table of contents · roles, oefd members can help educational leaders through regular conversations...

2 | P a g e Office of Educational and Faculty Development 2017-2018 Annual Report

Table of Contents

Executive Summary ...................................................................................................................................... 3

Our Second Year ........................................................................................................................................... 4

Growing. .................................................................................................................................................... 4

Strategic Planning. .................................................................................................................................... 4

Operations. ............................................................................................................................................... 4

Human Resources. .................................................................................................................................... 5

Our Service Model ........................................................................................................................................ 6

Our Activities ................................................................................................................................................ 6

Faculty Development ................................................................................................................................ 7

Curriculum Development .......................................................................................................................... 8

Program Evaluation and Educational Research ...................................................................................... 10

Scholarly Work ........................................................................................................................................ 12

Organizational Development .................................................................................................................. 13

Service ..................................................................................................................................................... 13

College Specific Activities ............................................................................................................................ 14

College of Nursing ............................................................................................................................... 14

College of Pharmacy ........................................................................................................................... 14

College of Rehabilitation Sciences (CoRS) ........................................................................................... 14

Dr. Gerald Niznick College of Dentistry ............................................................................................... 14

Max Rady College of Medicine ............................................................................................................ 15

Looking Ahead ............................................................................................................................................. 17

Appendix 1 Strategic Priorities of OEFD .................................................................................................. 19

Appendix 2 Members and Roles in OEFD ............................................................................................... 20

Appendix 3 Faculty Development Activities 2017/2018 Academic Year ................................................ 21

Table 1. Our Current Team ........................................................................................................................... 5 Table 2 Faculty Development Activities for the 2017/2018 year ................................................................. 8 Table 3 Curriculum Development Support for the 2017/2018 year ............................................................. 9 Table 4 Research and Evaluation Activities for the 2017/2018 year .......................................................... 11 Figure 1 Our Service Model and Philosophy ................................................................................................. 6

Figure 2 Our Functional Chart ....................................................................................................................... 7


Executive Summary Our second academic year of operations saw significant growth in the activities of the Office of

Educational and Faculty Development, both in terms of the faculty development workshops we offered,

but also in terms of the services we provided to the Rady Faculty of Health Sciences programs. These

contributions have been in the areas of curriculum development and

innovation, educational research, program evaluation, and faculty

development. Specific activities in these areas were offered at the Rady

Faculty level, at the College level, at the program level, and at the

department level, thus reaching broadly across the organization.

We delivered over 81 faculty development workshops in the 2017 -2018

academic year, reaching over 1360 participants and over 220 hours of

faculty development programming. We also expanded our distance

delivery of faculty development, delivering 10 of our most popular

sessions in webinar format, and delivered an online course focused on

preparing faculty to teach online. We continue to make major

contributions to curriculum development and innovation. We hosted a

patient safety think tank with participation from all educational

programs from the five colleges to consider how we can deliver a

common curriculum in patient safety. We continue to contribute to the

interdisciplinary health program, and at the colleges level, we are

contributing to the development of the PharmD program, a speech

language/audiology program, and to the Postgraduate Medical

Education (PGME) Core Curriculum. We are also providing pedagogical

support for the Competency by Design implementation in PGME. Across

the five colleges, we have supported curriculum development for online

learning for a number of courses at the graduate and undergraduate

levels. Finally, we are supporting the introduction of Entrada across the

Rady Faculty, with an eye to curriculum mapping, as well as looking for opportunities within the

platform for sharing common curricula and promoting faculty development opportunities.

The Office continues to support program evaluation in a number of educational programs, including

physiotherapy, occupational therapy, physician assistant studies, pharmacy, nursing, and undergraduate

and postgraduate medicine. This includes designing evaluation frameworks, data collection tools, and

supporting data analysis. We also provided support for the 10-year review of the Interdisciplinary Health

Program.

Educational research activities have also expanded in the last year, with research projects focused on

improving assignments, fostering narrative feedback, evaluating programs, supporting researchers, and

exploring best practices. Our projects arise from problems of practice encountered by faculty members

OEFD Mission

Statement

The Office of Educational and

Faculty Development in the Rady

Faculty of Health Sciences is a

resource for promoting excellence

in teaching and scholarship across

the continua of health professions

education. Through evidence

informed practice, Office members

engage in and support curriculum

development and innovation;

educational research and program

evaluation; and faculty

development activities that assist

faculty members in their roles as

educators, researchers and

administrators.


or learners in our programs. Finally, at the College level in organizational development, we facilitated

the Spinal Cord Research Centre and Cardiovascular Sciences Institute strategic planning retreats. In

terms of organizationally driven research, we are collaborating with the College of Rehabilitation

Sciences (CoRS) to investigate the organizational factors that promote a culture that supports research.

