centre for faculty development · “faculty development” programs’ main focus of activity is...

LI KA SHING KNOWLEDGE INSTITUTE

KEENAN RESEARCH CENTRELI KA SHING INTERNATIONAL HEALTHCARE EDUCATION CENTRE

Fully affilated with the University of Torontostmichaelshospital.com

Centre for Faculty Development

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Reportwww.cfd.med.utoronto.ca

There is much to be said for living in the moment. Proponents of Mindfulness refer to being ‘present’ —being mindful of what is going on within you and around you and not being distracted by thoughts of the past or future or by getting lost in the details. Writing an introduction to a report about a Centre like ours is an opportunity to pause and reflect on what the centre has become since being created almost ten years ago.

This is a great time for the Centre for Faculty Development (CFD). We are fortunate to have a wonderful group of intelligent, energetic, thoughtful and fun-loving individuals working together to develop and study programs and projects that support the academic mission of the University of Toronto and the Toronto Academic Health Sciences Network (TAHSN).

It’s difficult to just stay in the present, as where we’ve come from and where we are going also define us as individuals and as a collective. We are proud of our accomplishments (as you will read in this report) and are excited about the future. New colleagues, new ideas, and new opportunities fuel growth and development. As a paediatrician, and parent, I can truly say that every stage of a child’s development is both amazing and challenging and as the Director of the CFD, a similar sentiment applies. Our centre continues to develop its identity within the local, national and international academic communities. Plans for 2012 include the renewal of our Strategic Plan and a celebration of the CFD’s 10th anniversary.

I’ll close with a huge ‘THANK YOU’ to everyone who helps make the CFD what it is -- you all know who you are.

Karen Leslie, MD, MEd, FRCPC

1Centre for Faculty Development

Director’s Report

WHAT IS FACULTY DEVELOPMENT?Currently, the international faculty development community describes our collective scope of work using a variety of terms – faculty development, staff development, professional development, educational development, and teacher training to name a few. Many “faculty development” programs’ main focus of activity is on the enhancement of teaching skills.

When the Centre for Faculty Development (CFD) was established in 2002, this was the unit’s primary focus - to establish programs to enhance the teaching skills of faculty in the Faculty of Medicine (FoM), University of Toronto (UofT). Over time, that focus broadened to include the full academic development of faculty in the FoM, the 5 additional health sciences faculties at UofT and faculty at other local, national and international institutions. Some of these activities provide revenue generation that supports program development for our local community. Skill development in the areas of teaching and assessment, education development and evaluation, administration, leadership, and education research are currently addressed in our programming – each to a varying degree.

Our current working definition of Faculty development is the broad range of activities that institutions use to renew or assist faculty, supervisors, preceptors, field instructors, clinical educators, and status appointees in their multiple academic roles. These activities are designed to improve an individual’s knowledge and skill development in the areas of teaching, education, administration, academic leadership, and education research.

Faculty development is differentiated from continuing education in that continuing education focuses on clinically focused areas of development whereas faculty development focuses on areas of development related to the academic aspects of one’s role.

LOCAL PARTICIPANTING UNITSThe following local units participate in CFD programming:

• All 9 fully-affiliated hospitals• 11 of 19 community-affiliated hospitals• All 6 Health Science Faculties at the University of Toronto• 26 of 28 departments in the Faculty of Medicine, University of Toronto

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Centre for Faculty Development Essentials

Local Participating Hospitals

Fully Affiliated Hospitals

Community Hospitals

Other Health Centres

88%

11% 1%

Local Participating Hospitals

Dr. Catharine Whiteside

Dr. Ivan Silver

Dr. Robert Howard


SPONSORSThe CFD is a unique partnership between St. Michael’s Hospital and the Faculty of Medicine, University of Toronto. Although, physically located at St. Michael’s Hospital, the CFD is a resource for the entire Toronto Academic Health Sciences Network (TASHN). The accomplishments outlined in this report would not have been possible without the support and commitment of both sponsoring partners and specifically, Dr. Catharine Whiteside, Dean, Faculty of Medicine (FoM), University of Toronto (UofT); Dr. Robert Howard, President and CEO, St. Michael’s Hospital (SMH); Dr. Ivan Silver former Vice Dean of Continuing Education and Professional Development, FoM, UofT; and Dr. Patricia Houston, Vice President of Education, SMH. We thank you for your continued support and trust.

Dr. Patricia Houston

St. Michael's Hospital

Faculty of Medicine, University of Toronto

Program Fees & Services (central programs)

Grants

Program Fees & Services

Cost Sharing

49%21.5%

13%

11%4% 1.5%

Budget

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Centre for Faculty Development Essentials

NEW LOCATIONIn November 2010, the CFD officially moved into its permanent home in the Li Ka Shing International Healthcare Education Centre of the Li Ka Shing Knowledge Institute (LKSKI) at St. Michael’s Hospital. LKSKI is home to leading researchers, educators, and clinicians — dedicated professionals making new scientific discoveries, generating novel therapies, developing innovative training programs, and helping translate knowledge into practice.

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Progress

The current CFD Strategic Plan was developed to span 2007-2011. In the first quarter of 2010, the CFD undertook a Strategic Realignment Exercise to ensure the remaining 2 years of the plan were aligned within current local, national, and international education landscapes which had changed quite significantly. This exercise confirmed that the plan was still very relevant and only minor modifications and additions were needed to the strategic directions for the remaining two years of the plan.

As we move into the next strategic planning ‘cycle’ for the CFD, this report will summarize the activities and achievements that are aligned with our five strategic directions from 2007-2011

1. Advance skills and expertise of health professional teachers and educators.2. Extend faculty development activities and build capacity locally, regionally and internationally.3. Facilitate and promote research in faculty and educational development / Foster scholarship in creative professional education and innovation in health science education.4. Support professional and leadership development throughout all stages of academic career.5. Enhance CFD funding, infrastructure and profile.

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Letter from the Assistant Director, Educational DevelopmentThis position was newly created in 2010 and I am honored to have been offered the opportunity to take on this role.

The momentum around faculty development continues to grow as we expand our academic community and partnerships. In my role, I will be looking for strategies to enhance current and implement new instructional development programs at the CFD. Through collaboration with our Education Development committee, we will endeavor to identify novel initiatives and opportunities for promotion and dissemination of programs. Creation of new partnerships with academic and clinical teaching sites will allow us to offer customized faculty development workshops in a distributed fashion.

In the year to come, we will launch a train-the-trainer program for the Teaching and Collaboration for Learning (TLC) series. Dissemination of this clinical teaching skills program will work towards building capacity to meet the growing demand for faculty development and increase the number of facilitators from all health professions.

I look forward to an exciting year ahead!

Debbie Kwan BScPhm, MSc


Progress on Strategic Direction 1

Strategic Direction 1: ADVANCE SKILLS AND EXPERTISE OF HEALTH PROFESSIONAL TEACHERS AND EDUCATORSThe CFD offers a range of programs and initiatives devoted to advancing the skills of health professional teachers and educators:

Best Practice in Education RoundsA joint endeavor between the CFD and The Wilson Centre, Best Practice in Education Rounds (BPER) focus on education/faculty development topics and include concepts from a variety of education perspectives, linking education research with practice. Presentations are videocast to 7 hospital and University sites and are simultaneously webcast, as well as archived online.

Workshops CFD workshops continue to be of great interest to a diverse group of health professional teachers and educators. Over 30 workshops are offered centrally each year and are devoted to the enhancement of teaching and assessment skills with additional workshops on mentoring, career development, education scholarship and research, and academic leadership.

Stepping Stones Teacher Training Certificate ProgramThis program offers faculty the opportunity to develop and enhance their teaching skills by participating in workshops and a journal club.

As in past years, the program is also available to a select number of individuals from:

• other health science faculties at the University of Toronto

• health disciplines staff at St. Michael’s Hospital

• health disciplines staff at The Michener Institute

• education research fellowships at The Wilson Centre

AnaesthesiaMojgan Davallou Marcos Silva (Fellow)Amy Swinson (Fellow)

Family and Community MedicineSusan DeeringCarol Sander Evelyn Williams

MedicineNicole Kester-GreeneSheila LaredoOthman Solaiman (Fellow)Karen Woolfrey

Obstetrics and GynaecologyPaul Tsang-I Chang

Occupational Science and Occupational TherapyIsabella Cheng

PaediatricsZia BismillaEmer FinanElizabeth JimenezAnne KawamuraIrene Lara-CorralesAngela Orsino

Physical TherapyLindsay Beavers

PsychiatryMichelle PearceAdam QuastelNadiya SunderjiCarmen Wiebe

Speech Language PathologyLisa McQueen

SurgeryMichael Ford

The Wilson CentreMariam Baghdady Ereny BassiliousDavid Gachoud Elisa Greco Clare Hutchinson Nishardi Wijeratne (joint CFD Fellow) Carilynne Yarascavaitch

Sick Children’s Hospital Lisieux Eyer de Jesus (Research)

St. Michael’s HospitalJanice Barnett (Echocardiology)Henry Halapy (Clinical Pharmacy)

Faculty of DentistryGreg Anderson Laura Dempster

Faculty of PharmacyAnna Taddio

George Brown CollegeMagdalena David Iris EpsteinRuth Hanton

The Michener InstituteJanet Maggio

The following 42 individuals graduated from Stepping Stones between 2009/2010 and 2010/2011 representing 11 affiliated teaching hospitals – Centre for Addiction and Mental Health, Holland Bloorview, Mt. Sinai Hospital, Sick Children’s Hospital, St. Michael’s Hospital, Sunnybrook Health Sciences Centre, Toronto General Hospital, Toronto Rehab, Toronto Western Hospital, Trillium Health Centre, and Women’s College Hospital.

