faculty council & town hall meeting 02/23/2021

Faculty Council & Town Hall Meeting

02/23/2021

AgendaSection I – VP-Dean David Eidelman1. Welcoming Remarks 2. Approval of Agenda3. In MemoriamSection II – Current Faculty Topics4. Graduate Student Survey, Aimee Ryan5. Lessons from the pandemic for the delivery of pedagogical programming

a. Student perspective, Anish Arora (PGSS), Anne-Sophie Drouin (ARM), Dennis Rompotinos (MSS), Joella Reev (POTUS), Anne-Sophie Pépin (GAPTS)

b. Faculty member perspective, Annette Majnemer, Laura Winer6. Mistreatment Oversight for Respectful Environments, Annette Majnemer7. Faculty Action Plan to Address Anti-Black Racism, Saleem RazackSection III – VP-Dean David Eidelman8. Report from the Steering Committee9. Consent Agenda – Faculty Council minutes (November 24, 2020)10. Business arising – Committee vacanciesSection IV – VP-Dean David Eidelman11. KudosSection V12. Open session / Town Hall

In MemoriamKris Jardon,

Assistant Professor, Departments of Obstetrics & Gynecology and Oncology*

Michel Aubé,Associate Professor, Department of Neurology and Neurosurgery

*Giamal Luheshi,

Professor, Department of Psychiatry*

Max William Folkersma,Faculty Lecturer, School of Physical and Occupational Therapy

In MemoriamJames Naiman,

Associate Professor, Department of Psychiatry*

Cristina Fatu,Systems Analyst, MedIT

*Louise Marcotte,

Research Technician, McConnell Brain Imaging Centre*

Filomena Annessa,Administrative Coordinator, Department of Pediatrics (AEC 9)

• Looking forward to the fall:− Welcoming students back on campus− Planning underway…

• Campus Outaouais team receives the keys to their new facilities• Ongoing strategic planning for new Schools of:

− Medicine− Biomedical Sciences− Population and Global Health

Brief Faculty update

• Recent Faculty leadership appointments− Dr. Beth-Ann Cummings, Assistant Dean, Health Professions Education− Dr. Regina Husa, Associate Dean, Postgraduate Medical Education and

Professional Affairs− Dr. Olivia Tse, Assistant Dean, Resident Affairs, Postgraduate Medical

Education− Dr. Caroline Reinhold, Interim Chair of the Department of Diagnostic

Radiology

Brief Faculty update, cont.

Graduate Student Survey

Graduate Student and Postdoctoral Fellow Equity, Diversity, Inclusion and Experience Survey

Faculty of Medicine and Health Sciences

Faculty Council 23 February 2021

Strategic Plan

Team

Elizabeth Hillier Graduate Student Rep

EXMD

Aimee Ryan, PhD Associate Dean,

Graduate & Postdoctoral Affairs FMHS

Pascale Caidor, PhD Diversity & Engagement

Program Officer

Saleem Razack, MD Director, SACE Office

not pictured Jing Xiao, Data Analyst, AEQI

Kimberly JohnGraduate and Postdoctoral Studies

Administrator

Tibor Schuster, PhDAssistant Professor,

GPD, Family Medicine

About the Survey

Demographics(Self-identification)

Trainee Life and Learning

Environment

Harassment, Intimidation &

Discrimination

Mentorship and Career

Development

Dates:

16 Dec 2019 – 10 Mar 2020

Respondents (~2700):Diploma, Certificate,

MSc Non-thesis, MSc Applied

MSc Thesis

PhD

Postdoctoral fellows

in FMHS and BBME, IPN, QLS

Response Rate: 30%

(~800/2700)

Indigenous person of North America

Person with disability

Racialized person/ visible minority

LGBTT2SQ*

Canadian/permanent resident

proportion

0.0 0.2 0.4 0.6 0.8 1.0

Yes

No

Prefer not to say

N/A

Missing

65%

13%

37%

3%

0.5%

I. Demographic Overview (self-identification)

Did not graduate from

High School (5%)

High School

Diploma (18%)

University Degree,

Bachelors’ level (33%)

Graduate University

Degree (37%)

I prefer not to answer

(1%)

I don’t know (0.1%)Missing (5%)

