newsletter: office of integrated medical educationdigital+assets/... · edition 4: office of...

Edition 4: Office of Integrated Medical Education Newsletter, April 2013 / 1

InthisEdition….

ShiftingtheRoleofInstructorsUsing E‐LearningTechnologiesattheFaculty ofMedicine/2

ei3:e‐LearningInnovation,Integration, andImpact/3

ART‐OnlineFacultyDevelopment/3

OtoSimNightTeachesFirstandSecondYearMedicalStudentstoCorrectlyIdentifyEarPathologies/5

EpidemiologyOnlineModules:AStudent‐CentredInteractiveApproachtoLearning/5

EMRaD‐ACollaborationBetweenMedicineandComputerScience/6

RapidandPortableCanMEDsE‐AssessmentTool/7

The“Heart”ofIntegration:FacilitatingCross‐CourseComprehensioninPre‐ClerkshipStudentsUsingaVirtualPatientModule/8

IMETeachingAwardsCommunity‐BasedTeachingExcellence:2013Recipients/9

ESPScholarsProgram/12

CaRMSresultsforPGMEatUofT/12

Newsletter: Office of Integrated Medical Education

MessagefromtheDeputyDean:Dr.SaritaVerma,LLB,MD,CCFPThisisthefourthnewsletteroftheOfficeofIntegratedMedicalEducation(OIME).Iampleased to report that we have made tremendous progress on all fronts with theintegrationofourmedicaleducationaswellasonmanyother files that theOfficeandthe project have undertaken in the past severalmonths. Youwill see an emphasis oneducation technology in this issue. DrMarcus Law is our Academic Lead: EducationalTechnology Faculty Development Specialist. In this important new position Marcusbrings his strong community‐based experience and commitment to the continuousimprovementtothedesignofinformationtechnologiestosupporteducationaldeliveryand innovation in faculty development to IME. Marcus’s key role is to support andadvocateonbehalfofthefullandcommunityaffiliatedpartnerinstitutions,toimproveupon and develop new educational technologies in relation to the T‐IME project. Heplaysamajorroleinassistinguswithrelatedfacultydevelopmentandpreceptor‐relatedsupportinouraffiliatedsites.ImportantlyherepresentstheFacultyattheAssociationofFaculties of Medicine Canada (AFMC), the Council of Ontario Faculties of Medicine(COFM) and other major meetings. Under his guidance, the OIME has initiated an e‐technology leadership group andwill support strategic planning for e‐learning acrossour programs. The ei3: 2nd Annual OIME Summit (Educational Technologies) inNovember2012hadover130participantsandawait listthat indicatedthatthereisarealhungerinourcommunityandahugeneedformoree‐learningsupport.

You will also read about our new IME Community‐Based Teaching Awards: In ourinauguralyear,wereceivedtheincrediblenumberof22nominations.Althoughwehadplannedforonlythreeawardsthisyear,theAdjudicationCommitteemembersweresoimpressedwith thecaliberof thepackages, they feltcompelled toprovide fiveawardsthisyear.OurfiveawardeeswillreceivetheirawardsatadedicatedpresentationattheannualEducationAchievementDayevent inMay2013.Theawardeesunder the threecategoriesofawardsareasfollows:

“The trajectory of our

Integrated Medical Education program

continues to rise: respect, rewards and returns are

emerging on all fronts”


SustainedAchievementinCommunity‐BasedTeaching:Dr.GarySmith,DepartmentofPediatrics,OrilliaSoldiersMemorialHospital ExcellenceinCommunity‐BasedTeaching(officesetting):Dr.DavidKaplan,DepartmentofFamilyandCommunityMedicine

ExcellenceinCommunity‐BasedTeaching(hospitalsetting):

o Dr.AlbinoChiodo,DepartmentofOtolaryngology‐HeadandNeckSurgery,TorontoEastGeneralHospital

o Dr.JeffPowis,DepartmentofMedicine,TorontoEastGeneralHospital

o Dr.PeterStotland,DepartmentofSurgery,NorthYorkGeneralHospital

Theprogressofourworkinggroupscontinues toamazeme. Inaddition to theworkof theT‐IMECEPD‐FacultyDevelopmentworkinggroup ‐‐whoareplanningfornextyear’sOIMEsummit,andwhohavebeendeliveringcommunity‐basedfacultydevelopmentprograms‐‐thereisterrificengagementoftheLearner Experience working group. The T‐IME Appointments and Promotions working group reports 168% growth in community‐based academicappointments.This isan increase inpreceptorappointments from774 in Juneof2010 to1,703 in June2012to2,075 inMarch2013.Thisrepresentsasignificantgrowthinallclinicaldepartments.Concurrently,ourpaymentstopreceptorshaveincreasedsteadilyreaching$3.7millioninfiscalyear2011‐2012.Growthinpreceptorpaymentsisexpectedthisyearaswell,withanincreaseof29%inquarterthreeofthisfiscalyear,overquarterthreeoflastyear.

Wehavebeenmovingaheadwithtwoverykeyprojectsaswell.Therenewalofouragreementswithallourcommunityaffiliatedsiteshasnowbeguntheprocess of approval of the template for that agreement to theUniversity governance cycle.We anticipate thatwithin a short timeonce the governanceapprovalhasbeenreceived,wecanbegintoexecutetheseagreementsforanotherfiveyears.Aswell,theprocessforaddressingtherecommendationsfromtheTaskForceonAcademieshasgotunderway.UndertheableleadershipofDr.JayRosenfield,wewillbelookingatwaystoimprovethestructureandcommunicationsfortheMDacademiesoverthenextfewmonths.