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2010 Stepping Stones Graduates and Journal Club Leaders

2011 Stepping Stones Graduates and Journal Club Leader

Teaching for Learning and Collaboration ProgramThe Teaching for Learning and Collaboration Program (TLC) consists of six modules with pre-readings, interactive delivery of theoretical content, deconstruction of re-enacted video teaching simulations derived from authentic teaching situations, role plays, group discussion and feedback. This program was first offered as a component of our Education Scholars Program and then offered more broadly as a stand-alone program in 2007/2008. We continued to offer the program in its entirety (6 modules), as well as various module segments, over the course of 2009/2010 and 2010/2011. Planning is underway to copyright the curriculum as well as build local capacity in offering the program within the affiliated teaching hospitals, along with a Train-the-Trainer component.

Education Scholars ProgramThis program is discussed on page 28.

Teaching Performance Working GroupThe CFD also ventured into a non-programmatic initiative related to enhancing the skills and expertise of teachers – the establishment of a Teaching Performance Working Group. This group is working to develop a process for the identification, assessment and support of faculty members whose teaching performance has been identified as requiring additional development. Working group members have identified the need for clear and consistent communication to all faculty about (a) teaching responsibilities and expectations, (b) information about the teacher evaluation processes and (c) available faculty development resources. Recommendations are in development for a formal structure for working with those faculty for whom there is significant concern about their teaching. These recommendations will be presented to a number of committees at the Departmental, Hospital and University levels for feedback and refinement.

Strategic Direction 2:EXTEND FACULTY DEVELOPMENT ACTIVITIES & BUILD CAPACITY LOCALLY, REGIONALLY & INTERNATIONALLYExtending Activities LocallyThe CFD not only offers programming for health professionals within its walls (central), but also offers programming off-site (distributed) that can be tailored to a particular department or unit. The CFD continued to expand these offerings across TASHN and other affiliated hospitals, in addition to other health care and education institutions, including:

• Baycrest• Holland Blooview Kids Rehab as part of the launch of their new Teaching and Learning Institute • North York General Hospital• Scarborough General Hospital • Sick Children’s Hospital• St. Michael’s Hospital - Research Training Centre• Sunnybrook Health Sciences Centre• University Health Network: Toronto Western Hospital• Department of Anaesthesia, FoM• Department of Family and Community Medicine, FoM as part of their postgraduate program expansion to Royal Victoria Hospital in Barrie, Southlake Regional Health Centre in Newmarket, and Markham- Stouffville Hospital in Markham• Department of Medicine, FoM to support their mentoring program• Department of Surgery, FoM• Mississauga Academy of Medicine (MAM) • Canadian College of Naturopathic Medicine• George Brown College

This programming was offered via face-to-face sessions, video- and web-casts.

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Progress on Strategic Direction 1 & 2

Building Capacity Locally

• Train-the-Trainer Program / Introduction to Facilitating Faculty Development Now in its third year, the goal of this program is to facilitate faculty developer growth and development. Participants are recruited from local advanced education programs. They are encouraged to contribute to CFD programs as facilitators and also to bring their skills and learning back to their own sites with ongoing access to CFD supports and materials.

• Collaboration with the Mississauga Academy of Medicine (MAM) Faculty Development Program Over the past two years, a strong working relationship has been developed in support of the newly created site for the University of Toronto Medical school expansion. Working closely with MAM’s Director, Dr. Pam Coates, and the Director of Faculty Development for MAM, Jana Bajcar, a number of faculty development programs have been developed and delivered to teachers in Mississauga.

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Workshops - Distributed vs. Central

2007–2008 2008–2009 2009–2010 2010–2011

Distributed

Central

• Bringing Leaders Together Faculty Development Leads - Several FoM departments and TAHSN hospitals have identified faculty development leads. The CFD initiated regular meetings of this group in order to share ideas and current activities and also to receive support from the CFD with respect to curriculum and other faculty development resources.

Extra-Departmental Unit (EDU) Directors - This group brings together Directors from the following educationally focused Extra-Departmental Units (EDUs) within the Faculty of Medicine to discuss synergies.

o The Wilson Centre for Research in Education o Centre for Inter-Professional Education o Centre for Patient Safety o Centre for Ambulatory Care and Education o Joint Centre for Bioethics

InterHealth Sciences Faculty Development Council - This group brings together health professional educator faculty development representatives from all 6 Health Sciences Faculties at UofT as well as from George Brown College, The Michener Institute and Ryerson University. The group collaborated on a presentation at the 2010 Society for Teaching and Learning in Higher Education annual meeting that discussed the development and goals of this unique council. The council continues to work on identifying overlapping areas of activity and expertise in order to meet the faculty development needs of our diverse health professional faculty.

• Toronto Integrated Medical Education (T-IME) initiative The CFD is playing an important role in the FoM’s T-IME initiative which is aimed to (a) establish and implement a sustainable framework for integrated medical education and (b) develop and implement an accountability framework.

Workshops - Distributed vs. Central



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There are 6 sub-groups working on this initiative – one of which is focused on Continuing Education and Professional Development and Faculty Development. Karen Leslie co-chairs this working group. Its mandate is to:

a. Create a consistent approach to providing resources and support in Faculty Development across all fully and community affiliated hospitals. b. Align existing mechanisms in Departments to integrate CEPD activities with Hospital resources c. Identify champions, educator leaders and make recommendations to the Hospitals and Dean about best practices for recognition of education as a valued activity

• Organizational Learning Scan Members of the CFD have played a leadership role in the scholarly aspect of the St Michael’s Hospital (SMH) Organizational Learning Scan (OLS) Project, the goal of which is to gain an understanding of the current state of educational programming for SMH staff and to identify teaching and learning needs across disciplines and programs in the organization. It is anticipated that the data from this project will be used to develop pilot projects to address learning needs across the hospital, and can serve as a model for other teaching hospitals looking for strategies with which to address teaching and learning needs of their staff and faculty.

Building Capacity Nationally and Internationally• First International Conference on Faculty Development in the Health Professions 320 individuals from 28 countries took part in the First International Conference on Faculty Development in the Health Professions conference, May 10-13, 2011 – a jointly organized venture between the CFD and the Centre for Medical Education and Faculty Development McGill University. A heartfelt thank you to St. Michael’s Hospital and the St. Michael’s Hospital Foundation for underwriting the conference. Their contributions, both financial and programmatically, made this event, and 2 year planning process, possible.

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The 28 countries represented at the conference were:

Algeria, Australia, Bangladesh, Belgium, Brazil, Canada, Chile, Denmark, Dominica, Germany, Grenada, Israel, Kazakhstan, Mexico, Mongolia, New Zealand, Netherlands, Qatar, Saudi Arabia, Singapore, Spain, Sweden, Switzerland, Tanzania, Thailand, UK, United Emirates and the US.

• CFD International Faculty Development The CFD also provided its first week-long longitudinal program on teaching skills enhancement for a cohort of international faculty from King Saud University in Riyadh, Saudi Arabia. This program was well received and we look forward to learning with and from our international health professional colleagues.

King Saud Cohort and CFD faculty and staff

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Letter from Director of Research

I am extremely pleased to report that the CFD Research Program, through our impressive productivity, has continued to make a unique and significant scholarly contribution to the local, national and international faculty development community. From 2009 to 2011 our productivity covers the successful capture of 39 grants, the publication of 70 peer reviewed papers, and the delivery of 159 academic presentations – see pages 16-26 for further details. A few noteworthy research accomplishments for the past year include:

• At St. Michael’s Hospital, we have been working closely with colleagues on the development, implementation and analysis of an organizational learning scan for the entire hospital. We have also been working with colleagues on the evaluation of an interprofessional patient safety project (SafetyNetII) – the latter project supported by Ministry of Health and Long-Term Care.

• We have been undertaking a systematic review which is aimed at understanding the nature and reported outcomes of faculty development programs across the world – supported by a grant from the Royal College of Physicians and Surgeons of Canada.

• We are working on a knowledge translation project which aims to provide initial insight into the use of research evidence by medical educators in their curriculum development, implementation and assessment activities – supported by a grant from KT Canada.

We have also continued to work closely with a number of local research colleagues from a number of institutions, including, the Wilson Centre, Centre of Interprofessional Education, SickKids Hospital and Humber Institute of Applied Health Sciences. In addition, we provide expert advice and consultation on research and evaluation methods to colleagues at St. Michael’s Hospital

and colleagues from the broader faculty development community. Furthermore, we have been developing new collaborations with Karolinska Institutet in Sweden, the Institute of Health Sciences Education, University of London in the UK and also Niigata University of Health and Welfare in Japan.

I am also very pleased to report that we launched our new CoFER (Core Foundations in Education Research) program with a cohort of 13 participants. CoFER is a two-year program which aims at developing an understanding of key principles, methods and techniques related to health professions education research.

Of course, this on-going success with research work depends, not only upon a wide collaboration with local, national and international colleagues, but in particular, our exceptional Education Research Associates – Eileen Egan-Lee and Lindsay Baker.