Parents’ Education23% of respondents are

first generation university students

56% of respondents are

first generation graduate students

16% of respondents

have dependents

II. Trainee Life and Learning Environment

12%

14%

9%

22%

70%

70%

73%

52%

18%

16%

18%

26%

22% 53%25%I feel a sense of community

I feel a sense of belonging as a student at McGill University

Relationship between faculty and grad students in my department is

generally good respectful, and predominantly positive

McGill fulfills my learning and and career needs

Based on the learning environment, I would recommend my program

100 50 0 50 100

Percentage

Response: Strongly disagree Disagree Neutral Agree Strongly agree

I see far too many of my fellow students stressed, anxious, and/or depressed. The workload is too high and the stipend far too low considering the time required to complete a PhD. I also find academic culture tends to focus on criticism rather than appreciation, and student self-confidence tends to be very low. For these reasons I am leaving academia and advise people considering a PhD to avoid it, at least until conditions improve.

Student stipends really need to be adjusted for inflation. Graduate students are paid well below minimum wage, and often have to take on multiple secondary jobs during their studies just to get by.

Stipends and international tuition fees major issue

Funding is a major problem. Inconsistent funding over the years is extremely stressful for students and impedes meeting academic and career goals.

Our stipends as graduate students is not enough given the cost of living and rent in Montreal

j'ai souvent eu beaucoup de problèmes à cause de décisionsarbitraires et incompréhensibles de certaines personnes de l'administrations… en passant par des difficultés pour obtenir du soutient lors d'un burn out il y a plusieurs années

III. Harassment, Intimidation and Discrimination

Expressed by fellow students

Expressed by faculty members

(e.g. teachers/supervisors) Yes

Prefer not to say

No

Missing

proportion0.0 0.2 0.4 0.6 0.8 1.0

18%

13%

I have witnessed attitudes towards diverse individuals that have made

me uncomfortable.

Expressed by fellow students

Expressed by faculty members

(e.g. teachers/supervisors) 18%

13%

I have witnessed attitudes towards diverse individuals that have made

me uncomfortable.

0.0

0.2

0.4

0.6

0.8

1.0

by students

0.0

0.2

0.4

0.6

0.8

1.0

by facultyIntl C/PR Intl C/PR No Yes

0.0

0.2

0.4

0.6

0.8

1.0

No Yes0.0

0.2

0.4

0.6

0.8

1.0

No Yes

0.0

0.2

0.4

0.6

0.8

1.0

No Yes

0.0

0.2

0.4

0.6

0.8

1.0

by students by faculty by students by faculty

Citizenship Self-identify as LGBTT2SQ*

Self-identify as racialized/visible minority

I have experienced or witnessed inappropriate sexual behaviour by

people who hold power.

Witnessed

Intl C/PR Intl C/PR

Witnessed Witnessed



Yes

Prefer not to say

No

Missing

0.0 0.2 0.4 0.6 0.8 1.0

3%

5%

0.0

0.2

0.4

0.6

0.8

1.0

0.0

0.2

0.4

0.6

0.8

1.0

No Yes0.0

0.2

0.4

0.6

0.8

1.0

No Yes No Yes

0.0

0.2

0.4

0.6

0.8

1.0

No Yes

0.0

0.2

0.4

0.6

0.8

1.0

Witnessed

Experienced

Experienced Experienced Experienced

Witnessed

I have experienced or witnessed mistreatment (public belittlement) in

my lab/program or in relationship with my supervisors

Witnessed

Intl C/PR Intl C/PR

Witnessed Witnessed



Yes

Prefer not to say

No

Missing

0.0 0.2 0.4 0.6 0.8 1.0

No YesNo Yes No Yes No Yes

13%

17%

0.0

0.2

0.4

0.6

0.8

1.0

0.0

0.2

0.4

0.6

0.8

1.0

0.0

0.2

0.4

0.6

0.8

1.0

0.0

0.2

0.4

0.6

0.8

1.0

0.0

0.2

0.4

0.6

0.8

1.0

0.0

0.2

0.4

0.6

0.8

1.0

Experienced

Experienced Experienced Experienced

Witnessed

Experienced

I have experienced or witnessed microaggressions in my lab/program

or in relationship with my supervisors

Experienced Witnessed

Intl C/PR Intl C/PR

Witnessed Witnessed



Yes

Prefer not to say

No

Missing

0.0 0.2 0.4 0.6 0.8 1.0

No YesNo Yes No Yes No Yes

Experienced Experienced

20%

26%

0.0

0.2

0.4

0.6

0.8

1.0

0.0

0.2

0.4

0.6

0.8

1.0

0.0

0.2

0.4

0.6

0.8

1.0

0.0

0.2

0.4

0.6

0.8

1.0

0.0

0.2

0.4

0.6

0.8

1.0

0.0

0.2

0.4

0.6

0.8

1.0

I have experienced a consistent hostile

environment since my arrival here, and

I believe that it is quietly tolerated.