Finally,Iwishtoacknowledgeagaintheworkofourmultiplehospitalleads,administratorsandprogramsandespeciallyofWendyKubasik,whokeepsthisOIMEshipafloat.Agreatdealof“behindthescenes”workgetsdonebyyouandforthattheFacultyisdeeplygrateful.

ShiftingtheRoleofInstructorsUsingE‐learningTechnologiesattheFacultyofMedicineBy:MarcusLaw,MDMBAMEdCCFP,AcademicLead,EducationalTechnologyMedicinehasevolvedthroughtheages,andsotoohavethemethodsusedtoteachit.Thishasbeennecessarygiventhegrowingdemandformedicaleducatorstopreparemorelearnersinadistributedenvironmentforincreasinglycomplexclinicalpractice.

At theFacultyofMedicine, therehasbeenaproliferationof experimentationwith curriculumchangesusinge‐learning technologies.These technologies encompass a suite of tools available to instructors that are designed specifically for improving the teaching andlearning experience. These include in‐classmodalities such as audience response systems (e.g. iClicker) and live video capture (e.g.TechSmithCamtasia),toonlineteachingcases,virtualpatientsfordrillandpractice(e.g.VirtualInteractiveCaseSystem),andmobileresourcesforquickreferences.E‐learningallowsourlearnerstotailortheireducationalexperiencestomeettheirpersonallearningobjectives.Theyhavemorecontroloverthe


content, time, pace, and learning sequence. The technologies also cater to learners with differentlearningstylesandstrengthsinmultipleintelligences,andacknowledgetheroleofmedicalstudentsandresidentsasadultlearnerswhocanchoosebesthowtheylearn.

Ourmedicalstudents,forexample,learnneuroanatomyintheirfirstyearusingavarietyofmethodsincludingtextbooks,dissectionandacomputermodelingprogramcalled“FunctionalNeuroanatomy”.Lessonsarealsofullyrecordedallowingstudentstore‐watchlecturesorpotentiallylearnfromhomeontheirowntime.Theyalsolearnusingalow‐fidelityinteractivevirtualpatientcasethatstimulatesreflection.Atthepostgraduatelevel,ourresidentsfromalltrainingprogramsbecomeproficientinasharedcurriculumcalledPGCorEd,whichisdeliveredthroughself‐guidedonlinemodules.Thisallowsbusyresidentswithconflictingprioritiesanddemandstoachievecompetencies inthenon‐“medicalexpert” CanMEDS roles through a simple but powerful web‐based interface. The diverse teachingmodalities employed leads to a rich learning experience that caters to different learning styles andtimelines.

Renewing curriculumwithe‐learning technologies alsopresents researchandeducational scholarshipopportunities for faculty. Faculty candisseminatetheir scholarlyworkonMedEdPORTAL,a searchabledatabaseofpeer‐reviewede‐learning resourcesdevelopedby theAAMC.A similarendeavor is theCanadianHealthcareEducationCommons(CHEC),whichaimstopromotethesharinganddevelopmentofeducationalcontentformedicaltrainingacrossthe country.TheFacultyofMedicinehas launchedourownwebsite showcasing the technology‐enabled curriculum innovationsof our facultymembers(http://elearning.med.utoronto.ca/). Through this website, andmy role as a resource for faculty members, we hope to see more e‐learning initiativesintegrated into our curriculum, catalyzing the shift of the instructors’ role from distributors of content and knowledge to facilitators of learning andassessorsofcompetency.

ei3:e‐LearningInnovation,Integration,andImpactSubmittedBy:MarcusLaw,MDMBAMEdCCFP,AcademicLead,EducationalTechnologyTo address the growing demand for incorporating technology into teaching and learning, the Office ofIntegrated Medical Education (OIME) convened its 2nd Annual Summit on November 20, 2012 to exploreeducationaltechnologyanditspowerforinnovation,integration,andimpact,undertheleadershipofDeputyDeanSaritaVermaandVice‐DeanPostgraduateMedicalEducationSal Spadafora.Thepurposeof this eventwasthree‐fold:todevelopabetterunderstandingofinnovationsineducational(teaching)technologiesintheFaculty ofMedicine at theUniversity of Toronto; to provide a platform to harness our collective advantageacross the Faculty of Medicine and our full and community‐based affiliates in the area of educationaltechnology;and,tobuildopportunitiesforfutureinnovation,integrationandcollaborationinthedevelopment


ofeducationaltechnologiesattheUniversityofToronto.

Atthesummit,weshowcasedsomeoftheprojectssupportedbytheOIME,suchas:integratingvirtualpatientcaseinthefirstsemesteroffirstyearmedicalcurriculum(Drs.JeanHudsonandMikeWiley),pilotingthereplacementofdidacticlecturesonepidemiologywithe‐learningmodulesfortheDeterminantsofCommunityHealthcourse(Dr.FranScott),developingshortvideo‐basedstudent‐informedonlinefacultydevelopmentmodules(Drs.KarenLeslieandMarcus Law), establishing a 10‐month asynchronous online study group for geriatric psychiatrists who are sitting for the new Royal College geriatricpsychiatrysubspecialtyexamination(Dr.MarkRapoport),anddevelopingadigitalemergencymedicineradiologyteachingdatabase(Drs. IvyChengandNazaninMeshkat).Many grass roots projects, somewith support from the Faculty ofMedicineEducationalDevelopment Fund andother sources,weredemonstrated. Twenty academic posters, many presented nationally and internationally but never shared locally amongst an audience from variousdepartmentsandhospitals,helpedusidentifyandbuildnewinitiativesandpartnershipsaimedatimplementingandenhancingtheintegrationprojectattheFacultyofMedicine.YoucanlearnmorebyreadingtheProceedings:http://oime.utoronto.ca/Assets/Root+Digital+Assets/proceedings+of+the+summit.pdf

ManythankstothemembersofourPlanningCommittee(SaritaVerma,SalSpadafora,WendyKubasik,WesRobertson)andallofthosewhocontributedtothesuccessofthisevent.