The past few years have also been very significant for me personally. In 2010 I was appointed as Editor-in-Chief, Journal of Interprofessional Care. I also published a textbook on interprofessional teamwork with Wiley-Blackwell. More recently, in 2011, I was promoted from to Full Professor in the Department of Psychiatry, University of Toronto.

Strategic Direction 3: FACILITATE AND PROMOTE RESEARCH IN FACULTY DEVELOPMENT / FOSTER SCHOLARSHIP IN CREATIVE PROFESSIONAL EDUCATION AND INNOVATION IN HEALTH SCIENCES EDUCATION

• Core Foundations in Education Research (CoFER)

The CFD, in collaboration with The Wilson Centre, launched a new certificate program in January 2011 - Core Foundations in Education Research (CoFER) – which is aimed at health professionals interested in further developing their understanding of the foundations of health professions education research. Participants enter the program with either a new project idea, data from an existing project or with an idea for a paper. By the end of the program it is expected that participants will have made significant progress on their initial idea/project (e.g. completed a study, produced a draft of a manuscript for a publication).

The program curriculum includes both interactive workshops and research coaching sessions led by expert education research scientists. CoFER Program Directors, Drs. Scott Reeves and Shiphra Ginsburg, served as coaches for the program’s first cohort, along with Drs. Vicki LeBlanc and Simon Kitto. The first cohort includes the following12 participants representing 7 affiliated teaching hospitals – Bridgepoint Health, Sick Children’s Hospital, St. Joseph’s Health Centre, St. Michael’s Hospital, Sunnybrook Health Sciences Centre, Toronto General Hospital, and Trillium Health Centre:

Family and Community MedicineDawn MartinCarol Sander

MedicineChristopher HicksHeather Mac NeillSheldon TobeRene Wong

PaediatricsSarah SchwartzAnu Wadhwa

SurgeryJonathan Cardella

St. Michael’s HospitalConcetta MartinsHeather McPhail

George Brown CollegeCelina Da Silva



Scott Reeves, PhD

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• Education Research Output Under the directorship of Dr. Scott Reeves, we have further strengthened our growing research program during the 2009-2010 and 2010-2011 academic years. Productivity of the CFD Research Planning Committee1 includes the acquisition of 39 grants, the publication of 70 peer reviewed publications, and the delivery of 159 academic presentations related to faculty development and health professions education.

Grant Capture2009

1. Gagliardi AR, Bell M, Leslie K, Levinson W, Straus S, Morrison L, Tourangeau A, Rotstein O, Silver I. Exploring mentorship as a strategy to build capacity for knowledge translation research and practice. ($83,765) Canadian Institutes of Health Research, 2009-2010.

2. Gagliardi AR, Brouwers M, Marlow B, Campbell C, Finelli A, Silver I. Developing, implementing and evaluating self-audit as a knowledge translation strategy for practice-based learning and practice guideline implementation: A scoping review. ($49,223) Canadian Institutes for Health Research Knowledge Synthesis Grant, 2009-2010.

3. Gagliardi AR, Straus S, Victor J, Brouwers M, Grunfeld E, Finelli A, Campbell C, Marlow B, Silver I. Exploring how self-versus peer-directed assessment impact learning and care delivery among practicing physicians. ($347,390) Canadian Institutes of Health Research Operating Grant, 2009-20.

4. Glover-Takahashi S, Bandiera G. Developing a web-based curriculum for teaching patient safety - PGCorEd Project. ($50,000) Network of Excellence in Simulation for Clinical Teaching & Learning, 2009-2012.

5. Grimshaw J, Straus S, Haynes R, Legare F, O’Connor A, Sales A, Laupacis A, Lavis J, Godin G, Majumdar S, Johnson D, Brehaut J, Little J, Stacey D, Stiell I, Taljaard M, Tinmouth A, Tugwell P, Vaillancourt C, Wells P, Moher

D, Bhattacharyya O, Zwarenstein M, Reeves S, Jaglal S, Mamdani M, Chignell M, Doran D, Archer N, Brouwers M, Dobbins M, Dolovich L, Douketis J, McKibbon K, Raina P, Law M, Levinson A, Holroyd-Leduc J, Quan H, Armson H, Stelfox H, Taenzer P, White D, Ghali W, Benzies K, Klassen T, Clumming G, Tsuyuki R. Knowledge Translation Canada: A National Research Network. ($1,999,450) Canadian Institutes of Health Research, 2009-2014.

6. Hunter JP, Campbell F, Stinson J, McGillion M, Simmons B, Cameron A, Sinclair L, Lowe M, Wagner S. Knowledge translation: a pre-licensure interprofessional clinical experience for health care student. ($50,000) Pfizer Canada, Education Grant, 2009.

7. Jeffs L, Hayes C, Smith O, Bell C, Mamdani M, Reeves S. Development and Evaluation of an interprofessional competency-based patient safety educational strategy in an acute care teaching hospital. ($213,738) Health Force Ontario, 2009-2011.

8. Leslie K, Breakey V, Lingard L. Preparation for a career in academic medicine: understanding the process of peer- group mentoring for postgraduate trainees. ($5,280) Education Development Fund, 2009.

9. Leslie K, Dionne A, Lieff S, Pittini R, Reeves S, Schrieber M. Utilizing teaching evaluations to promote faculty development in teaching undergraduate medical education. ($19,630) Curriculum Renewal Fund, University of Toronto, 2009-2010.

1 This committee includes CFD staff, as well as Glen Bandiera, Jerry Maniate, Tina Martimianakis, Denyse Richardson, Ivan Silver, Brian Simmons, and Susan Wagner.


10. Mac Neil H, Hanna E, Flint G, Reeves S. Does learner- centred or community-centred online learning promote greater knowledge translation and interprofessional collaboration? ($45,000) Royal Colleague of Physicians and Surgeons of Canada, 2009-2010.

11. Oandasan I, Simmons B, Wagner S, Lowe M, Sinclair L, Tassone M, Parker K. Sustainability grant for IPE development at the University of Toronto Office of Interprofessional Education. ($150,000) Ontario Ministry of Training for Colleges and Universities, 2009. 12. Peranson J, Kopansky-Giles D, Reeves S. Teaching an interprofessional approach to the management of musculoskeletal problems in primary care. ($9,550) Educational Development Fund, University of Toronto, 2009-2010.

13. Reeves S, Pauze A, Barnsley J, Goering P. Enhancing collaboration in primary and mental care and addition through interprofessional care and education. ($449,995) Health Force Ontario, 2009-2011.

14. Reeves S, Simmons B. Preparation of a Medical Council of Canada Medical Educational Proposal. ($2,000) Medical Council of Canada, 2009.

15. Reeves S. A mixed methods evaluation of interprofessional education for pre-registration students School of Health Sciences. ($50,000) Humber Institute of Technology & Advanced Learning, 2009-2010.

16. Simmons B, Wagner S, Reeves S, Deland M. Resuscitation competencies in interprofessional education (ReCIPE). ($17,590) Neonatal Resuscitation Program Research Grant, Canadian Paediatric Society, 2009.

17. Simmons B, Reeves S, Wagner S. Assessment and evaluation of a pilot interprofessional OSCE (iOSCE). ($19,862) Undergraduate Medical Education Curriculum Renewal Fund, University of Toronto, 2009.

18. Simmons B, Reeves S, Wagner S. Assessment and evaluation of a pilot interprofessional OSCE (iOSCE). ($10,000) Medical Council of Canada (Matching Funds), 2009.

19. Simmons B, Reeves S, Wagner S. Design and evaluation of an interprofessional OSCE development simulation tool. ($49,200) Network of Excellence in Simulation for Clinical Teaching and Learning, 2009.

20. Simmons B, Reeves S, Wagner S. The interprofessional OSCE development simulation tool. ($16,413) Educational Development Fund, 2009.

21. van Soeren M, MacMillan K, Walsh M, Reeves S, Cop S, Van DeVelde S, McKenna E. Development of a Case Based Clinical Online Environment for Interprofessional Education in Emergency and Critical Care Services. ($436,275) Health Force Ontario, 2009-2011.

22. Wagner S, Reeves S, Simmons B. Evaluation of case- based interprofessional education (IPE) sessions: development and implementation. ($13,951.60) Undergraduate Medical Education Curriculum Renewal Fund, University of Toronto, 2009.

23. Weiss S, Martimianakis M. Attitudes, experiences and perceptions of faculty with a revised curriculum incorporating the CanMEDS competencies. ($4,890) Paediatric Consultants Education Research Grants, 2009-2010. 201024. Dev C, Bandiera G. Is a Multimedia-Based Teaching Tool As Effective As Bedside Teaching? Proposal for a Validation Study. ($4,993) University of Toronto Education Development Fund, 2010-2011.

25. Ford Jones L, Van den Heuvel M, Levin L, Bernstein S, Martimianakis M. Evaluation of the social pediatric

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elective for medical students using reflection papers. ($2,130) Paediatric Consultants Education Research Grants, 2010-2011.

26. Fournier C, Reeves S. Professional Status within an Interprofessional Context: A View of Massage Therapy. ($5,840) Massage Therapy Research Fund, Holistic Health Research Foundation, 2010-2011.

27. Gagliardi A, Straus S, Brouwers M, Victor J, Hoch J, Grunfeld E, Radhakrishnan A, Kennedy E, Urbach D, Finelli A, Campbell C, Marlow B, Silver I. Facilitating physician self assessment: Experimental, economic and qualitative evaluation of instructional tools versus peer mentorship. ($634,017) Canadian Institutes of Health Research, 2010-2013.

