Training schedule

This workshop engages participants in reflective activities and discussions about desirable and undesirable professional behaviours and the bi-directional relationships that exist between these behaviours, healthcare professional wellness, and the creation of psychologically and culturally safe environments.

This workshop explains how to dissect performance-based assessments into component parts with explicit links to possible validity threats, apply validity concepts to better structure performance-based assessments and critically examine/evaluate performance-based assessment plans.

This workshop introduces key strategies related to teaching in the clinical setting. Participants will learn how to apply strategies to enhance the educational climate and compare/contrast different preceptorship models. We discuss the importance of transparency and non-hierarchical teaching approaches.

This workshop provides a foundational overview of implementing simulation into current practice by broadly introducing essential concepts of simulation. Participant will explore the various applications of simulation, and identify opportunities to apply simulation into current practice.

This workshop describes elements of effective mentoring relationships and some of the skills that are required to establish and maintain mentoring relationships. Participants review their role in the promotion of mentoring 'culture' in their organization.

This workshop provides a framework for embedding equity, diversity, and inclusion into CPD instructional design and delivery. We discuss how to create equitable, accessible and inclusive learning environments through the application of a health equity and inclusion framework.

Are you new to curriculum design or looking to refresh your knowledge? This interactive session is ideal for those stepping into education roles or exploring curriculum development.

This workshop provides participants with the opportunity to reflect on both providing feedback from the teacher’s perspective and receiving feedback from the learner’s perspective. We will compare and contrast different “conversational choices” available to educators as part of their learning conversations.

The workshop explores the reasons for conducting surveys as well as how to optimize alignment between survey methods, scholarly questions, and research paradigms. Participants will be introduced to best practices for question development, survey administration, data analysis, and interpretation.

This workshop engages participants to reflect on their own existing leadership abilities and approaches and helps identify potential gaps in their skills and experience. We will work on developing action plans to help participants further develop as leaders.

This workshop provides participants with the opportunity to both explore wellness tensions and identify ways to address them. Participants identify where tensions exist for their own roles that impact wellbeing and discuss approaches to ‘navigating’ these tensions.

This workshop creates space for discussion/critical reflection on the myriad ways patients are and can be involved in HPE. We introduce a conceptual framework for understanding patient involvement, identify goals for involving patients, and discuss practices of patient involvement and their ethical implications.

This workshop is focused on the alignment between curriculum, instructional practice, and subsequent assessment. We look at current theory on how assessment practices can shape and enhance learning and work on practical exercise to apply this knowledge to individual assessment practice.

This workshop introduces participants to six paradigms of education relevant and prevalent in HPE. Participants are provided with an overview of each paradigm, how they are related to common education practices in HPE and how awareness of paradigmatic details and differences support aligned teaching/assessment approaches.

This workshop is an introduction to collaborative learning. It introduces participants to the evidence, best practices and principles for teaching collaboratively. Participants will have the opportunity to develop a mini workshop and practice collaborative learning facilitation in the virtual setting.

This interactive and reflective workshop helps participants identify and name the power structures in which they operate. We will unpack and demystify key concepts often placed under the “EDI” umbrella, while regularly reflecting and dialoguing about how power underpins all of these concepts.

This interactive session provides an overview of the key components of an effective dossier, offering strategies for assembling and strengthening your own. Participants will explore how to craft a cohesive narrative that connects various sections and sources of evidence while aligning with institutional guidelines.

This workshop offers a thorough overview of the various forms of educational scholarship and their connection to the university's mission. It also provides strategies for showcasing impact and documenting scholarly contributions in teaching, innovation, curriculum development, research, and advocacy for academic promotion.

This workshop explores how to engage in meaningful and practical program evaluation. Participants learn how to select, apply, and implement tailored approaches to program evaluation that can lead to positive curricular and system change.

This workshop will provide an opportunity for in-depth exploration of the science of adaptive expertise. We will describe the construct of adaptive expertise, present examples of evidence-based cognitive and curricular mechanisms that support development of adaptive expertise and help participants envision the translation of theoretical research into education practice.

Participants will have an opportunity to explore the instructional design strategy, productive failure, and how it can support the development of adaptive expertise. We will define productive failure, describe how productive failure has been used in health professions education, and illustrate how participants can use productive failure design approaches in their practice.

Are you someone who is in a leadership role or responsible influencing people/change and looking to enhance the performance or support the development of another in the areas of teaching, leadership, scholarship and advocacy? In this applied workshop, we will explore how you can enhance your skills as a coach through Brief Solution Focused Coaching to support a colleague develop themselves at work or in the clinical academic environment.

Are you interested in reducing barriers to learning and responding to the increasing variability amongst students in today’s classroom? This workshop will explore the Universal Design for Learning (UDL) model—a set of principles for curriculum development, engagement and assessment that can help you create an more inclusive learning environment that responds to diverse student needs and learning preferences.

Utilizing short didactic presentations, group discussions, small group activities as well as case scenarios, this highly interactive workshop will provide an overview of the role, scope, strategies and resources faculty/preceptors/supervisors should consider in order to support learners who witness or experience mistreatment.

This workshop will provide participants with opportunities to practice new techniques that will help them be calmer, clearer and more confident when dealing with learners in difficulty.

In the academic health sciences systems we work in, we are constantly adapting to new knowledge, ideas, changing environments and emerging needs. In these dynamic environments, how do we influence or lead intentional change that has the impact we hope for? In this workshop, we will explore an approach to leading inclusive, sustainable change.

Coming soon!

Coming soon!

Coming soon!

The rapid advancement of generative AI is poised to fundamentally transform the landscape of health professions education and practice. In this workshop, we will explore the potentially profound implications of generative AI on the evolution of human expertise, and how this may impact educational priorities.

This workshop provides an overview of implementing integrated instruction into current educational practices. Participants will explore the various applications of integrated instruction and identify opportunities and practice applying this teaching strategy into their current practice.

Securing grant funding is essential for advancing research and scholarship in health professions education (HPE). This interactive workshop is designed to equip health professionals—across disciplines and career stages—with practical skills and strategies for developing and writing grant proposals in HPE.

Coming soon!

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

The program is designed for people in an academic health science context who are committed to becoming change agents in their spheres of influence and beyond by centering principles of equity, diversity, inclusion, Indigeneity and accessibility in their leadership practice. This program is intended for those who are committed to challenging the status quo, and looking to develop tools, skills, and evolving practices to positively shape our future academic health sciences system.

A hands-on primer for conducting research in health professions education (HPE). Participants will build foundational knowledge in HPE research principles, methodologies, and applications, with dedicated time to advance their own projects, whether in the question development, analysis or writing stages.

Stepping Stones is our foundational program at the CFD, supporting health professionals in their education roles and activities including teaching, education scholarship, advocacy and academic leadership.

The Wilson Centre and Centre for Faculty Development Atelier: Maximizing the Rigour and Effectiveness of Collaborative Education Research is a five day dive into creating an effective interdisciplinary collaborative research team.

Stepping Stones is our foundational program at the CFD, supporting health professionals in their education roles and activities including teaching, education scholarship, advocacy and academic leadership.

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

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.

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.

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.

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.

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.

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.

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.

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.

Drawing from his diverse background in frontline medicine, public education, and his work at Apple, Dr. Evans will explore and untangle the evolving landscape of patient engagement and its implications for health professions education.

This virtual community event is for CFD members to come together to during a lunch and learn to discuss emerging curiosities, questions and tensions within health professions education on the topic of the month.