ART–OnlineFacultyDevelopmentBy:Dr.KarenLeslie,Director,UniversityofToronto’sCentreforFacultyDevelopmentTheCentreforFacultyDevelopmenthasrecentlylaunchedtwoexcitingnewprogramstocomplementourexistingactivities,theAccessibleResourceforTeaching(ART),anonlinefacultydevelopmentprogramandtheNew andEmergingAcademic Leaders (NEAL) Program. TheARTprogramwas developed to provideadditionalwaysforindividualsandgroupstoparticipateinfacultydevelopment.ThegoalofARTistobringfaculty development to the teaching practice workplace through the use of shortmodules. Eachmodulefocusesonaparticularlearningtopicthatcanbeappliedintheteachingcontextandincorporatesteachingvideos, reflectionquestionsandresources.Theyareeachdesigned tobecompletedwithinapproximatelyfifteenminutesbyanindividualorgroup,orcanbeusedwithinalongerseminarandsession.OrientingthelearnerRegistrationisFREEandopentoanyonebyregisteringonlineviatheCFDwebsite(seehttp://www.cfd.med.utoronto.ca/programs/elearning.html).

Moduletopicsinclude:

Providingeffectivefeedback Smallgroupfacilitation Digitalprofessionalismandprivacy Effectiverolemodeling Askingeffectivequestions


TheNEALProgramisaimedatindividuals,withinandoutsideofCanada,withfacultyappointmentsinFacultiesofMedicineorHealthScienceswhohaveacademicleadershiprolesand/orresponsibilities.ThegoaloftheNEALprogramistofosteraproductive,visionaryandcollaborativeacademicleaderintheAcademicHealthScienceSystem.Participantswillbecomemembersofacommunityofleaderswhohavethemindsetsandcapabilitiestosuccessfullyruntheirdivision,research,educationorotheracademicunitandhelptheir facultybesuccessful.Specifically, theywillbecompetent inthefourpracticesofacademicleadership:intrapersonal,interpersonal,organizationalandsystems.Thisprogramhasmanyuniquefeaturessuchas:

Afocusonuniversityleadershipactivitiesorroleswithintheacademichealthsciencenetwork Workplace‐basedlearning Applicationoflearningtoanacademicleadershipproject Participantsworkingoncontextrelevantstretchgoalsandsharedissues Individualandgroupcoaching Leadershipshadowing Enablingchangeincomplexhealthsciencesettings Buildingcollaborativeanddistributedleadershipcapacity Thedevelopmentofanetworkofacademicleaders

Participantsmustsubmitanapplicationpackagetobeconsideredfortheprogram.MoreinformationontheprogramaswellasapplicationrequirementscanbefoundontheCFDwebsite:http://www.cfd.med.utoronto.ca/programs/leadership.htmlOtoSim™NightTeachesFirstandSecond‐YearMedicalStudentstoCorrectlyIdentifyEarPathologiesOnFeb. 13, 2013, almost 100 first and second‐yearMMMD211Ymedical students participated in anoptional, intensive,one‐hourotoscopyworkshopusing theOtoSim™,a trainingandsimulationsystemthatisradicallychangingthewaystudentslearnthismedicalskill.http://www.youtube.com/watch?v=8WHbeBytOTc&list=UUcKGQq77h0kFmkjWQPvX91w&index=1

“Historically,otoscopysimulationinvolvedlookingatanimageofaneardrumonapieceoffilmattheendofarubberear,”saidDr.AndrewSinclair,CEOofOtoSimInc.“OtoSim™hasadigitalimagebankthatisordersofmagnitudemoreextensive.Theinstructorcanelectronicallypointtoareaswithintheimageandconfirm that thestudentsees thepathologyof interest.Diagnosticaccuracygoesupenormously.”Dr.VitoForteandDr.PaoloCampisiattheHospitalforSickChildren(SickKids)inventedtheOtoSim™,afterperceivingasystemicneedamongthestudentsandmedicalprofessionalsforbetterotoscopictrainingtools.


For this event, 48OtoSim™unitswerenetworked via eight instruction hubs, allowingAssistant Professor andDirector ofUndergraduateEducationDr.Albino(Al)Chiodo,alongwithLecturerandCo‐directorDr.JohnLee,toteachlargegroupsintwoone‐hoursessions.“Ilovethatthey’vegotbothcommon,uncommon,andevensomequiterarepathologyintheOtoSim™imagebank,”saidDr.IanWitterick,ProfessorandChairoftheDepartmentofOtolaryngology–Head&NeckSurgery.“I’msurethatinfutureyears,someofthestudentsgoingthroughthisprogramwillsay,‘aha,’IrecognizethatbecauseIsawitusingtheOtoSim™.”TwonewproductsandPneumaticOtoscopySimulatorandanOpthalmoscopySimulator(OptoSim™)areontheway.OtoSimInc’sclientsincludehospitals,universitiesandmedicalschoolsaroundtheworld.