28. Hanna E, Mac Neill H, Lowe M, Sinclair L, Hall S, Reeves S. Building Community in Collaborative Online Interprofessional Education: An examination of facilitation in online synchronous interprofessional education. ($4,425) Continuing Education Research & Development Award, University of Toronto, 2010-2011.

29. Ravitz P, Cooke R, Swenson R, Reeves S.‘CE to Go’ – capacity building in under-serviced communities through knowledge dissemination. ($134,000) Ontario Ministry of Health and Long Term Care, 2010-2012.

30. Reeves S, Leslie K, Egan-Lee E, Baker L. Advancing faculty development: a systematic review. ($4,995) Royal College of Physicians and Surgeons, 2010.

31. Sargeant J, Allen M, Borduas F, Grimshaw J, Lockyer J, Legare F, Sketris I, Straus S, Hill T, Luconi F, Stenerson H, Silver I. Moving research forward: a collaboration of national CME/CPD and KT researchers. ($17,250) Canadian Institutes of Health Research Meeting Grant, 2010-2011.

32. Scott S, Kovacs-Burn K, Klassen T, Hartling L, Dryden D, Thompson D, Jones C, Newton A, Hofmeyer A, Ball G, Grimmer-Somers K, Kumar S, May E, Barr H, Suter E, Reeves S. A systematic review of knowledge translation strategies used in the allied health professions. ($99,387) Canadian Institutes of Health Research, 2010-2011.

33. Weiss S, Parker K, Martimianakis M, Schneider R. Creating a novel mentorship program for junior faculty at a pediatric academic health sciences centre - the role of a modified developmental evaluation approach. ($4,820) Paediatric Consultants Education Research Grants, 2010-2011. 201134. Kitto S, Bell, M, Reeves S, Sargeant J, Etchells E, Silver I. Improving patient outcomes – mapping practice boundaries and intersections between the domains of continuing education, knowledge translation, patient safety and quality improvement. ($30,000) Association of Faculties of Medicine of Canada, 2011-2012.

35. Leslie K, Ginsberg S, Egan-Lee E, Baker L, Reeves S. Understanding the role of ‘coach’ within faculty development. ($4,915) Royal College of Physicians and Surgeons of Canada, Faculty Development Grant, 2011-2012.

36. Reeves S, Leslie K, Légaré F, Silver I, Rosenfield J, Hodges B, Curran V, Armson H, Kitto S. An exploration of the determinants of knowledge use in a medical education context. ($30,000) KT Canada, 2011-2012.

37. Reeves S, Sharma S, Boet S, Kitto S. Enhancing the use of sociological fidelity in interprofessional simulated learning. ($4,950) Continuing Education Research Fund, University of Toronto, 2011-2012.

38. Silver I, Sargeant J, Mann K, Holmboe E. Performance feedback to inform self-assessment and guide practice improvement: Developing and testing a feedback


facilitation model. ($50,000) Society for Academic CME Manning Award, 2011-2013. 39. Weiss S, Parker K, Leslie K, Martimianakis T, Schneider R. Creating a novel mentorship program for junior faculty at a pediatric academic health sciences center- the role of a modified developmental evaluation model. ($4920) Paediatric Consultants Education Grant, 2011.

Peer-Reviewed Publications20091. Bhattacharyya O, Reeves S, Zwarenstein M. (2009) What is implementation research? Rationale, concepts and practices. Research on Social Work Practice; 19:491-502.

2. Cameron A, Ignjatovic M, Langlois S, Dematteo S, DiProspero L, Wagner S, Reeves S. (2009) An Introduction to Interprofessional Education for First-Year Health Science Students: Perspectives of Pharmacy Students and Faculty. American Journal of Pharmacy Education; 73:S1-S7.

3. Curran V, Casimiro L, Banfield V, Hall P, Lackie K, Simmons B, Tremblay, M., Wagner S, Oandasan I. (2009) Research for interprofessional competency-based evaluation (RICE). Journal of Interprofessional Care; 23(3): 297-300.

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4. Gagliardi A, Perrier L, Webster F, Leslie K, Bell M, Levinson W, Rotstein O, Tourangeau A, Morrison L, Silver I, Straus S. (2009) Exploring mentorship as a strategy to build capacity for knowledge translation research and practice: Protocol for a qualitative study. Implementation Science; 4(55).

5. Gagliardi A, Wright F, Victor JC, Brouwers M, Silver I. (2009) Self-directed learning needs, patterns and outcomes among general surgeons. Journal of Continuing Education in the Health Professions; 29(4): 269-275.

6. Goldman J, Bhattacharyya O, Zwarenstein M, Reeves S. (2009) Improving the clarity of the interprofessional field: implications for research and continuing interprofessional education. Journal of Continuing Education of the Health professions; 29:151-156.

7. Gotlib Conn L, Lingard L, Reeves S, Miller K-L, Russell A, Zwarenstein M. (2009) Communication channels in general internal medicine: a description of baseline patterns for improved interprofessional collaboration. Qualitative Health Research; 19: 943-953.

8. Hobgood C, Anatharaman V, Bandiera G, Cameron P, Halperin P. (2009) International Federation for Emergency Medicine model curriculum for medical student education in emergency medicine. Emerg Med Australas; 21(5):367-72.

9. Hodges BD, Maniate J, Martimianakis MA, Alsuwaidan M, Segouin C. (2009) Cracks and crevices: globalization discourse and medical education, Medical Teacher; 31(10): 910-7.

10. Hollenberg E, Reeves S, Beduz M-A, Jeffs L, Lee J, Lowe M, Merkley J, Sinclair L, Tassone M, Oandasan I. (2009) Mainstreaming interprofessional education in Canada: early experiences from a multiple case study. Journal of Research in Interprofessional Practice and Education; http://www.jripe.org/index.php/journal/article/ view/3/16.

Grants Captured

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11. Kwan D, Barker K, Richardson D, Wagner S, Austin Z. (2009) Effectiveness of a faculty development program in fostering interprofessional education competencies. Journal of Research in Interprofessional Practice and Education; 1(1): 24-41.

12. Lundon K, Shupak R, Reeves S, Schneider R, Herold- McIlroy J. (2009) The Advanced Clinician Practitioner in Arthritis Care program: An interprofessional model for transfer of knowledge for advanced practice practitioners. Journal of Interprofessional Care; 23:198-200.

13. Maniate JM, Karimuddin A. (2009) A Set of Principles, Developed by Residents, to Guide Canadian Residency Education. Academic Medicine; 84(11):1527–1532.

14. Martimianakis MA, Hodges B, Wasylenki D. (2009) Meeting the Challenges of Integrating Scientists and Clinical Teachers in Psychiatry Education: Findings from an Innovative Faculty Development Program. Academic Psychiatry; 33(3):241-24.

15. Martimianakis MA, Maniate J, Hodges BD. (2009) Sociological Interpretations of Professionalism. Medical Education; 43: 829-837.

16. Martimianakis MA, McNaughton N, Tait G, Waddell A, Lieff S, Silver I, Hodges BD. (2009) The Research Innovation Scholarship in Education Program: An innovative way to nurture education. Academic Psychiatry; 33(5): 364-369.

17. Oandasan I, Gotlib Conn L, Lingard L, Karim A, Jakubovicz D, Whitehead C, Miller K-L, Kennie N, Reeves S. (2009) The impact of time and space on interprofessional teamwork in Canadian primary care settings – Implications for health care reform. Primary Health Care Research and Development; 10:151-162.

18. Reeves S, Goldman J, Zwarenstein M. (2009) An emerging

framework for understanding the nature of interprofessional interventions. Journal of Interprofessional Care; 23:539-542.

19. Reeves S, Rice K, Gotlib Conn L, Miller K-L, Kenaszchuk C, Zwarenstein M. (2009) Interprofessional interaction, negotiation and non-negotiation on general internal medicine wards. Journal of Interprofessional Care; 23:633-645.

20. Rosenfield D, Oandasan I, Reeves S. (2009) A participatory approach to interprofessional education research: Students researching with their peers. Journal of Interprofessional Care; 23:676-678.

21. Silver I, Leslie K. (2009) Faculty development for continuing interprofessional education and collaborative practice. Journal of Continuing Education in the Health Professions; 29(3): 1-6.

22. Simmons B, Wagner SJ. (2009) Assessment of continuing interprofessional education: Lessons learned. Journal of Continuing Education in the Health Professions; 29(3): 168-171.23. Singer A, Hobgood C, Kilroy D, Bandiera G, Holliman J, Jouriles N, Cameron P, Halperin P, Mulligan T, Anantharaman V. (2009) International Federation for Emergency Medicine model curriculum for medical student education in emergency medicine. CJEM; 11(4):349-354.

24. van Soeren M, MacMillan K, Cop S, Kenaszchuk C, Reeves S. (2009) Development and evaluation of interprofessional care practices through clinical simulation. Journal of Interprofessional Care; 23:304-306.

25. Zwarenstein M, Goldman J, Reeves S. (2009) Interprofessional collaboration: effects of practice-based interventions on professional practice and healthcare outcomes. Cochrane Database of Systematic Reviews; Issue 3.



26. Zwarenstein M, Reeves S, Straus S, Pinfold P, Goldman J. (2009) Case management: effects on professional practice and health care outcomes (Protocol). Cochrane Library; Issue 3.

