Sara Israels

Dr. Sara Israels
Vice Dean, Academic Affairs

Academic career advancement
in the Rady Faculty of Health Sciences

58 minutes

Academic career advancement is a goal for many faculty members in the Rady Faculty of Health Sciences. Achieving this goal requires an understanding of the processes for advancement, including tenure and promotion. In this workshop we will explore the meaning of academic career alignment and advancement and review the Rady Faculty of Health Sciences’ promotions and tenure processes.


  • Review the RFHS processes for tenure and promotion
  • Review what is required for a successful application
  • Understand how applications are reviewed and evaluated
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Bonnie Stewart

Bonnie Stewart
University of Prince Edward Island

Academic Twitter:
Influence & community in collapsed publics

64 minutes

This presentation examines the intersection of Twitter and higher education, and how “academic Twitter” cultivates scholarly identities and forms of expression that differ from conventional institutional practices.


Participants will be able to:

  • Find leaders in their own field on Twitter via hashtags
  • Examine health sciences hashtags
  • Evaluate relative influence of contributors
  • Contribute to health sciences hashtag if desired
  • Identify oral and literate practices in academic Twitter
  • Consider the role of play and performativity in building visibility and connection
  • Identify ways credibility is established
  • Evaluate risks and benefits of academic Twitter participation
  • Evaluate audiences and elements of virality
  • Consider institutional factors at work in the contemporary brand/media landscape of higher ed

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Ming-Ka Chan

Dr. Ming-Ka Chan
Director, Education/Faculty Development, Department of Pediatrics and Child Health, Assistant Director, International Medical Graduate Program

Cliff Yaffe

Dr. Cliff Yaffe
Associate Dean, PGME

CanMEDS 2015: A summary of changes

52 minutes

This presentation is designed for program directors, program assistants, program managers & department heads and anyone involved in postgraduate medical education.


  • Discuss five key changes to CanMEDS within the 2015 update
  • Describe two major impacts that CanMEDS2015 will have on your residents, faculty and program
  • What happens next…

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Jamie Falk

Dr. Jamie Falk
Assistant Professor, College of Pharmacy

Teaching evidence-based practice in a clinical setting

61 minutes


  • Recognize the importance of defining evidence-based medicine by its essential components in order to apply it to individualized care
  • Identify key characteristics of a clinical role model for effective evidence-based practice teaching
  • Recognize the key role of information mastery in evidence-based practice teaching
  • Review the few, but essential, biostatics that clinical teachers must be able to translate to clinical learners
  • Examine the possible solutions to commonly cited barriers to teaching evidence-based practice in a clinical setting

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Dr. Andrew MacDiarmid
Assistant Professor, Max Rady College of Medicine


The one minute preceptor

38 minutes


  • Describe the “microskills” involved in the one minute preceptor model
  • Use the OMP model in a practice scenario
  • Describe the evidence that the OMP model is effective
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Joanne Hamilton

Joanne Hamilton
Director, Office of Educational and Faculty Development

Developing your Teaching Dossier

59 minutes


  • Create a personal teaching dossier
  • List possible uses for a teaching dossier for career development
  • Discuss how a teaching dossier can be used as a guide to enhance teaching skills

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Giving feedback in a clinical setting

61 minutes

Feedback is the cornerstone of effective clinical teaching. Well-delivered feedback not only helps learners change their performance, it also promotes reflective practice and motivates future learning.

This workshop will focus on strategies for giving effective feedback in a clinical setting.


  • Define and state the purpose(s) of feedback
  • State the characteristics of “effective” feedback
  • Given a feedback situation, apply effective feedback strategies to explain what you would do
  • Describe and utilize the ARCH model approach to feedback

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Keith Wycliff-Jones

Dr. Keith Wycliffe-Jones
Associate Professor, University of Calgary

A fine balance: Lessons learned from implementing CBE

60 minutes

Competency-based education has entered the language of educators in many health professions. What are some of the intended and unintended consequences of implementing a competency based approach in educating our learners?

Watch Dr. Wycliffe-Jones’ talk to find out more.

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George Siemens

Dr. George Siemens
Executive Director, Link Research Lab, University of Texas - Arlington


Learning analytics: Advancing knowledge-generation about learning in the health sciences

69 minutes

Over the past decade, learning analytics has developed as a research domain with significant application to teaching and learning practices. Through collection and analysis of data from learning management and student information systems, social media, mobile devices, and student swipe cards, researchers have created predictive models, identified student support needs, and made social network recommendations.

When these data are augmented with designed research experiments and coupled with ambient computing (Internet of things) and wearable technologies, significant insight can be gained into how learners learn, how they create social networks, and how their academic experience is impacted by learning design choices.

This presentation will provide an overview of learning analytics as a field and make recommendations for how implementing learning analytics can benefit both basic research and practice in health sciences education.

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Dr. Deborah McPhail (upper image)
Assistant Professor in Community Health Sciences, nil-appointed in Environment & Geography, and adjunct in Disability Studies

Chelsea Jalloh (lower image)
Instructor II and the Coordinator of Undergraduate Medical Education in the Department of Community Health Sciences

Moving towards inclusive teaching: 2SLGBTQ+

60 minutes


  • Describe key LGBT2SQ+ terms and concepts
  • Explain the importance of LGBT2SQ+ representation in education
  • Introduce strategies to integrate LGBT2SQ+ diversity into various teaching materials
  • Apply some of these strategies to case examples

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Teresa Cavett

Dr. Teresa Cavett
Assistant Professor, Max Rady College of Medicine

RIME: Evaluating the Clinical Learner

47 minutes


  • Review tools for assessing learners
  • Apply a RIME evaluation to a clinical moment
  • Develop strategies for applying RIME in our respective teaching settings 

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Dr. Christen Rachul
Director of Research, Office of Educational and Faculty Development

Developing Independent Learning Activities

57 minutes

  • Define independent learning and describe the benefits of providing students with independent learning opportunities
  • Identify key characteristics of effective independent learning activities
  • Draft an outline of an independent learning activity

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Dr. Allan Peterkin
Head, Program in Health, Arts, and Humanities, University of Toronto

An introduction to narrative medicine

53 Minutes


  • Consider the use of narrative as a tool for teaching, research, practice, reflection, and professional development
  • Reflect on your roles as teachers, learners, researchers, and healers
  • Elicit your professional narratives (and that of your organization)

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Tanya Walsh
Educational Specialist, Office of Educational and Faculty Development

Effective Use of PowerPoint for Teaching

26 minutes
  • Identify the uses of presentation software to aid instruction
  • Describe the steps involved in creating effective presentation using presentation software and apply these to their own presentations
  • List and correct common errors used when creating PowerPoint presentations

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