Something that I feel would benefit a lot of people in this milieu is formal training of *all* supervisors in people management skills. …As a teaching institution, I believe McGill has to implement a more holistic view on what it means to teach and to learn. I believe the Faculty of Medicine has the opportunity to take the lead in this initiative.

I appreciate the explicit effort McGill administrators have made to address issues of sexual harassment and prejudice. Things aren't perfect of course … I hope to see more transparency and accountability, … the changes I've seen make me proud to be a member of the McGill community.

The instances of sexual harassment and assault are still very high at McGill and many students don't feel comfortable coming forward when they experience sexual violence.

IV. Mentorship & Career Development

15%

14%

13%

73%

70%

66%

12%

16%

21%

I feel supported in my

personal and professional by

other students

I feel that the faculty members I am

in contact with are supportive of my

professional goals

I feel that McGill fulfills my

learning and career needs

as a student

100 50 0 50 100

Percentage

Response: Strongly disagree Disagree Neutral Agree Strongly agree

Prioritized Action Items

Increase Diversity• Increased outreach and research opportunities for undergraduate students from

diverse backgrounds.

• Ensure supportive inclusive environments.

Improve Wellness• Implementation of harmonized minimum stipends (including Int’l tuition).

• Increased access to wellness support – graduate students/PDFs are

underserved compared to other learners in FMHS.

Improve Training Environments• Mandatory education activities about microaggressions, EDI, etc.

• Continuing education to improve supervisors-trainee interactions,

communication and promote student success.

“Stop doing surveys and act.Diversify, move towards better teaching, inclusive learning, active teaching strategies.

Invest in graduate students, mentor them, identify talent, provide opportunities, significantly improve the quality of courses and labs.

Improve supervision by removing bad apples, respect students, work on work life balance and mental health, support student parents.”

Maîtrise ès sciences appliquées (M. Sc. A.)

MSc non-Thesis

MSc Thesis

PhD level

Post doctoral

0.0 0.2 0.4 0.6 0.8 1.0

less than $10,000$10,001 - $15,000$15,001 - $20,000$20,001 - $25,000$25,001 - $30,000$30,001 - $40,000$40,001 - $50,000over $50,001

approximate overall stipend from all sources

proportionnote: 17% missing data

Lessons from the pandemic for the delivery of pedagogical programming

Lessons from the pandemic for the delivery of pedagogical programming: student perspective

Anish Arora, Postgraduate Students’ SocietyAnne-Sophie Drouin, Association of Residents of McGill

Dennis Rompotinos, Medical Students’ Society Joella Reev, Physical & Occupational Therapy Undergraduate Society

Anne-Sophie Pépin (Graduate Association of Pharmacology and Therapeutics Students)

Post-Pandemic Learning

(Grad Perspectives)

• Non-recorded “chat-time”

• In-class tutorials & workshops

• Blended Learning

• “Can we zoom-in even after the pandemic?”

Presented by Joella Reev, PTOT Senator 2020-21 On behalf of SPOT Undergraduate Students

Program Delivery Recommendations

Overview

Remote Delivery

● Microsoft Stream Videos

● Microsoft Paint Drawing

● Group Projects and Team Tests

● Guest Lecturers

● Zoom Fatigue and Breaks

On-Campus Clinical Learning

● Labs● SIM Centre (Mock and

Evaluated OSCEs)

AlternateMove Forward Avoid

Program Delivery Traffic Light

In-Person TimeLength of Recordings

Microsoft Stream VideosRemote Accessibility

Zoom FatigueSame OSCE Evaluators

< 3-Day Memos

Guest LecturersTeam TestsSIM Centre

PPE Provision

Winter 2021 Short-Term Goals Long-Term Goals

Timeline

Thank You!

Student perspective: What would you like to see in a post-pandemic program delivery?

Anne-Sophie Pépin, B.Sc., Ph.D. candidate, Department of Pharmacology & Therapeutics

Faculty Council, February 23, 2021

What would you like to see in a post-pandemic program delivery?