201027. Al-Buharian F, Leslie K, Goldberg E. (2010) Pediatric Residents’ Perceptions and Experiences of Adolescent Medicine. BMC Medical Education; 10:88. 28. Baker L, Egan-Lee E, Leslie K, Silver I, Reeves S. (2010) Exploring an IPE faculty development program using the 3-P model. Journal of Interprofessional Care; 24(5): 597-600.

29. Baker L, Reeves S, Egan-Lee E, Leslie K, Silver I. (2010) The ties that bind: a network approach to creating a program in faculty development. Medical Education; 44(2): 132-139.

30. Cameron A, Rennie S, DiProspero L Langlois S, Wagner S, Potvin M, Dematteo D, LeBlanc V, Reeves S. (2010) An introduction to teamwork: findings from an evaluation of an interprofessional education experience for 1,000 first year students. Journal of Allied Health; 38:220-226.

31. Campbell C, Silver I, Sherbino J, Ten Cate O, Holmboe E. (2010) Competency-based continuing professional development. Medical Teacher; 32(8), 657-662.

32. Esmaily H, Silver I, Shiva S, Gargani A, Maleki-Dizaji N, Al-Maniri A, Wahlstrom R. (2010) Can rational prescribing be improved by an outcome-based educational approach? A randomized trial completed in Iran. Journal of Continuing Education in the Health Professions; 30(1): 11-18.

33. Frank J, Snell L, Ten Cate O, Holmboe E, Carraccio C, Swing S, Harris P, Glasgow N, Campbell C, Dath D, Harden R, Iobst W, Long D, Mungroo R, Richardson D, Sherbino J, Silver I, Taber S, Talbot M, Harris K. (2010). Competency-based medical education: Theory to practice. Medical Teacher; 32(8): 638-645.

34. Friedman SM, Sowerby RJ, Guo R, Bandiera G. (2010). Perceptions of emergency medicine residents and fellows regarding competence, adverse events and reporting to supervisors: a national survey. CJEM; 12(6):491-9. 35. Goldman J, Meuser J, Lawrie L, Rogers J, Reeves S. (2010) Interprofessional primary care protocols: a strategy to promote an evidence-based approach to teamwork and the delivery of care. Journal of Interprofessional Care; 24:653-65. 36. Goldman J, Meuser J, Lawrie L, Rogers J, Reeves S. (2010) Interprofessional collaboration in Family Health Teams: An Ontario-based study involving 14 teams. Canadian Family Physician; 56:e368-374. 37. Harvey A, Nathens A, Bandiera G, LeBlanc V. (2010) Threat and Challenge: Cognitive Appraisal in Simulated Trauma Resuscitations. Academic Medicine; 44(6):587-594.

38. Hobgood C, Anatharaman V, Bandiera G, Cameron P, Halperin P, Holliman J, Jouriles N, Kilroy D, Mulligan T, Singer A. (2010) International Federation for Emergency Medicine model curriculum for medical student education in emergency medicine. International Journal of Emergency Medicine; 3(1):1-7.

39. Kenaszchuk C, Reeves S, Nicolas D, Zwarenstein M. (2010) Validity and reliability of a multiple-group measurement scale for interprofessional collaboration. BMC Health Services Research;10:83.

40. Kuper A, Zur Nedden N, Etchells E, Shadowitz S, Reeves S. (2010) Teaching and learning at morbidity and mortality rounds: an ethnographic study. Medical Education; 44:559-569.41. Kuper A. Martimianakis MA, McNaughton N, Albert M, Hodges B. (2010) Asking new questions with qualitative research: a reflection on AMEE 2009. Medical Teacher; 32:1-2.

2009-11 Report22

42. Lieff S, Albert M. (2010) The mindsets of medical education leaders: how to do they conceive of their work? Academic Medicine; 85:57–62.

43. Lieff S. (2010) Faculty Development: Yesterday, Today and Tomorrow: Guide Supplement 33.2 – Viewpoint. Medical Teacher; 3(5):429-431.

44. Lobst W, Sherbino J, Cate OT, Richardson D, Dath D, Swing S, Harris P, Mungroo R, Holmboe E, Frank J. (2010) Competency-based medical education in postgraduate medical education. Medical Teacher; 32(8), 651-6.

45. Maniate JM. (2010) A Resident Program Evaluation (RPE), Developed by Residents, for the Strengthening of the Canadian Residency Education Accreditation System. Academic Medicine; 85(7): 1196–1202.

46. Pauze E, Reeves S. (2010) Examining the effects of interprofessional education on mental health providers: findings from an updated systematic review. Journal of Mental Health; 19:259-271.

47. Reeves S, Goldman J, Sawatzky-Girling B, Burton A. (2010) A Synthesis of Systematic Reviews of Interprofessional Education. Journal of Allied Health; 39:S198-S203.

48. Reeves S, MacMillan K, van Soeren M. (2010) Leadership within interprofessional health and social care teams: a socio-historical overview of some key trials and tribulations. Journal of Nursing Management; 18:258-264.

49. Reeves S, Zwarenstein M, Goldman J, Barr H, Freeth D, Koppel I, Hammick M. (2010) The effectiveness of interprofessional education: key findings from a new systematic review. Journal of Interprofessional Care; 24:230-241.

50. Rice K, Zwarenstein M, Gotlib Conn L, Kenaszchuk C, Russell A, Reeves S. (2010) An intervention to improve

interprofessional collaboration and communications: a comparative qualitative study. Journal of Interprofessional Care; 24:350-361.

51. Stergiopoulos V, Lieff S, Razack S, Lee AC, Frank J, Maniate JM, Hyde S, Taber S. (2010) Canadian Residents’ Perceived Manager Training Needs. Medical Teacher; 32(11): 479-85. 52. Stergiopoulos V, Lieff S, Razack S, Lee AC, Maniate JM, Hyde S, Taber S, Frank J. (2010) Canadian residents’ perceived manager training needs. Medical Teacher; 32 (11):479-485.

201153. Abramovich I, Espin S, Wickson-Griffiths A, Dematteo D, Baker L, Egan-Lee E, Reeves S. (2011) Translating collaborative knowledge into practice: findings from a 6-month follow-up study. Journal of Interprofessional Care, 25: 226-227. 54. Baker L, Egan-Lee E, Martimianakis M, Reeves S. (2011) Relationships of Power: Implications for interprofessional education & practice. Journal of Interprofessional Care; 25: 98-104. 55. Bandiera G, Lendrum D. (2011) Dispatches from the front : Emergency medicine teachers’ perceptions of competency-based education. CJEM;13(3):155-161.

56. Bandiera G. (2011) Simulation in Trauma Education: More than just ‘How real is that?’ Cyberpsychology and Rehabilitation; 4(2):30-31.

57. Davis D, Prescott J, Fordis M, Greenberg S, Dewey C, Brigham T, Lieberman S, Rockhold R, Lieff S, Tenner T. (2011) Re-thinking CME: An Imperative for Academic Medicine and Faculty Development. Academic Medicine; 86(4):468-73.

58. Dematteo D, Reeves S. (2011) A critical examination of the role of appreciative inquiry within an interprofessional



health care initiative. Journal of Interprofessional Care; 25: 203-208. 59. Egan-Lee E, Baker L, Dematteo D, Hollenberg E, Tobin S, Reeves S. (2011) Neophyte facilitator experiences of interprofessional education: implications for faculty development. Journal of Interprofessional Care; 25(5): 333-8.

60. Egan-Lee E, Baker L, Freitag S, Reeves S. (2011) Twelve tips for ethical approval for education studies. Medical Teacher; 33: 268-272.

61. Hodges B, Albert M, Arweiler D, Akseer S, Bandiera G, Byrne N, Charlin B, Karazivan P, Kuper A, Maniate J, Millette B, Noyeau E, Parker S, Reeves S. (2011) The future of medical education: a Canadian environmental scan. Medical Education; 45: 95-106.

62. Kenaszchuk C, MacMillan K, van Soeren M, Reeves S. (2011) Interprofessional simulated learning: short-term associations between simulation and interprofessional collaboration. BMC Medicine; 9:29.

63. Lewin S, Reeves S. (2011) Enacting ‘team’ and‘teamwork’: using Goffman’s theory of impression management to illuminate interprofessional collaboration on hospital wards. Social Science and Medicine; 72:1595-1602.

64. Martimianakis MA. (2011) Discourse, Governance and Subjectivity: Knowledge-Making in Engineering and in Medicine. Doctoral Dissertation. Department of Theory and Policy Studies, OISE-UT.

65. Penciner R, Langhan T, Lee R, McEwen J, Woods R, Bandiera G. (2011) Using a Delphi process to establish consensus on emergency medicine clerkship competencies. Medical Teacher; 33: e333–e339.

66. Reeves S, Goldman J, Gilbert J, Tepper J, Silver I, Suter E, Zwarenstein M. (2011) A scoping review to improve conceptual clarity of interprofessional interventions.

Journal of Interprofessional Care; 25:167-174.

67. Rosenfield D, Oandasan I, Reeves S. (2011) Perceptions vs. reality: a qualitative study of students’ expectations and experiences with interprofessional education. Medical Education; 45:471-477.

68. Simmons B, Egan-Lee E, Wagner S, Esdaile M, Baker L, Reeves S. (2011) Assessment of interprofessional learning: the design an interprofessional objective structured examination approach. Journal of Interprofessional Care; 25:73-4.