EpidemiologyOnlineModules:AStudent‐CentredInteractiveApproachtoLearnBy:Dr.FranScott,Director,PublicHealthandPreventiveMedicineResidencyProgram

TheEpidemiologyOnlineResources,developedbytheUniversityofToronto,areaseriesofinteractivee‐modulestoteachfirstyearmedicalstudentsaboutbasicepidemiology.Althoughtheprimaryaudienceisfirstyearmedicalstudents,themoduleswillbeusefulforreviewbyallhealthsciencesstudents.Thesixmodulesectionsincludeanintroductiontobasicepidemiology,withdefinitions,formula,applicationofindicatorsandrates.Studydesigns,measuresofassociationandscreeningtestattributesarealsocovered.Bio‐statisticsmodulesarecurrentlyunderdevelopmentforsecondyearstudentscompletingaresearchcourse.Plansareunderwayforadditionalmoduleson developing a research question, research ethics review, literature searching and research projectmanagement.Thesemodulesareavailablethroughanopenaccesswebsite.

Theepidemiologymoduleswereintroducedinthefallof2012andstudentshadamixofcommentsincluding:“Theepidemiologymoduleswerehelpful”,“Ifound the epidemiology module very useful for PBL in other courses”, and “I liked the epidemiology module format”. A second year student said,“Epidemiologymodulewasinteresting‐weshouldhavemorethingslikethis.Importantskillstobelearnedthere,manypeopleinourclasshaveverylittletonoexposuretoepidemiology,andstatistics.Thisshouldbeamajorconcern,ashowarethesepeopletointerpretpapersandthinkcriticallyaboutwhatthey are learningwithout these skills.” Some of their comments included useful suggestions for improvement such as: “The epidemiologymodulewashelpful,but itwouldbenice tohavemorepracticequestionsassociatedwithsomeof thecalculationsweneeded tocomplete.Also,a reminderemail tocompletethemodulewouldalsohelp.”Feedbacksuchaspagelinksandtyposthatcouldbeimmediately fixedwereattendedtoandsolutionsfor longerterm such aspracticequestionswill be included in future versions.Dr. Fran Scott, the coursedirector and leaddeveloper stated, “Thesemodulesweredevelopedbystudentstoofferamorestudent‐centeredinteractiveapproachtolearningbasicepidemiology.”


EMRaD–ACollaborationBetweenMedicineandComputerScienceBy:Dr.IvyChengandDr.NazaninMeshkat,DivisionofEmergencyMedicine,FacultyofMedicine,UniversityofToronto

ThroughcollaborationwithUniversityofToronto’scomputersciencegraduates(Mr.A.Lee,andA.Fung),Drs.IvyChengandNazaninMeshkatfromtheDivisionofEmergencyMedicineattheFacultyofMedicine created an innovation called EMRaD (www.rad.utorontoeit.com) that is designed toenable learners frommedicine and other health professional schools to learn about emergencymedicineradiology.

EMRaDisadigitalteachingfileofemergencymedicineradiologyimagesandvideos,inaccordancetotheRoyalCollegeofPhysiciansEmergencyMedicinecurriculum.Itcontainsalibraryofnormal

andabnormalimages,internetlinkson"howtolearn"andbilingualemergencyultrasoundvideos(CEUS–CanadianEmergencyUltrasound).“Flexibilityandperseverance are key tobuilding this innovation andmaking it successful,” saidDr.NazaninMeshkat, co‐inventorof the e‐learning tool. “When Iwas aresidentstudyingformyexam,IhadtonavigatethroughmultipleresourcessuchasbooksandwebsitesinordertofindeverythingIneeded,whereasnowEMRaDisaone‐stopshopforlearnerstoaccesstheseimagesandwebsitesthataredirectlylinkedtotheimages.Wehavedonetheworkforthemtomakeiteasierforthemtodothelearning.”

Thewebsiteisnow90%complete,andthedatabankisabout50%.Itiscurrentlyfullyfunctional,butisstillawork‐in‐progresswherewecontinuallyaddandeditimages,aswellasenhanceitsfeatures.Thiswebsitewillbebeneficialtolearnersbecauseitprovidescommonandrarediagnosticimageswithaside‐by‐sidenormalcomparatorwithinstructionalweb‐basedresourcestoaidthereadingoftheimages.“EMRaDisaresultofinternationalcollaboration,fromNorthernOntariotoAustralia,andwearehopingtoexpandthistoolforuseinlow‐resourcesettingsinthefuture,”saidDr.IvyCheng.

Rapid&PortableCanMEDSE‐assessmentToolBy:Drs.MarikaHohol,LieslyLeeandJeffreyAlfonsi,DivisionofNeurology,FacultyofMedicine,UniversityofToronto

Recognizing the need to evaluate the non‐medical expert CanMEDS roles during day‐to‐dayperformanceofresidentsinpostgraduatetrainingprograms,Drs.MarikaHoholandLieslyLeefromtheDivisionofNeurology,DepartmentofMedicine,andinternalmedicineresidentDr.JeffreyAlfonsiattheFacultyofMedicine,developedaniPhoneapplicationthatassessesdirectlyobservedinstancesofresidentperformanceoftheCanMEDSroles.