• Blended learning

• Online lectures (or at least option to watch recordings and/or join class virtually)

• Laboratory courses and small classes: in-person

• Research seminars: more accessible online, virtual platforms allow to invite international speakers

• Current evaluation methods (take-home exams/assignments) • Test understanding rather than memorization

• Office hours: more accessible when online

• More support for TAs

• Student engagement: inside vs outside the classroom

Survey sent to student associations in the Faculty of Medicine & Health Sciences – over 70 responses

40

• Advantages of remote learning

• Flexibility: reduced transit time, better work/family/study balance

• Easier for students with family, caregivers, students who live far, with part/full-time jobs, etc.

• Self-paced with recordings: especially for difficult courses and for students with disabilities

• Hybrid (asynchronous+synchronous): allow for more discussions/questions during class

• No need to worry to miss any content as when sitting at the back of the classroom!

• No need for a doctor’s note for health or family caregiving reasons – Grades should not

depend on in-person attendance (especially when sick with a cold, for e.g.!)

What would you like to see in a post-pandemic program delivery?

41

Conclusions

• Blended learning as a method of choice for future program delivery• More inclusive approach

• A more formal/detailed survey would be useful

• Feedback from Teaching Assistants is needed

42

Lessons from the pandemic for the delivery of pedagogical programming: faculty member perspective

Annette Majnemer

Vice-Dean, Education

&

Laura Winer

Director, Teaching & Learning Services (TLS)

Supporting learners and teachers to optimize the learning experience during the pandemic

Annette Majnemer, OT, PhD, FCAHS

Vice-Dean, Education

Impacts of the pandemic on education

Quick pivot: teachers/learners

• Remote delivery of lectures and assessments

• Pull-out /reintegrate students (clinical placements, research labs)• Tier 1 teaching (in-person)

• Tier 2 teaching (hybrid)

Successes

• Teaching and learning using zoom features

• Alternate assessment approaches• Telehealth supervision

• Focus on mental health

Moving forward

Moving Forward

• Winter 2021: Introduction of Tier 2

• Summer 2021: Status quo (mostly remote)

• Fall Planning underway:

• 2020-21=> What can we do in-person?

• 2021-22=> What should we maintain online?

• What should be prioritized in-person?

What are learners telling us?

How can McGill support us?

FMHS Faculty CouncilProgram delivery during a pandemic… and beyond

Laura Winer, PhDDirector, Teaching and Learning Services (TLS)

February 23, 2021

University cancels classes until

March 30

13 March

Professional schools start

remote teaching

16/23 March

Rethinking final exams

30 March

Remote Delivery Task Force

(RDTF)

May

Tier 1 teaching

July

- Teaching remotely during a time of disruption

- myCourses

- Zoom

- Consultations

- Video production

- Webinars

May-Sept.

RLA

program

Sept.

Teaching during the pandemic

Teaching and Learning Services | McGill University | February 23, 2021

Is this a paradigm shift?

Flipped teaching

In-class to remote: Lessons learned

Blending the best of two modalities

Engaging students

Pre-pandemic Post-pandemic

Teaching and Learning Services | McGill University | February 23, 2021

Mistreatment Oversight for Respectful Environments

A comprehensive strategy to address learner mistreatment in the clinical learning environment

Annette Majnemer, OT, PhD, FCAHSVice-Dean, Education

To ensure a safe, supportive and stimulating learning environment that promotes learner vitality and recognizes excellence in teaching

• Mistreatment can include belittlement, intimidation, humiliation, hostility, or any physical or psychological harassment or discrimination

• Defined on the WELL Office website: https://www.mcgill.ca/thewelloffice/learning-environment/report-mistreatment

➢ Health and safety, a priority for 2020

https://www.mcgill.ca/thewelloffice/learning-environment/report-mistreatment

Something MORE was needed:Mistreatment Oversight for Respectful Environments (MORE)

GUIDING QUESTIONS

o What are the primary components of mistreatment that need attention?➢To guide approach

o Which stakeholders should be involved in minimizing mistreatment behaviors?➢Roles and responsibilities

FRAMEWORK

A collective approach involving key stakeholders

Clinical ChairsROLE RESPONSIBILITIES (how)

Prevent

PRIMARY

• Chairs (or delegates) should work with Faculty Development to initiate programs for their faculty members that will identify and address factors influencing mistreatment in the learning environment

• Cultivate a culture that minimizes mistreatment; determine avenues for confidential peer (faculty) reporting of mistreatment to the Chair

• Chairs will receive training to ensure they are able to take ownership of mistreatment prevention. If the Chair is aware that a problem is emerging, they can reach out to the relevant Associate Dean and/or to Academic Affairs to discuss strategies to prevent worsening