69. Simmons B, Oandasan I, Soklaridis S, Barker K, Esdaile M, Kwan D, Leszcz M, Lowe M, Moaveni A, Richardson D, Silver IL, Sinclair L, Wagner S. (2011) Evaluating the effectiveness of an interprofessional education faculty development course: The transfer of interprofessional learning to the academic and clinical practice setting. Journal of Interprofessional Care; 25(2):156-7.

70. van Soeren M, Hurlock-Chorostecki C, Reeves S. (2011) The role of nurse practitioners in hospital settings: implications for interprofessional practice. Journal of Interprofessional Care; 25:245-251.

Peer-Reviewed Publications

Selected Conference Presentations2009

1. Baker L, Egan-Lee E, Martimianakis MA, Reeves S. Relationships of power: implications for interprofessional education and practice. Wilson Centre for Research in Education Research Day, Toronto ON, October 2009.

2. Leslie K, Egan-Lee E, Baker B, LeBlanc V, Mylopoulos M, Dubrowski A, Morgan P, Naik V, Ballon B, Satterthwaite L, Robb A, Silver I, Pittini R, Cop S, Bandali K, Reeves S. Simulation for clinical teaching and learning – what do faculty need to know? .Wilson Centre for Research in Education Research Day, Toronto ON, October 2009.

3. MacMillan K, Baker L, Egan-Lee E, Cop S, van Soeren M, Reeves S. Facilitating interprofessional learning within an interprofessional clinical simulation context. Wilson Centre for Research in Education Research Day, Toronto ON, October 2009.

4. MacMillan K, Devlin-Cop S, van Soeren M, Baker L, Kenaszchuk C, Reeves S. Using simulation to enhance patient safety through interprofessional care. The Canadian Health Care Safety Symposium, Montreal QC, October 2009.

2009-11 Report24

5. Simmons B, Wagner S, Egan-Lee E, Esdaile M, Baker L, Reeves S. A consensus building approach to the design of an iOSCE Development Simulation Tool. Wilson Centre for Research in Education Research Day, Toronto ON, October 2009.

20106. Leslie K, Baker L, Egan-Lee E, Allen S, Andrews M, Burns P, Merkley J, Richardson D, Shaver J, Wagner S, Silver I, Reeves S. The use of an online forum to facilitate an interprofessional community of learners. Ontario Interprofessional Health Collaborative Conference, Toronto ON, January 2010.

7. Leslie K, Baker L, Egan-Lee E, Andrews M, Burns P, Martimianakis T, Richardson D, Shaver J, Simmons B, Wagner S, Silver I, Reeves S. Exploring the longer- term outcomes of an IPE Faculty/Staff Development Program. Association for Medical Education in Europe, Glasgow UK, September 2010.

8. Leslie K, Egan-Lee E, Pittini R, Schreiber M, Dionne A, Baker L, Reeves S. Utilizing teaching evaluations to promote faculty development in teaching. Ottawa conference, Miami FL, May 2010.

9. Lieff SJ, Mori B, Chin K, Egan-Lee E; Baker L, Reeves S. Who am I? Key influences on the formation of academic identity within a faculty development program., American Association of Medical Colleges Research in Medical Education (RIME), Washington DC, November 2010.

10. Maniate JM, Mehta S, Sriharan S. You Can Do It! Managing Challenging Teaching Situations and “Problem Learners”. Association for Medical Education in Europe (AMEE), Glasgow UK, September 2010.

11. Maniate JM, Mehta S. “A Pleasure To Work With”: Going Beyond The Usual Feedback and Evaluation With Learners.

2009–20112007–20092005–20072003–2005

Peer-Reviewed Publications

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RCPSC International Conference on Residency Education (ICRE), Ottawa ON, September 2010.

12. Simmons B, Wagner S, Egan-Lee E, Esdaile M, Baker L, Reeves S. The development and implementation of the interprofessional objective structured clinical examination (iOSCE) assessment tool. All Together Better Health 5, Sydney Australia, April 2010.

201113. Arweiler D, Millette B, Maniate JM, Reeves S, Hodges BD, Parker S. Leadership and Change in Medical Education. Canadian Conference on Medical Education, Toronto ON, May 2011

14. Baker L, Egan-Lee E, Martimianakis MA, Reeves S. Relationships of Power: Implications for Interprofessional Education. Social Science Perspectives in the Health Professions: an International Symposium, Toronto ON, May 2011.

15. Baker L, Kwan D, Leslie K, Yeung E, Batty H, Bernstein S, Egan-Lee E, Lieff S, McCaffrey J, Mehta S, Richardson D, Silver I, Wagner S, Reeves S. Increasing the cadre of faculty developers via an evolving train-the- trainer workshop. International Conference on Faculty Development in the Health Professions, Toronto ON, May 2011.

16. Baker L, Lieff S, Mori B, Chin K, Reeves S. Factors contributing to the formation of academic identity within a faculty development program. International Conference on Faculty Development in the Health Professions, Toronto ON, May 2011.

17. Baker L, van Soeren M, Cop S, MacMillan K, Egan-Lee E, Reeves S. The role of facilitation in interprofessional simulated learning. Ontario Interprofessional Health Collaborative Conference, Toronto ON, January 2011.

18. Banack J, Lieff S, Martimianakis MA, Verma S, Whiteside C, Reeves S. The university department chair experience: an exploration of enablers challenges and needs. International Conference on Faculty Development in the Health Professions, Toronto ON, May 2011.

19. Egan-Lee E, Baker L, Tobin S, Hollenberg E, DeMatteo D, Reeves S. Neophyte facilitator experiences of interprofessional education: implications for faculty development. Ontario Interprofessional Health Collaborative Conference, Toronto ON, January 2011. 20. Jeffs L, Egan-Lee E, Baker L, Abramovich I, Hayes C, Smith O, Bell C, Mamdani M, Reeves S. Evaluation of An Inter-professional Competency-Based Patient Safety Educational Strategy in an Acute Care Teaching Hospital. Ontario Interprofessional Health Collaborative Conference, Toronto ON, January 2011.

21. Kitto S, Bell M, Peller J, Sargeant J, Etchells E, Reeves S, Silver I. A Preliminary Map of the Conceptualized Boundaries and Intersections Amongst continuing education, knowledge translation, patient safety and quality improvement. Canadian Association of Continuing Health Education conference, Banff AB, April, 2011.

22. Kwan D, Barker K, Richardson D, Wagner S, Austin, Z. Effectiveness of a Faculty Development Program in Fostering Interprofessional Education Competencies: A Randomized Controlled Trial. International Conference on Faculty Development in the Health Professions, Toronto ON, May 2011.

23. Leslie K, Baker L, Egan-Lee E, Reeves S. Understanding the Nature and Impact of Faculty Development: A Systematic Review. International Conference on Faculty Development in the Health Professions, Toronto ON, May 2011.

Academic Presentations

2009-11 Report26

24. Martimianakis MA, Mylopoulos M, Parker K. Innovation in continuing professional education: The play within the play. International Conference for Faculty Development in the Health Professions, Toronto ON, May 2011.

25. Mori B, Kwan D, Hawa R, Panisko D, Batty H, Chien V, Egan-Lee E, Lieff S. TLC – Teaching for Learning and Collaboration: A Multi-Professional Teaching Skills Program for Faculty who Teach Health Professionals. International Conference on Faculty Development in the Health Professions, Toronto ON, May 2011.

26. Silver I, Kitto S, Bell M, Peller J, Sargeant J, Etchells E, Reeves S. A Preliminary Map of the Conceptualized Boundaries and Intersections Amongst Continuing Education, Knowledge Translation, Patient Safety, and Quality Improvement. CACHE conference, Banff AB, April 2011.

27. Silver I, McCaffrey J, Leslie K, Kwan D, Richardson D, Wagner S, Dionne A, Reeves S. Creating a Certificate Course in Health Professional Teaching and Education. International Conference of Faculty Development in the Health Professions, Toronto ON, May 2011.

28. Silver I, Steinert Y, Egan-Lee E, Baker L. Towards understanding the practices, scope and meaning of faculty development internationally. Association for Medical Education in Europe, Vienna Austria, August 2011.

29. Silver I, Steinert Y. Building Quality Improvement in Faculty Development – A Model for Conducting Faculty Development Program Reviews in Medical Schools. Canadian Conference for Medical Education, Toronto ON, May 2011.

30. Silver I. A model for reviewing a faculty development program at a medical school – a workshop. Canadian Conference on Medical Education, Canadian Conference on Medical Education, Toronto ON, May 2011.


2009–20112007–20092005–20072003–2005

Academic Presentations

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Letter from the Director, Academic Leadership Development

The goal of academic leadership development at the Centre is to support and enhance the ability of faculty members to bring forth the best in themselves and others in our academic work. It is an exciting and complex time to be an academic faculty member. Our work continues to focus on supporting academic leadership development locally and beyond as well as enriching the scholarship in the field.

We completed the needs assessment of the Chairs in the Faculty of Medicine and have presented the findings at the International Conference on Faculty Development as well as the AAMC Group for Faculty Affairs. A paper is in progress to further disseminate the findings. The study of medical education leaders’ practices is also complete and will further inform the design of further leadership curricula, particularly in the Education Scholars Program. In collaboration with the PGME office, a leadership competency inventory for residency program directors has been developed that has had national and local input. A pilot of a formative multi-source feedback adaptation of this instrument is planned for the new year.