Evaluationscanbecompletedwithinminutes.Thedeviceautomaticallycapturesthedateoftheevaluationandthroughscrollableoptions,theroleoftheevaluator(faculty,alliedhealthcareworker,otherresident,medicalstudentorpatient),thesetting,andthediagnosis.Evaluatorscompletea5‐pointscoring

systemspecifictoeachCanMEDSrole.Residentscanalsotypeinreflectivenotesand the evaluator can add comments. The directly observed nature of theevaluation encourages ‘on the spot’ feedback to the trainee and increasesawarenessofthenon‐medicalexpertCanMEDSrolesineverydayresidentlife.The evaluation is electronically signed and uploaded directly to a secure,password‐protected website that the resident, site directors and the programdirector can access to review individual resident and program results andprogress over time. This allows reviewers to identify potential deficiencies ineither individualresidentorresidencyprogramperformanceandaddress themappropriately to improve the educational experience. PGY1 residentDr. JeffreyAlfonsi said, “utilization of the tool has not only improved evaluation of theCanMEDS roles, but by having a dedicated app on our devices, it has alsoincreasedresidentawarenessoftheirimportanceinday‐to‐dayclinicalpractice”.

The‘Heart’ofIntegration:FacilitatingCross‐CourseComprehensioninPre‐ClerkshipStudentsUsingaVirtualPatientModuleandTargetedAssignmentBy:Dr.JeanHudson,DepartmentofFamily&CommunityMedicine,FacultyofMedicine,UniversityofToronto

MostCanadianmedicalschoolsemploydidacticteachinginthepreclinicalyears,oftenseparatedintocoursesorblocks.AttheUniversityofToronto,thefirstsemesteroffirstyearmedicalschoolincludesthreecourses:StructureandFunction,DeterminantsofCommunityHealthandtheclinicalskillscourseArt and Science of Clinical Medicine. Each course has unique curricular objectives. Virtual patientspermiteducatorstodeliverclinicalencountersthatcatertostudents’learningexperiencethroughthefirst year courses. Leveraging this technology in early pre‐clerkship encouragesmedical students todevelopclinicallyorientedthinkingandintegrateknowledgeacrossthecourses.

AvirtuallongitudinalpatientcasenamedMr.G.B.,amanwithcongestiveheartfailure,wasintroducedduringthefirstweekofmedicalschool.Itwascreatedthroughcollaborationamongstudents(secondyearmedicalstudentsPamelaNewmanandLuGao)andfaculty(Dr.JeanHudson,DepartmentofFamily&


CommunityMedicine,andDr.MarcusLaw,AcademicLead,EducationalTechnology).Hiscasewasutilizedinallthreeofthefirstyearcourses.Theonlinecomponent consisted of a simulated patient encounter, including an interview, chart summary, video clips and interactive examination. Students wererequiredtoworkthroughtheonlinecase.Afterthefirstsemester,amandatoryonlineassignmentwithshortanswerquestionswasadministeredtothefirstyearstudentstostimulateintegrationandconsolidateknowledgeofbasicscienceconceptswithclinicalandsocialfactors.ThestudentswererequiredtorecallandconsolidateinformationfromallthreefirstyearcoursesinconjunctionwiththeironlineexperienceofMr.G.B.Experiencedtutorsmarkedandgavefeedbackontheseassignments.Asaresultofthetechnologyandtheacademicenvironment,bothtutorsandstudentsalikewereabletointegrateandlink concepts and knowledge from the first year curriculum.Mr. G.B. is an excellent example of how technology can be used in undergraduatemedicaleducationandthesuccessofthisprojecthasactedasaplatformforotherideas,whichincorporatetheroleoftechnologyinclinicalmedicineandclinicalteaching.

IMETeachingAwardsCommunity‐BasedTeachingExcellence:2013ResultsAcknowledgingthesignificantcontributionofanincreasingnumberofcommunity‐basedteacherstothelearningofmedicalstudentsandresidentsattheUniversityofToronto, theFacultyofMedicine(through theOfficeof IntegratedMedicalEducation)created threenewawards torecognizeexcellence incommunity‐basedteaching.Launchedduringthefallof2012,theawardscarryacashvalueof$1,000eachandwillbepresentedattheFacultyofMedicine’sAnnualEducationAchievementCelebrationinMay2013.TheawardsareopentoMDswhoareclinicalteachersofmedicalstudentsorresidentswithintheUniversityofToronto'sFacultyofMedicine,andwhoteachandpracticeprimarilyinthecommunityenvironment,includingtheUofT'sCommunityAffiliatesorcommunity‐basedoffice/clinicsettingnotassociatedwithFullAffiliatesoftheFacultyofMedicine.

In our inaugural year, we were thrilled to receive twenty‐two nominations. A wide range of clinical specialties and community‐based hospitals wererepresented throughthesestellarnominees.Membersof theAdjudicationCommittee for theseawards(which includedundergraduateandpostgraduatemedicallearners)commentedonthecaliberofallnominees,aswellastheeffortthatwentintocompilingthepackages.Althoughthecommitteeintendedtoprovidethreeawards in2013,a totalof fiveawardsweregivenacrossthethreecategories.Please joinus incongratulatingthe2013recipientsof theseawards:

SustainedAchievementinCommunity‐BasedTeaching:Dr.GarySmith,DepartmentofPediatrics,OrilliaSoldiersMemorialHospital Dr.Smithhasbeenteachingforthirteenyears.Heiscommunity‐basedclinicalteacherandresearcherwhostronglysupportsdistributedmedicaleducationlearningopportunitiesforarangeoflearners,throughhispediatricspracticeinOrillia,Ontario.Indeed,Dr. Smith currentlyhasacademicappointmentswith theUniversityofToronto,UniversityofWesternOntario, andMcMasterUniversity,andtakesmedicallearnersfromallthreesites,throughouttheyear.Dr.Smithisrecognizedregionallyand provincially as an authority in community pediatrics, and in diabetes, asthma and psychiatrymanagement. Feedbackreceivedfromlearnerswastrulyoutstandingandincludedcommentssuchas,


“Dr.Smithishighlyreveredbyallofhiscolleagues,staff,andstudentsalike.ItisapleasureandaprivilegetohaveDr.Smithasateacher/supervisor.Heis,withoutadoubt,oneofthegreatestmedicaleducatorsIhavebeenfortunatetohave.”