• Chairs should work in collaboration with their departmental and institutional leadership (e.g. associate chairs, Director of Education, Director of Professional Services) in the promotion of a healthy work environment

Identify/Monitor

COLLABORATOR

• Chairs (or delegates) will be made aware by Respectful Environment Lead(s) (in writing) of any single critical incident or recurrent patterns of mistreatment involving a faculty member

• Chairs must then meet with the individual to discuss the alleged mistreatment and develop a plan to address the issue. In some cases, this might be a minor, one time complaint and the Chair should refer to the Clinical Chair guidebook for next steps. Should this require further intervention, this must be followed up with a letter sent to the faculty member, with copy to the Office for Respectful Environments, acknowledging that the meeting occurred, describing what was discussed, and specifying the plan, including follow-up. A template letter is available, if needed.

• If a clinician (not a faculty member), ensure that action is being taken by the healthcare institution

Intervene

PRIMARY

• Chairs work closely with Academic Affairs and Associate Deans in determining the intervention strategies for individuals or units implicated in learner mistreatment

• Chairs should be actively involved in leading and organizing interventions that involve groups within a unit/division or the whole department

CommunicationsROLE MECHANISMS

Prevent

COLLABORATOR

• Develop brand and strategy in partnership with Deanery Executive Office for Respectful Environments and WELL Office and supports launch of updated framework

• In partnership with the Schools, Office for Respectful Environments and WELL Office, refresh messages and materials at the start of every academic year, highlighting any changes

• Support the WELL Office, Office for Respectful Environments and Schools to help develop targeted communication addressing mistrust

• Supports the Deanery Executive to ensure Code of Conduct acknowledgement is hardwired across the Faculty, all faculty, staff and students

Identify/MonitorCOLLABORATOR

• In partnership with the Schools and Office for Respectful Environments, create a plan and template for reporting to learners twice per year; determine dates and target audience

Intervene

COLLABORATOR

• Lead any media-related needs, working closely with Associate Deans (external)• Standby messages: Play an advisory role as needed at the local level in support of

leadership and program directors, i.e. strategy/messaging, support (internal)

Implementation Plan 2021

• Director, webforms, website, dashboardsIdentification: ORE

office

• Chairs’ guidebook, CPD/Fac Dev trainingIntervention: Training

• Expand curricula, workshopsPrevention: Strategies

• Dissemination plan; LEAPCommunication/

Monitoring

UNIVERSITY

HEALTHCARE NETWORK

Action Plan to Address Anti-Black Racism 2020-2025

Action Plan to Address Anti-Black Racism in the Faculty of Medicine and Health Sciences

Dr. Saleem RazackDirector of the SACE Office

Presentation to Faculty Council, February 23, 2021

Action Plan at a glance

• Training for members of the Faculty on systemic racism, microaggressions and effective allyship

• Organizing Black Faculty member networking events for students, faculty and staff and creating a Black Caucus distribution list

• Black History Month events

• Graduate student diversity survey that will inform multi-faceted interventions

• Equity training for MDCM Admissions Committee members (discussions with SPOT, ISoN, SCSD)

• Disseminating student, faculty and staff demographic information

Action Plan at a glance

• Create a Black Health Lead job proposal

• Discussing curricula for UGME/PGME, SPOT, ISoN, SCSD, graduate studies

• Implementing Black student pathways for UGME, SPOT, ISoN, SCSD

• Increase scholarship and student aid opportunities

• Enhance financial and administrative support of student-led initiative, Supporting Young Black Students (SYBS)

• Appoint at least one Outreach Coordinator

• Circulate a work environment survey (for staff)

Get involved

• How do you see yourself or your Unit/Department/School advancing this Action Plan?

• Do you have any questions?

This is a consultative, living Action Plan.

We encourage your engagement and participation.

Get involved!

Contact the SACE OfficeEmail: [email protected]

Report from the Steering Committee

• At its January 19, 2021 meetin, the Steering Committee:

−Reviewed open positions on the Steering Committee

−Reviewed and approved today’s Faculty Council agenda

Consent Agenda

• Faculty Council November 2020 minutes

• Link was sent to FC members and Faculty at-large following the meeting

− https://www.mcgill.ca/medhealthsci/about/governance/faculty-council/meetings-minutes/2020

https://www.mcgill.ca/medhealthsci/about/governance/faculty-council/meetings-minutes/2020

• Steering Committee− 1 graduate student representative

Committee membership - Vacancies

• Terms of Reference for Faculty Council have been updated to reflect our new Faculty name and new structures.