We have been having conversations with departmental leaders about their leadership development needs and will be creating a working group in the coming year to address program development for academic leadership. We have collaborated with colleagues from the UK and the USA on workshops on complexity, education leadership and change at international meetings. More locally, we have been collaborating with faculty from the Rotman School of Management and Schulich School of Business on development initiatives. We are excited by the interest and enthusiasm in our faculty and look forward to future developments to support their leadership.

Susan Lieff MD MEd MMan

2009-11 Report28


Strategic Direction 4: SUPPORT PROFESSIONAL AND LEADERSHIP DEVELOPMENT THROUGHOUT ALL STAGES OF ACADEMIC CAREER

• Education Scholars Program

The Education Scholars Program (ESP) is a 2 year leadership development program for educators of health professional students that is designed to support and enable their success as scholarly educators, education leaders and teachers, as well as, faculty developers who support their colleagues in their educational work. The curriculum has three core themes which include: Teaching Excellence, Scholarship & Curriculum and Education Leadership & Career Development. In the fall of 2010, 16 ESP Scholars graduated from the program’s 2008-2010 cohort and 20 new Scholars were welcomed into the 2010-2012 cohort.

Lori Albert MD, FRCPC Farah Moid MD, FRCPSCBeverly Bulmer BScPT Kim Moody MEd, BHSc PTShelly Dev MD, FRCPC Umberin Najeeb MD, FRCPC, ABIM, FCPSRobert Dinniwell MD, FRCPC Linda Probyn MD, FRCPC, BScPTDaniel Gorman MD, FRCPC Jennifer Riley MD, FRCPCCindy Grief MD, FRCPC, MSc Jennifer Russell MD, FRCPCGary Kapelus MBA, DSP, BSc Shirley Tse MD, FRCPCAnne Kawamura MD, FRCPC Priya Watson MSc, MD, FRCPCBriseida Mema MD, FRCPC Christiane Werneck MD, RVTKim Miller MD, FRCPC Suzanne Wong MD, FACOG, FRCSC, RDMS

Each ESP cohort experiences a uniquely designed curriculum that is structured to adapt to the specific needs of the Scholars, sponsoring departments and the current educational environment. It was an exciting first year for our current 2010-2012 class. Scholars participated in sessions on curriculum, teaching, scholarship and the beginning of the leadership theme.

The current class of Scholars, which will graduate in October 2012, includes 20 Scholars with representation from departments within the Faculty of Medicine including: Laboratory Medicine and Pathology, Medical Imaging, Medicine, Obstetrics and Gynaecology, Physical Therapy, Paediatrics, Psychiatry, Radiation Oncology and Surgery, as well as the Faculty of Community Services and Health Sciences at George Brown College. They hail from the following institutional settings: Baycrest, Holland Bloorview Kids Rehabilitation Hospital, The Centre for Addition and Mental Health, Sick Children’s Hospital, St. Joseph’s Health Centre, St. Michael’s, Sunnybrook Health Sciences Centre, Trillium Health Centre & Credit Valley Hospital, University Health Network and George Brown College.

Strategic Direction 5: ENHANCE CFD FUNDING, INFRASTRUCTUREAND PROFILE

In 2010, a business consultation was obtained in order to review the CFD’s funding structure and processes, and to examine more closely how resources are used within the Centre. As a result of this consultation, we have begun to restructure the ways in which our programs are planned and tracked, and will be revamping our database and registration processes. A new website design is also planned, as is a renewed communication strategy.

• Late Career Planning Working Group This group has been working over the past year to look at issues for faculty in the latter part of their academic careers, including aspects relating to retirement. The group has initiated a project involving a 2-phase survey of clinical faculty in order to better understand the needs of late career faculty. The results of this study will inform the development of resources aimed at both the individual faculty member and the departments in which they are appointed. Members of the group include: John Bohnen, Barney Giblon, Bob Hyland, Anna Jarvis, Karen Leslie, Ivan Silver and Don Wasylenki.


Progress on Strategic Direction 4 & 5

2008–2010 ESP Cohort and ESP Leadership

How did you become interested in faculty development?I’ve always enjoyed teaching and enabling others in their work. My interest in faculty development started when my role as education coordinator expanded to include mentoring physiotherapy colleagues. This led to completion of graduate work in adult education as well as to the Centre for Faculty Development where I was a participant in many of the courses it offered. Since then, I have come to enjoy my involvement in facilitating CFD activities. What aspect of your work in education brings you the most joy?Having a hand in bringing about a positive change in how others view teaching and learning is very satisfying.

Tell us something about yourself you think we may not know?I starred as Chino in West Side Story when I was in university.

If you could have dinner with anyone, past or present, who would it be and why?The guy who played Chino in the original West Side Story.

2009-11 Report30

EUSON

YEUNG

Special People

Coordinator, Clinical Training and Development Lecturer, Dept of Physical TherapyFaculty of Medicine, University of Toronto

How did you become interested in faculty development?It was all Ivan Silver’s fault. There I was bumbling along, blissfully not even really knowing what faculty development was. Out of the blue, Ivan recruited me to co-present a workshop on adult learning theories, which I felt tremendously unqualified to do. That workshop begat other workshops on teaching and soon I was doing faculty development on a regular basis.

Around the same time, Ivan also suggested that I facilitate one of the Stepping Stones journal clubs. Despite not being sure that I could critically appraise education literature, I gave it a go. Six years later, I am still giving it a go and hope to get it right one day.

What aspect of your work in education brings you the most joy?Increasingly I have found that mentoring and supporting others in their own work has given me the greatest pleasure. It is a lot of fun (and pretty easy) to facilitate the success of bright and talented trainees and colleagues.

Tell us something about yourself you think we may not know?I went to a Lady Gaga concert on her Monster Ball tour and quite enjoyed it.

If you could have dinner with anyone, past or present, who would it be and why?Susur Lee. I don’t really care what the conversation is like. I just want to make sure I have a really good dinner.


Special PeopleJOHN

teshimaAssistant Professor, Department of Psychiatry

Faculty of Medicine, University of Toronto

How did you become interested in faculty development?Back in 2000 I was asked to give a workshop to my colleagues on “strategies for teaching in a busy Emergency Department”. At the time, there was no guide or literature on this and I realized that this was an opportunity to make a difference.

What aspect of your work in education brings you the most joy?I enjoy so many aspects of my roles in education. As an Emergency Physician, I am a generalist, likewise I consider myself a generalist in education. I get to do so many different things – the diversity and variety keeps me energized.

Tell us something about yourself you think we may not know?I spend a lot of my time from May to September on my road bike. Some of my best ideas have come to me while riding.

If you could have dinner with anyone, past or present, who would it be and why?Albert Einstein. I would like to ask him why?

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Special PeopleRICK

pencinerDirector of Medical Education, North York General HospitalAssociate Professor, Department of Family & Community MedicineFaculty of Medicine, University of Toronto

How did you become interested in faculty development?It was an area that I was curious about and wanted to know more.

What aspect of your work in education brings you the most joy?Creating new programs and collaborating with others who are excited about doing the same.

Tell us something about yourself you think we may not know?I once appeared on an episode of Melrose Place as an extra!

If you could have dinner with anyone, past or present, who would it be and why?My 3 year old son - he makes us laugh everyday!


Special PeopleDEBBIE

kwanAssistant Director, Educational Development,

Centre for Faculty DevelopmentAssistant Professor, Pharmacy and Family

and Community Medicine

Governance Committee

Patricia Houston Vice President of Education, St. Michael’s Hospital (co-chair)Ivan Silver Vice-Dean, Continuing Education and Professional Development, Faculty of Medicine, University of Toronto (co-chair)Katherine Berg Chair, Department of Physical Therapy, Faculty of Medicine, University of TorontoMike den Haan Executive Director of Advancement, Faculty of Medicine, University of TorontoAmy Dionne Manager, Centre for Faculty DevelopmentElla Ferris Executive Vice President and Chief Nursing Officer, St. Michael’s HospitalYves Gadler Vice President, Major and Planned Gifts, St. Michael’s Hospital FoundationKaren Leslie Director, Centre for Faculty DevelopmentJay RosenfieldVice-Dean, Undergraduate Medical EducationArt Slutsky Vice President, Research, St. Michael’s Hospital

Executive Council

Karen Leslie Director, Centre for Faculty Development (chair)Glen BandieraChief, Emergency Medicine and Director, PostGraduate Medical Education, St. Michael’s Hospital; Director, Postgraduate Programs in Medicine, Faculty of Medicine

Amy Dionne Manager, Centre for Faculty DevelopmentBrian Hodges Director, The Wilson CentreJamie Meuser Director, Professional Development, Department of Family and Community Medicine, Faculty of MedicineRick Penciner Director, Medical Education, North York General HospitalSydney Redpath Director, Academic Planning and Operations, The Michener InstituteMartin Schreiber Director, Pre-Clerkship and Course Director, Foundations of Medical Practice, Faculty of Medicine, University of TorontoMaria Tassone Director, Centre for Interprofessional Education, Director, Allied Health, University Health NetworkRoss Upshur Director, Joint Centre for Bioethics, Faculty of Medicine, University of Toronto

Education Development Committee

Debbie Kwan Assistant Director, Educational Development, Centre for Faculty Development (chair)Jana Bajcar Director, Faculty Development – Mississauga CampusHelen Batty Director, Graduate Studies and Academic Fellowship Program, Department of Family and Community MedicineAvi Hyman Former Director, Academic Computing, University of TorontoKaren Leslie Director, Centre for Faculty Development

Committee MembersThe Centre is fortunate to have many local educators and leaders contribute to our 12 committees and working groups. Membership of our 3 core committees is listed below.