Our Second Year Growing. This was our second year of operation, and it was one of

growth. We experienced growth in the demand for our services, as

faculty and educational leaders became more aware of the programs

and services we offer. We offered an increased number of faculty

development workshops and seminars and hosted more visiting

professors. Demand for support of online learning has exploded, with

many faculty members working with OEFD to develop either online or

blended courses for their programs. In addition, as Competency by

Design rolls out across postgraduate medicine programs, there have

been concomitant increased demands for support for curriculum

mapping, faculty development, and resources to support clinical faculty in their assessment of learners.

We collaborated with the Office of Research Services to jointly deliver faculty development for

researchers, which we will continue to enhance over the coming years. Activities in the areas of career

development and new faculty orientation have also continued to grow, and our website was

redeveloped to be more user friendly, and resource rich.

Strategic Planning. OEFD also reviewed its progress on its strategic plan and updated plans

where required (See Appendix 1 for Strategic Priorities of OEFD). Using an appreciative inquiry

approach to our process, we noted that communication was an area of opportunity for OEFD, with

continued work required to communicate more effectively to our stakeholders. In addition, fostering

educational research, supporting early and mid-career faculty, and enhancing distributed faculty

development were identified as priority areas for 2018/2019.

Operations. OEFD settled into its new space in S204 quite well. We have redeveloped our small

meeting room into a small teaching lab with a smartboard / electronic whiteboard. We welcomed the

Integrated Accreditation Unit into our shared space.

Due to internal changes within two of the Colleges, OEFD lost College Liaisons for Dentistry (Dieter

Schönwetter) and Nursing (Helen Mawdsley- Helen left nursing to join OEFD as an educational

specialist). These positions have not been re-assigned within the Colleges, and liaisons have not been

identified within OEFD due to current workloads.

Within OEFD, each member has defined roles and responsibilities (Table 1); however, some roles are shared

by all members, such as OEFD journal club facilitation or developing the newsletter. These duties are shared

Our Five-Year Vision

OEFD is seen as a highly valued

component of the Rady Faculty of

Health Sciences. Our work makes a

difference and contributes to the

mission of the faculty, its colleges,

and the university as a whole.


to enact scholarly practice, lifelong learning, and quality improvement. They also promote a culture where

professional activities are informed by research, with feedback from peers and time for reflection integral

parts of our professional practice. In different ways, each activity contributed to professional development in

a local and relatively inexpensive way. As such, we enriched our community of practice.

Human Resources. Only one individual left OEFD in 2017/2018, our research associate Heather

Long. Our faculty compliment in OEFD has remained very stable. Marcia Langhan replaced Meghan Ward, as Business Manager during Meghan’s maternity leave. Our 2018/2019 team is outlined in Table 1.

Table 1. Our Current Team

Name Position Responsibilities

Joanne Hamilton, BHEc,

RD, MEd, EdD(c)

Director of the Office

of Educational and

Faculty Development

Rady Faculty of Health Sciences liaison

Max Rady College of Medicine liaison

Special Projects lead

Administrative lead

Educational Research support

Christen Rachul, BA, MA,

PhD

Director of Research

and Evaluation

Educational Research Lead

Evaluation support

Marcia Langhan, BA, LLB Business Manager Finance

Human resources

Newsletter managing editor

Policy and planning

Karen DePape Faculty Development

Coordinator

Coordination of faculty development events

Support for Directors

Laurie Driedger Faculty Development

Coordinator

Coordination of faculty development events

Payroll, purchasing, Database management

Anita Ens, BA, BTh, MEd,

PhD

Educational

Specialist, Director,

Faculty Development

– Department of

Family Medicine

Max Rady College of Medicine liaison

Family medicine educational development

support

Faculty development lead – family medicine

Stephanie Giberson-Kirby,

BA (Hons), BEd, MCE

Educational Specialist Pharmacy liaison

Career development lead

Helen Mawdsley, BSc,

MAL(H), EdD(c)

Educational Specialist Assessment and evaluation lead

Ingrid Toews, BA, BEd,

MSc, PhD

Post-licensure

Communications

Skills Facilitator

Communication skills lead

IPE liaison

Remediation specialist

Tanya Walsh, BA, BSc,

MET

Educational Specialist CBD educational development support

Educational technology support

Steve Yurkiw, BEd, MEd Educational Specialist CoRS liaison

Online learning lead


Our Service Model Based on our mission and vision we have developed the service model as depicted in Figures 1 and 2.