“Thepediatricscommunityisluckytohaveapediatricianasbrilliant,friendly,funny,anduniquephysicianasDr.Smithtoteachfuturepediatricianstherightwaytoapproachpatientcareandteachingothers.HewillalwaysbethemostmemorablecommunityphysicianIhaveworkedwith,andhecontinuestoinspiremeevenafterIhavelefttherotation.”

ExcellenceinCommunity‐BasedTeaching(officesetting):Dr.DavidKaplan,DepartmentofFamilyandCommunityMedicineAn Assistant Professor in the Department of Family and CommunityMedicine at the University of Toronto, Dr.KaplanhasbeenteachingfortheUniversityofTorontosince2004.Despiteabusyandteachingpractice,Dr.Kaplanparticipatesinanumberofhospital,regional,academicandprofessionalcommittees,andhasactedasthePrincipalInvestigatorforseveralresearchprojects.Dr.Kaplanhasalsobeentherecipientofseveralteachingandresearchawards, including the 2005 Undergraduate New Teacher Award (DFCM, UofT) and the 2007 PostgraduateLeadershipAward.LearnersnominatedDr.KaplanfortheIMEaward,andprovidedstellartestimonials.Commentsincluded,

“Overall,myexperienceasastudentwithDr.KaplanwasthebestcommunityrotationIhadandoneofthebestoverallinmytrainingsofar.IstillconsiderDr.Kaplanamentorandadmirehisenthusiasminhismultiplerolesinthecommunity.”

“Dr.Kaplan'spassionforhisworkisinfectiousandhiscommitmenttohispatientsisinspiring.Heisanexcellentrolemodelbothasafamilydoctorandasateacher.Hefocusedhisteachingbothonclinicalknowledgeaswellasprofessionalcompetenciesandwasclearlyanexpertinboth.”

ExcellenceinCommunity‐BasedTeaching(hospitalsetting):Thisyear,theAdjudicationCommitteewasverypleasedtopresentthisawardtothreeoutstandingrecipients.Pleasejoinusinrecognizingthefollowingexcellentteachers:

Dr.AlbinoChiodo,DepartmentofOtolaryngology‐HeadandNeckSurgery,TorontoEastGeneralHospital Dr. Chiodo is an Otolaryngologist‐Head and Neck Surgeon who has been teaching for over 15 years. Dr. Chiodo completed hisresidency training at the University of Toronto where hewon numerousmerit and research awards. He currently serves as theDirectorofUndergraduateMedicalEducationintheDepartmentofOtolaryngology‐HeadandNeckSurgery,UniversityofToronto.Dr.Chiodohasalsobeennominatedforseveralteachingawards,andwonthe“TeacheroftheYear”awardinOtolaryngologyin2004andthe“DistinguishedAlumnus”awardin2011.Dr.Chiodoisawell‐knownasaneducatorwithaninterestinnewteachingmethodsandmodels(seethearticleon“OtoSimNight”above),andismuch‐admiredbyhispeersandlearnersalike:

“Dr. Chiodo is the epitome of an educator. He loves what he does, and it shows by how well he is able to teach and challenge his medical students and residents. Professionally, Dr. Chiodo has taught and encouraged me to meet challenges that I had never before thought possible”.


“My elective [with Dr. Chiodo] turned out to be one of my most memorable experiences in medicine and a principle reason for me choosing to come to train in Toronto’s otolaryngology program…. Dr. Chiodo has also provided me with my most significant and notable experience in the operating room to this date, as a junior resident. He is patient in spite of time constraints and pressures that often plague staff surgeons.”

Dr.JeffPowis,DepartmentofMedicine,TorontoEastGeneralHospitalWhenaskedwhyDr.JeffPowisdecidedtobecomeaninfectiousdiseasespecialist,hisanswerwasclear:“greatteachers”.Dr.PowisundertookhisresidencyandfellowshiptrainingattheUniversityofToronto,wherehealsocompletedaMasters’degreeinClinicalEpidemiology.HethenmovedtotheTEGHonafull‐timebasisin2006,wherehecommencedateachingpractice.Dr.Powishasbeenrecognizedforbothhisexcellentteachingaswell,andin2011,wastherecipientofthreeresearch‐relatedawards.Indeed,Dr.Powis’leadershipandinnovationinmedicaleducationwasrecognizedbyhispeerswhounanimouslynominatedhimfortheIMEteachingaward. Learners have also recognized Dr. Powis’ exceptional contribution to medical education, as exemplified by the followingtestimonials:

“Working on Dr. Powis’s Infectious Disease service was an incredibly opportunity. I truly felt that I received the highest quality of teaching and mentorship that I have experienced through my four years of residency training… Quite simply, Dr. Powis has inspired me to become a better physician and I consider myself lucky to have had the opportunity to work with him.”

“Dr. Powis’s enthusiasm and passion for infectious diseases has inspired me to pursue further training in this field. He is an outstanding role model for students considering a future practice in a community setting. His commitment to excellence in patient care and continued contributions to teaching and research have provided me with an example of what to aim for in my future career.”