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Susan Lieff Director, Academic Leadership Development, Centre for Faculty DevelopmentJackie McCaffrey Project Coordinator, Centre for Faculty DevelopmentLatika Nirula Curriculum and Faculty Development Specialist - Innovation Centre, The Michener InstituteDanny Panisko Director, Master Teacher Program, Department of Medicine, Faculty of Medicine, University of TorontoDenyse Richardson Director, Faculty Development Program, Division of Physiatry, Department of Medicine, Faculty of Medicine, University of TorontoSusan Wagner Coordinator, Clinical Education, Department of Speech Language Pathology, Faculty of Medicine; Faculty Lead – Curriculum and Placement, Center for Interprofessional Education, University of TorontoEuson Young Coordinator, Clinical Training and Development, Toronto Western Hospital, Department of Physical Therapy, Faculty of Medicine, University of Toronto

Program FacultyTo date, nearly 250 individuals have served as faculty in our programs. The majority are affiliated with the Faculty of Medicine, University of Toronto. 120 individuals served as faculty over the course of the 2009/2010 and 2010/2011 academic years:

Anaesthesia

Patricia HoustonMartin van der Vyver

Family and Community Medicine

Helen BattyMilena Forte

Risa FreemanMaureen GottesmanValerie KrymDebbie Kwan (and Faculty of Pharmacy)Margarita Lam-AntoniadesAlan MonavvariRick PencinerMruna ShahRita ShaughnessyBarbara StubbsYves TalbotCynthia Whitehead

Laboratory Medicine and Pathology

Avrum GotliebLarissa Matukas

Medicine

Glen BandieraMary BellHal BermanRyan BrydgesRodrigo CavalcantiShiphra Ginsburg Marko Hansen Jodi HeroldVicki LeBlancShirley LeeKen LockeHeather MacNeillJerry ManiateHeather McDonald-BlumerDanny PaniskoDenyse RichardsonRahim ValaniBrian WongCatherine Yu


Obstetrics and Gynaecology

Janet BodleyFilomena MeffeBarry Rosen

Occupational Science and Therapy

Heather CarnahanDebbie HebertDarlene HubleyMandy Lowe

Paediatrics

Adelle AtkinsonStacey BernsteinBob HilliardAnn JefferiesAnne KawamuraKaren Leslie Tina MartimianakisSanjay MehtaMaria Mylopoulos Suzan SchneeweissBrian SimmonsJennifer Thull-Freedman

Physical Therapy

Brenda MoriMary Ellen NewboldEuson Yeung

Psychiatry

Susan AbbeyBruce BallonPier Bryden

Carole CohenKien DangRaed Hawa Brian HodgesSusan LieffRob MadanScott ReevesIvan SilverMelinda SolomonJohn Teshima

Radiation Oncology

Barbara-Ann Millar

Speech Language Pathology

Elizabeth HannaSusan Wagner

Surgery

Najma AhmedSimon KittoMelinda MusgraveNicole Woods

Other University of Toronto Units and Affiliated Teaching HospitalsMartine Andrews – Faculty of Nursing and St. Michael’s HospitalZubin Austin – Faculty of PharmacyMariam Baghdady – Faculty of DentistryLindsay Baker – Centre for Faculty DevelopmentRyan Brydges – Institute of Medical ScienceDouglas Buller – The Wilson CentreLorry Chen – Holland BloorviewAdam Dubrowski – Faculty of NursingEileen Egan-Lee – Centre for Faculty Development

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Carol Flewelling – Telemedicine Program, St. Michael’s HospitalPam Gravestock – Centre for Teaching Support and InnovationEmily Greenleaf – Centre for Teaching Support and InnovationKate Hodgson – Continuing Education & Professional DevelopmentAvi Hyman – Academic TechnologyJanet Koecher – Discovery CommonsSaira Mall – Centre for Teaching Support and InnovationGail Nichol – Gerstein Health Science LibraryKathryn Parker – The Learning Institute, Hospital for Sick ChildrenJenette Schoon – Faculty of Nursing and Holland BloorviewLynne Sinclair – Toronto Rehab Institute and The Centre for IPEAbi Sriharan – Centre for International HealthJane Tipping – Continuing Education & Professional DevelopmentRita Vine – Gerstein Health Science LibraryHelen Yarish – Trinity College

Other Organizations Helena Axler – Helena Axler and AssociatesSheena Bhimji-Hewitt – The Michener InstituteJack Butler Rachel Ellaway – Northern Ontario School of MedicineBlye Frank – Dalhousie UniversityJason Frank – Royal College of Physicians and SurgeonsRichard Frankel – Regenstrief Institute, Indiana UniversityHilliard Jason – University of ColoradoMark Jones – University of South AustraliaGary Kapelus – George Brown CollegeLorelei Lingard – University of Western OntarioJudy McKimm – University of AucklandDanny Nashman – The Potential GroupDavid Pitts – Royal College of Surgeons – Edinburgh, ScotlandJill Shaver – B.J. Shaver Consulting Inc.Joshua Tepper – Ministry of Long Term Health and Care

CFD MembersGeneral Members

Carole Cohen – PsychiatryJohn Court – PsychiatryMarie Eason Klatt – Occupational TherapyChandra Farrer – Physical TherapyAaron Fenton – Faculty of DentistryAllan Grill – Family and Community Medicine

Academic Educators

Adelle Atkinson – PaediatricsBruce Ballon – PsychiatryGlen Bandiera – MedicineTatyana Barankin – PsychiatryHelen Batty – Family and Community MedicineDavid Berbrayer – MedicineSheena Bhimji-Hewitt – The Michener InstituteJohn Bohnen – SurgerySusan Bondy – Dalla Lana School of Public HealthAndrea Cameron – Faculty of PharmacyCarole Chatalalsingh – Nutritional SciencesShiphra Ginsburg – MedicineElizabeth Hanna – Speech Language PathologyRaed Hawa – PsychiatryKerry Knickle – Standardized Patient ProgramAyelet Kuper - MedicineLisa Lefebvre – Family and Community MedicineLarry Librach – Family and Community MedicineSusan Lieff - PsychiatryKenneth Locke – MedicineJerry Maniate – MedicineTina Martimianakis – PsychiatryNancy McNaughton – Standardized Patient ProgramSanjay Mehta – PaediatricsBrenda Mori – Physical Therapy


John Murnaghan – SurgeryRick Penciner – Family and Community MedicineSara Promislow – Faculty of NursingSavithri Rathnapalan - PaediatricsJay Silverberg – MedicineBrian Simmons – PaediatricsAbi Sriharan – Continuing Education and Professional DevelopmentBarbara Stubbs – Family and Community MedicineEwa Szumacher – Radiation OncologySusan Tallett – PaediatricsRahim Valani – MedicineMartin Van der Vyver – AnaesthesiaSusan Wagner – Speech-Language PathologyWilliam Watson – Family and Community Medicine

Honorary Members

Paula Burns – Northern Alberta Institute of TechnologyJohn Collins – University of British ColumbiaMarcel D’Eon – University of SaskatchewanBarbara Davis – University of RochesterDave Davis – American Association of Medical CollegesDianne Delva – Dalhousie UniversityKevin Eva – University of British ColumbiaDella Freeth – Queen Mary University of London, UKHilliard Jason – University of Colorado, USAAnthony Levinson – McMaster UniversityKaren Mann – Dalhousie UniversityLouise Nasmith – University of British ColumbiaDan Pratt – University of British ColumbiaSandy Rennie – Dalhousie UniversityJoan Sargeant – Dalhousie UniversityKelley Skeff – Stanford University, USAYvonne Steinert – McGill UniversityGeorgette Stratos – Stanford University, USA Richard Tiberius – University of Miami, USA

Denham Ward – University of Rochester, USAWayne Weston – University of Western OntarioLuAnn Wilkerson – University of California Los Angeles, USA

Helen P. Batty Award WinnersIn 2005, the CFD established the Helen P. Batty Awards for Excellence and Achievement in Faculty Development to recognize excellence in faculty development programming and teaching.

In 2009-2010, we added a 3rd category to our awards and we were happy to give it for the first time to Dr. James Meuser for Sustained Contribution to the Field of Faculty Development. We were also pleased to award the Department of Family and Community Medicine’s Basics Program the award for Innovation in Program Development and Design.

Our winners for 2010-2011 were both in the category of Innovation in Program Development and Design. The Project Planning and Management Program led by Dr. Savithri Ratnapalan and the Undergraduate Education Faculty Development Workshop.

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StaffLindsay Baker – Education Research Associate (a)Amy Dionne – Manager (b)Eileen Egan-Lee – Education Research Associate (mat leave) (c) Debbie Kwan – Assistant Director, Educational DevelopmentKaren Leslie – DirectorSusan Lieff – Director, Academic Leadership DevelopmentJackie McCaffrey – Project Coordinator (d)Barbara-Ann Millar – Associate Director, Education Scholars Program (e)Brenda Mori – Associate Director, Education Scholars Program (mat leave) (f) Scott Reeves – Director, ResearchJasmine Sheehan –Education Program Coordinator (g)Grace Torres – Secretary (h)

(a)

(b)(d)

(c)

(f)

(h)

(e)

(g)

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KEENAN RESEARCH CENTRELI KA SHING INTERNATIONAL HEALTHCARE EDUCATION CENTRE

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