Figure 1 Our Service Model and Philosophy

Our Activities Programs and services offered by OEFD can be delivered at the Rady Faculty level, the College level

and/or at the program/department level. At each level, activities include faculty development,

educational development, educational research and evaluation, and some aspects of organizational

development.

As part of informed service and support to the Rady Faculty, OEFD members surveyed faculty (online

survey) and interviewed College and Rady Faculty educational leaders one-to-one regarding their

perspectives, needs, and priorities in educational and faculty development. Analysis of these data

informed program planning and delivery


Faculty Development Faculty development is provided in the areas of teaching, research, and career development and for

graduate students. A summary of offerings is in Table 2. A full listing of sessions offered can be found in

Appendix 3.

Highlights from the year include the expansion of faculty development webinars (10 this year, almost

doubling last year’s total), a highly successful Educational Research Day, and two stimulating visiting

professors. In addition, OEFD has continued its faculty development activities aimed at graduate

students, and expanded its offerings to medical residents. Importantly, much non-traditional faculty

development occurs through OEFD member participation on curriculum related committees. In these

Figure 2 Our Functional Chart


roles, OEFD members can help educational leaders through regular conversations about best practices in

teaching, learning, and curriculum design that foster educational innovation and excellence.

Table 2 Faculty Development Activities for the 2017/2018 year

Faculty Development Topic Area Number Sessions Number of Attendees

Teaching and learning 23 264

Curricular design 13 193

Program evaluation and educational research 6 129

Rural faculty development (on site) 3 32

Resident faculty development (CoM)* 7 378

Program specific 7 150

Graduate student faculty development 2 14

Career development 9 118

Journal club 10 74

Total (includes 10 webinars) 81 1360

*requirement of UGME accreditation

Moving forward, our plans include continuing to expand our webinar and online offerings; enhancing

our new faculty program aimed at preparing new faculty for their various roles (teacher, researcher,

administrator); expanding faculty development to support researchers; and developing a graduate

program for teachers in the health professions.

Communications strategy: Communications play a key part of the OEFD faculty development strategy. The OEFD Newsletter is a

critical part of this strategy, as is the OEFD website. OEFD members contribute to the OEFD newsletter.

Editorship is assigned to individual members, usually related to the issue focus. The newsletter is

emailed to faculty through various listservs, and issues are archived on the website. Newsletter topics

for the past year were as follows:

2018 Issue 2 Health Professions Education Research Day

2018 Issue 1 Teaching and Learning in the Workplace

2017 Issue 3 The Power of Reflection

The website was redeveloped to reflect OEFD’s new look and our expanded focus. Along with the

redevelopment, the Rady Faculty Communications office developed a new look for OEFD Faculty

Development notices and posters.

Curriculum Development Assistance with curriculum development and innovation continued to be an area of growth for OEFD.

Work in this area has ranged from simple consultations regarding mapping of curriculum, assistance

with developing online components to courses, to leading the revision of an entire curriculum. Table 3

outlines some of the activities in this area. These activities may be led by OEFD members, but are

typically done in partnership with faculty members and subject matter experts.


Table 3 Curriculum Development Support for the 2017/2018 year

Course or Program Activity

Peer Review of Teaching Program

Development of a peer review of teaching program. Expected launch 2018/2019

PharmD Assisted with the development of the clinical supervision model through a comparison of RFHS supervision models. Provided advice and assistance where requested

Online course Introduction to Educational Research

Development of an asynchronous course on educational research. Course will be launched in the 2019

Development of Core Curriculum for PGME

Developed and maintain courses in the PGME core curriculum: diversity, prescription writing, resident and the learning environment, professional boundaries, teaching development program, and conflict management

Competency Based Medical Education

Co – lead and provide pedagogical advice and guidance for the implementation of CBD in PGME, including advising on assessments, mapping, communication, faculty development, and research/evaluation