Dr.PeterStotland,DepartmentofSurgery,NorthYorkGeneralHospitalAgraduateoftheUniversityofToronto’ssurgicalresidencyprogramin2007andtheMDprogramin2002,Dr.Stotlandisacommunity‐basedGeneralSurgeonandSurgicalOncologistwhohasalreadyreceivednumerousawardsandaccoladesinrecognitionofhisteachingexcellence.Dr.Stotlandhasdemonstratedsignificantleadershipinhisfield,andhasservedonnumerouscommitteesandprofessionalorganizations.Thetestimonialsreceivedbylearnersdemonstratedunwaveringsupportofhiscompassion,enthusiasmandexpansiveknowledge,withobservationssuchas,

“Dr.PeterStotlandisamoderndayWilliamHalsted,andsurgicaleducationinTorontoisblessedtohavesuchagreatteacher.Peterismysurgicalhero;IcanonlyhopethatsomedayImayimpartknowledgetoanothertraineewithallofthepassion,enthusiasmandcaringthatPeterhasshownme”.

“PerhapsthegreatestaccoladeIcanaffordDr.StotlandisthattheNorthYorkGeneralHospitalsitehasbecomeoneofthemostsoughtaftergeneralsurgerytrainingsitesinthecity….Insummary,IfindDr.Stotlandtorepresentthe"goldstandard"educatorintheDivision.EducatorsofthislevelarerareinsurgeryandDr.Stotland’seffortsdeservetoberecognized”.


EducationScholarsProgram(ESP)

TheESPisa leadershipdevelopmentprogramforeducatorsofhealthprofessionals. It isofferedbytheCentre forFacultyDevelopment intheFacultyofMedicineatSt.Michael’sHospital.Ourprogramgoalsaretosupportandenablethesuccessofhealthprofessionalandhealthsciencefaculty/staffintheirmanyrolesaseducators.Participants in this facultydevelopmentprogrammeet forclassTuesdayafternoons in theLiKaShingbuildingatSt.Michael’sHospitalfortwoacademicyearsandcovertopicsundereachofthethreeprogramthemes:

TeachingExcellence Scholarship&Curriculum EducationLeadership&CareerDevelopment

ThepurposeofESPisto...

Support and enable the success of healthprofessional educators in their roles as scholarly educators, education leaders and teachers aswell as,facultydeveloperswhosupporttheircolleaguesintheireducationalwork.

Createafoundationforbuildinganinter‐departmental,interandintra‐professional,andinter‐facultycommunityofpracticewithintheprogramaswellasfacilitatingtheirintegrationintothegreatercommunityofscholarsinhealthprofessionaleducationbothlocallyandbeyond.

Preparecurrentandfutureeducationleadersinthehealthprofessionsandhealthsciences.Theapplicationdeadlineforthe2014‐2016ESPcohortwillbe29thNovember2013.AninformationsessionwillbeheldonTuesday18thJune2013from12pm‐1pmatStMichael’sHospitalforindividualsinterestedinapplyingtotheprogram.Formoreinformationabouttheprogrampleasecontact:JasmineSheehan,ESPProgramCoordinator416‐864‐6060x77419([email protected]).

CaRMSResultsforPGMEattheUniversityofTorontoWearedelightedtoreportaverysuccessfulCaRMSmatchonMarch5,fillingallofour416PGY1positionsplustwoFamilyMedicinepositionssponsoredbytheDepartmentofNationalDefence.TheUniversityofToronto,despitehavingthemostpositionstofillofallschoolsinCanada,wastheonlyschooltofillinthe first round. This outcome is a testament to our excellent residency programs together withthe outstandingefforts of Program Directors, ProgramAssistants,ResidencySelectionCommitteesandotherfacultyandstaff.

Ofthe416filledpositions,346werefilledbyCanadianmedicalgraduatesand70werefilledbyInternationalMedicalGraduates.Thebreakdownofourfilledpositionsisasfollows(seetableonthenextpage):


UofT‐20131stIterationPGMECaRMSMatchResultsDiscipline Canadian

GraduatesIMGs Total Discipline Canadian

GraduatesIMGs Total

Anesthesia 13 3 16 Neurology‐ Pediatric 1 1 2Anesthesia‐CIP 2 2 Neurosurgery 4 4CardiacSurgery 1 1 Obstetrics&Gynecology 11 1 12Dermatology 6 2 8 Ophthalmology 4 1 5DiagnosticRadiology 9 2 11 OrthopedicSurgery 10 2 12EmergencyMedicine 7 2 9 Otolaryngology 5 5FamilyMedicine‐GTA 115 20 135 Pediatrics 17 3 20FamilyMedicine‐Barrie/Newmarket

14 4 18 PhysicalMed&Rehab 3 1 4

FamilyMedicine‐Rural 8 8 PlasticSurgery 4 1 5GeneralSurgery 11 3 14 Psychiatry 27 4 31InternalMedicine 51 12 63 PublicHealthandPreventive

Medicine 33

LaboratoryMedicine 4 3 7 RadiationOncology 4 5MedicalGenetics 1 1 2 Urology 4 1 5Neurology 5 2 7 VascularSurgery 2 1 3

The346UofTPGMEpositionsforCanadianMedicalGraduateswerefilledby:

123UofTgraduates 140fromotherOntariomedicalschools 71fromotherCanadianmedicalschools 12fromtheU.S.