• To that end we will be launching a call for the following student representation:– 1 graduate student from the School of Medicine– 1 graduate student from the School of Biomedical Sciences

Updated Terms of Reference

• In 2020, McGill raised nearly $3 million for students, teaching and research; Faculty raised $200,000

• Consider making a McGill24 gift to a McGill cause of your choice, together with me

• First $1,000 raised for each participating unit matched dollar for dollar

• Every single gift counts, no matter the size• Last year, our Faculty had the highest level of participation• Let’s continue leading by example

McGill24 - March 10

KudosNamed to CIHR Institute Advisory Board

Suzanne Morin

Michal & Renata Hornstein Career Award for Surgical Excellence

George Zogopoulos

Top Women of Influence for 2021Lucy Gilbert

KudosInaugural Faculty Teaching Innovation Award

Farhan BhanjiStefanie Blain-Moraes

Maxime DenisBarbara EvansLaurie Plotnick

Lia SanzoneJodi Tuck

Nicole Ventura

Alumni Award of Distinction for Lifetime Achievement University of Ottawa

Pnina Brodt

KudosCo-winner, Scientist of the Year for 2020

Radio-CanadaMathieu Maheu-Giroux

Special Recognition for pandemic hospital predictionsINESSS

Mathieu Maheu-Giroux and David Buckeridge (and team)

KudosCertificate of Merit Award 2021

Canadian Association for Medical EducationJoanne Alfieri

Robert Sternszus Aliki Thomas

Anne McCormick AwardTina Russo

Pamela Chase AwardNadina Paraschuk

KudosPriyabrata “PB” Mukhopadhyay Award

Isabelle Harvey

PGME Leadership AwardMohamed El-Sherbiny

Inaugural PGME Emerging Leader AwardNing-Zi Sun

First PGME Program Director Lifetime Achievement Award

Pramod Puligandla

Kudos2020 Award for Distinguished Contributions

to Family Systems ResearchAmerican Family Therapy Academy

Laurence Kirmayer

2021 Judd Marmor Award for advancing the biopsychosocial model

American Psychiatric Association Laurence Kirmayer

2020 Meredith Marks Mentorship AwardYvonne Steinert

Kudos2020 Mentor of the Year award for Region 4

Royal College of Physicians and SurgeonsRon Gottesman

Officers of the Order of CanadaAlice Benjamin

Guy Rouleau

Top 10 Research Advances Canadian Arthritis SocietyHosni Cherif

Inés Colmegna

KudosPrix d’excellence en soins, FMSQ

L’équipe de la clinique du traitement de la spasticité – (radicellectomie), Hôpital de Montréal pour enfants - Hôpital Shriners

Prix de Recherche 2020, FMSQMatthew Pellan Cheng

Wissam ShalishGuilherme Mendes Sant'Anna

KudosAlumni Event of the Year

McGill Alumni AssociationA Brilliant Night: In Support of The Neuro

James G. Wright AwardMcGill Alumni AssociationLaurent Duvernay-Tardif

Kudos to Our StudentsInaugural Learners Teaching Innovation Award

Ian BeamishCyril Boulila

David D’ArienzoIan Gerard

Mégane PépinDilhan Perera

McGill WRAH 2020 Campaign Student Committee (Jeremy Y Levett, Simon Bichara-Allard, Elodie Chamass,

Sirin Chami, Alexa Ehlebracht, Sarah Elbaz, Amanda Essebag, Christina Skiadopoulos)

Kudos to Our StudentsCommunity-Based Pediatricians Outstanding Medical

Student AwardElad Holzer

Relève étoile Jacques-Genest (November)Fonds de recherche du Québec – Santé (FRQS)

Alexa Pichet Binette

Open Discussion & Town Hall / Séance ouverte et assemblée générale

www.mcgill.ca/medicine/about/governance/faculty-council/topicscomments-questions

http://www.mcgill.ca/medicine/about/governance/faculty-council/topicscomments-questions

https://www.mcgill.ca/medicine/fr/propos/gouvernance/conseil-de-la-faculte/sujets-de-discussion-commentairesquestions

https://www.mcgill.ca/medicine/fr/propos/gouvernance/conseil-de-la-faculte/sujets-de-discussion-commentairesquestions

faculty council & town hall meeting 02/23/2021

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