Navigating the Emerging Patient Journey to Build a New Innovation Playbook for Health Professions Education

Paula Rowland will outline various forms of patient engagement in health professions education and will shed new light on the dilemma of representation.

When wellness is fostered, professional values and teaching excellence are celebrated; when misconduct and mistreatment are labelled and addressed, excellence through equity becomes achievable. Leaders in Temerty Medicine will share collaborative efforts that collectively strive to create healthy and braver learning environments.

A critical qualitative examination into people’s experiences of gender detransition/retransition in Canada

A critical qualitative examination into people’s experiences of gender detransition/retransition in Canada

Failure is a powerful teacher. But, instead of waiting for it to happen spontaneously during training, health professions educators are thinking deeply about "designing for failure" or "allowing failure" to deliberately harness its potential in instructional and clinical settings. During these rounds, the speakers will discuss two examples using failure in health professions education.

In this presentation the speaker will 1) offer a brief historical overview of evidence based medicine (EBM) with a focus on what it means to practice EBM and what role health professions education plays in helping realize EBM’s core aims; 2) explore whether the teaching of EBM needs to change to reflect changes in clinical practice and education since the movement’s inception. The speaker will then offer avenues that may be pursued that encompass a renewed agenda for teaching EBM.

In this presentation, our speakers will explore how varying organizational contexts can invite or constrain possibilities for evaluation work – particularly in relation to how evaluation can contribute to system transformation and social justice. They will share recent research on the tensions that evaluators in the academic health sciences routinely encounter as they conduct evaluation while navigating accreditation and other institutional demands.

There is much discussion of 'best evidence' or 'best practices' as a way of sharing and making use of the wisdom and experience of others. In this session we will consider the contextual and constrained nature of evidence and practice, the importance of considering context and contingency, and the ways in which scholars and practitioners may be equipped to think differently about problems and their solutions in the education of tomorrow's physicians and health care practitioners.

Please join us for BPER Reads, our annual "Battle of the Papers" where Beck McNeil and Jordan Holmes will each champion which paper of 2023 is the one paper all health professional educators must read.

In this BPER, we will tap into our own lived experiences to better understand our individual and collective motivations to engage in health equity work, and we will explore the possibilities of working together, today, to help create a healthier, more just world for all.

A review of some of the hypes and hopes associated with technology-enhanced medical education - from e-learning and simulation to AI-augmented learning.

In this talk, the speaker will use a critical feminist lens and relational cultural theory to contextualise why love is dismissed and perceived as deviant and threatening in higher education spaces, and invite us to envision what love, as a transformative practice, can offer health professions education, and indeed, ourselves.

This series is designed to empower researchers with the knowledge and tools to incorporate Equity, Diversity, Inclusion, and Anti-Racism (EDIAR) principles into their work.

Learn to co-facilitate an interprofessional foundational activity about partnership with Patients/Family/Caregivers in partnership with Patients/Family/Caregivers.

In this presentation, we'll discuss the what, why, and where of humility through a brief history of the concept and how it relates specifically to healthcare and health professions education.

Please participate in BPER Reads, our annual "Battle of the Papers"! We begin this October with 5 scholars championing one paper of the past academic year they feel every health professional educator must read.

This talk will aim to provide participants with a fundamental understanding of Adaptive Expertise. Additionally, it will explore how workplace-based learning can promote adaptive practices that prepare physicians to effectively handle new situations and knowledge.

In this presentation, Dr. LeBlanc will describe the state of research on the relationship between emotions and the cognitive skills required for learning and patient care, followed by a discussion about the implications for health professions education and strategies to support learning during emotionally-laden learning situations.

In this talk, Dr. Laura Nimmon will describe her research studies that reveal the powerful influence of social structures occurring in the educational and professional practices of the health professions. This body of work widens the scope of our collective vision beyond learners and healthcare providers as independent with distinct expertise.

How will AI transform what it means to be an expert healthcare professional? Join the conversation to explore how health professions educators can prepare the next generation for a world where expertise extends across human-AI partnerships, and where effective patient care emerges from the thoughtful orchestration of both human and artificial intelligence.

This rounds will presented by members of the CFD Mentorship Community of Practice and will showcase the breadth and diverse nature of mentoring programs being delivered across the University of Toronto university, departments and hospitals.

Teaching for Transformation is a three day immersion in the education paradigms and practices needed for today's health care work.

Closing a medical practice requires a thoughtful and well-structured approach to ensure continuity of care, uphold professional and institutional responsibilities, preserve academic commitments and research obligations. and mitigate disruption to patients, learners, and colleagues. Come and join the discussion with our seasoned panelists and share your insights and stories!

This presentation introduces participants to the concept of human–AI teaming and its potential to support better decision-making, improved patient outcomes, and patient-centered care. Attendees will explore the limits of current Fair-AI approaches, explore social and technical considerations that enable effective teaming (e.g., mental models of AI), and examine novel ideas for advancing equitable AI integration in practice.

Please join us for BPER Reads, our annual "Battle of the Papers"! We began this November with 5 scholars championing one paper of the past academic year they feel every health professional educator must read. We now have our top two papers! Join us for the discussion!

Join us to learn how values-aligned leadership and intentional trust-building can strengthen belonging, well-being, and collaboration across health professions. Walk away with clear strategies to co-create environments where people can learn, work, and thrive together.

In this presentation, Katherine Wisener will highlight the perspectives of teachers themselves, the learners they teach, and those in educational leadership roles who supervise teachers in order to offer a holistic view of the complexities, unintended consequences, and nuanced perspectives in an attempt to elucidate helpful insight into how teachers may be better supported.

Leadership in medicine is often framed in terms of skills and competencies. Yet many of the challenges clinicians face require something deeper: character. This session introduces character-based leadership as a complementary and necessary lens for understanding leadership in health professions education and clinical practice.

In this presentation, two fundamental human characteristics underlying many interconnected problems in an era of increasing complexity serve as the starting point for a psychological solution. The Extended Professional Identity Theory (EPIT) was developed to address collaborative challenges rooted in the very human tendencies that generate them. It conceptualizes interprofessional identity as a social construct from a psychological perspective.

Generative AI has disrupted the assumption that producing academic artifacts reflects learner engagement. This presentation argues that the integrity conversation, while understandable, is the least generative response available to us. The more important question — one that AI has finally made impossible to defer — is what the developmental activities of health professions education actually are.