130Canadianmedicalgraduateswereunmatchedafterthefirstiterationrepresenting5%ofCMGsinthematch.Atotalof292PGY1positionsarevacantacrossthecountrywith114inFamilyMedicine.Thisyearwehad1,716applicantsfor348CMGpositionsand2,224applicantsfor70IMGpositions.UofT’stotal of 163FMPGY1positions represents33%of allOntarioFMpositions in thematch, and thequotaof 255 specialty positions represent27%of allOntariospecialtypositions.Theunfilledpositionsfor2013acrossthecountryareasfollows:


CaRMS2013‐VacanciesbyMedicalSchoolandProvinceMedicalSchool(Preliminarydata)

School FM Specialty Total School FM Specialty Total School FM Specialty TotalMemorial 2 9 11 Manitoba 5 11 16 Ottawa 10 15 25Dalhousie 9 6 15 Sask. 4 22 26 Queens 3 8 11Laval 9 19 28 Alberta 4 12 16 NOSM 0 10 10Sherbrooke 27 18 45 Calgary 0 9 9 Toronto 0 0 0Montreal 16 3 19 UBC 1 15 16 McMaster 5 13 18McGill 7 2 9 UWO 12 6 18TotalQuebec 59 42 101 TotalCanada 114 178 292 TotalOntario 30 52 82Wearedelightedatthisexceptionalresult.Wewishtocongratulatealltheprogramsandfacultyonthisstellarperformance,whichreinforcesoursuccessfultrackrecordandunderscorestheUniversityofToronto'sstatusasthepremiermedicalschoolinthecountry.

ContinuingEducationResearchandDevelopmentInternalGrantsSpring2013Cycle‐CallforSubmissionsWearenowsolicitingnominationsfortheSpring2013OfficeofContinuingEducationResearchandDevelopmentAwards.Thesegrantshavebeenofferedthreetimesperyearsince1997,andareintendedtosupportprojects(upto$5,000.00)thatdirectlyrelatetotheplanning,implementation,deliveryandevaluationofcontinuingeducationforhealthprofessionals.Examplesmightincludeaneedsassessmentandmethodsofevaluationtomeasuretheimpactofcontinuingeducationactivitiesonhealthprofessionalcompetenceorbehavior.

Forfurtherinformationanddetails,pleasegotohttp://www.cepd.utoronto.ca/internal‐grants/orcontactVashtyHawkinsatvashty.hawkins@utoronto.ca.Adownloadableapplicationformanddeadlines/criteriaareavailableattheabovelink.ThedeadlineforspringcyclenominationswillbeFriday,April19,2013 at 5:00 p.m. A regularly updated list of past successful recipients can be found here:http://www.cepd.utoronto.ca/awards‐past‐successful‐applicants‐rd‐development/.

CertificateCourseinPatientSafetyandQualityImprovementTheCertificateCourse is aimedat cliniciansandadministratorswhosework relates topatient safetyorquality improvement, aswell as senior traineesconsideringafocusonqualityimprovementfortheircareers.Thecourseconsistsofapproximately48hoursovereightmonths,coveringcoreconceptsinpatientsafetyandmethodsofqualityimprovement,usingamixtureofdidacticlectures,interactiveworkshop‐typesessions,workplace‐basedexercisesandpresentationsbyclassparticipants.

Forfurtherinformationandapplicationforms,pleasecontactLishaLoatLisha.Lo@sickkids.ca.ThedeadlineforapplicationisFriday,April26,2013at5:00p.m.


UpcomingEvents:ContinuingEducationandProfessionalDevelopment

ContinuingEducationandProfessionalDevelopment(seehttp://www.cepd.utoronto.ca/)

CentreforFacultyDevelopment(seehttp://www.cfd.med.utoronto.ca/)

Event Date Event Date

ERRadiologyConference April20‐26,2013

FacilitatingGroupsinInterprofessionalEducation:GettingStarted April29,2013

13thAnnualTorontoBreastSurgerySymposium

April25,2013

QuantitativeDataAnalysisA:BasicStatisticsforEducationResearch May9,2013

Men’sHealthSummit June1,2013TeachingforLearningandCollaboration(TLC)Program:MakingLearningStick

May15,2013

GoodNewsAnnouncement!

Dr. George Porfiris, an Emergency Department physician at Toronto East General Hospital since 1996 and an Assistant Professor with theDepartmentofFamilyandCommunityMedicineattheUniversityofToronto,willbehonoredwiththeprestigiousprovincial2013ProfessionalAssociationofInternesandResidentsofOntario(PAIRO)ExcellenceinClinicalTeachingAward.

MuchofthesuccessofourEmergencyMedicineeducationprogramcanbecreditedtotheeffortsofDr.Porfirisandthecontributionshemakestothe mandate of medical education at the University of Toronto. TEGH has remained amongst the highest rated community‐based emergencymedicinerotationsforbothundergraduateandpostgraduatetraineesunderDr.Porfiris’leadershipasDirectorofEducationintheDepartmentofEmergencyMedicine‐arolehehasheldsince2007.


ContactUsFaculty,Learners,AlumniandStaff–sendyournews,updates,articlesandphotostoshare!

OFFICEOFINTEGRATEDMEDICALEDUCATIONOfficeoftheDean,FacultyofMedicine

UniversityofTorontoc/o500UniversityAvenue,5thfloor,PostgraduateMedicalEducation

Toronto,OntarioM5G1V7Website:www.oime.utoronto.ca

Dr.SaritaVerma,DeputyDeanEmail:[email protected]

WendyKubasik,[email protected]:(416)978‐3762

Dr.MarcusLaw,[email protected]

MubinMerchant,[email protected]:(416)978‐3748

ValerieBeck,[email protected]:(416)978‐3757

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