skills, participating in the development of the renewed UGME curriculum, or conducting research on how best to teach resi-dents to be lifelong learners. Ultimately, our definition of faculty development encompasses all four of Centra’s (1989) domains, and has as a major goal building capacity within the College of Medicine to create a learning organization, focused on creative, collaborative, proactive approaches to enhancing teaching and learning.

Centra, J. A. (1989). Faculty evaluation and faculty development in higher education. In J. C. Smart (Ed.), Higher Educa-tion: Handbook of Theory and Research (pp. 155-179). New York: Agathon Press. As cited in Menges, R. J., & Austin, A. E. (2001). Teaching in higher education. In V. Richardson (Ed.), Handbook of research on teaching (4th ed.)(pp. 1122-1156). Washington DC: AERA.

FAQ

College of Medicine Department of Medical Education 260 Brodie Centre 727 McDermot Avenue Winnipeg, MB R3E 3P5 Phone: 204-272-3102 Fax: 204-480-1372

Issue Editor: Joanne Hamilton

Contributors: Joanne Hamilton, Anita Ens Photographs: Dan Gwozdz, Anita Ens

Proofreading: Karen DePape

Department of Medical Education—FACULTY DEVELOPMENT—Upcoming Bannatyne Events

Fall 2015 Watch for this space in our Fall newsletter for upcoming events in Faculty Development.

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