Mapping of the UGME curriculum

Map sessions and courses to the UGME global objectives

Teaching strategies consultations – Pharmacy

Consultations with faculty members regarding implementing innovative teaching strategies

PGME – CBD resource development

Development of teaching and learning resources for the implementation of CBD in postgraduate medicine

Effective use of PowerPoint

Development of an online course using articulate storyline on how to teach effectively with PowerPoint

Pharmacy 4230 Assessment redesign

Increase non-clinical competencies & skills; communicator & professional i.e. performance management, group communication, and self-reflection skills Increase student engagement in this non-clinical course which competes with clinical courses and national examination preparation period

Pharmacy 4230 Practices Business Case Competition

To feed into proposed competition with USask 2019-20 &/or national competition

Environmental scan for Pharmacy Preceptor Needs Assessment

PharmD planning due to significant increase in preceptors required for PharmD

Career development and Leadership Framework development

Lay out RFHS & U of M pathways, supports and resources for teaching development, SoTL, and promotion and tenure teaching evidence

Research presentation support

Developed an online format for poster presentations at conferences

Career development and leadership online course

Development of an online course, to offer flexibility and asynchronous program options for CD&L topics e.g. theory & practice in educational leadership


Revision of DFM preceptor toolkit

Resource for community based preceptors

Development of resource toolkit for struggling clinical learners

Curation and creation of resources for clinical faculty working with learners who are struggling. To support learning and remediation processes

Developed a Rubric for MPAS

For use in a case based learning exercise for MPAS students

Development of a professional boundaries course

For PGME core curriculum program

CV prep course for CARMS Created self-paced online CB preparation presentation to help students prepare for CaRMS

Converted SP orientation program to online delivery

Delivered successfully to three groups over the year and adapted for training for Children’s Clinic setting (delivered once so far)

Redesign of neurosciences course

Redesigned Neurosciences 2 tutorials to take place in discussion forums in order to address the difficulties experienced when trying to schedule tutorials so that tutors are able to attend, with Perry Dhaliwal

Development of TDP0 – an introduction to clinical teaching for residents

To address accreditation issues related to residents preparation for teaching medical students, developing an online orientation program to review learning objectives, and clerkship rotations

Design and development of a self-study pain management module

For Department of Clinical Health Psychology with the potential to also be used by students in CoRS

Creation of digital learning resources for cardiovascular and pulmonary courses

Assisted in the development of digital learning resources and individual student activities for Cardio Vascular and Pulmonary course in PT program

Patient Safety Curriculum project

Development of a common curriculum framework for use across the Rady faculty

Development of a professional boundaries online course

For PGME core curriculum program

Program Evaluation and Educational Research Program evaluation and educational research are core activities of OEFD. Under our Director of

Research and Evaluation, Christen Rachul, and our new Evaluation Lead, Helen Mawdsley, evaluation

and research activities over the last year have expanded significantly. Highlights include two

publications, as well as an invitations to participate in national research projects by University of

Toronto and by Queens University. Although unsuccessful, we have submitted a number of research

grant applications focused on supporting educational innovations. Over the past year, OEFD has

introduced a principle focused evaluation model to a number of educational programs, in which

evaluation activities are guided by the goals and principles of the program.


OEFD has also provided supervision for a number of students, both in terms of educational-based

electives, as well as research projects. Internally, OEFD is developing a comprehensive evaluation

framework for its faculty development offerings, to ensure that the faculty development that we offer

makes a meaningful difference for teachers and learners in the health professions. Table 4 outlines the

research and evaluation projects in which OEFD is involved.

Table 4 Research and Evaluation Activities for the 2017/2018 year

Project Description

Evaluation of Undergraduate Medical Education Renewed Curriculum

Comparing pre & post implementation of the renewed UGME curriculum as part of 8-year evaluation study. Principal Investigator: Joanne Hamilton. Co-Investigators: Christen Rachul, Keevin Bernstein, Ira Ripstein, Helen Mawdsley, Benjamin Collins

Analysis of Assigned studies in UGME

Conducting study that investigates the factors that contribute to an effective assigned study in order to develop guidelines for the development of more successful assigned studies in UGME. Principal Investigator: Christen Rachul. Co-Investigators: Heather Long, Benjamin Collins

Improving Narrative Feedback for Resident-led Academic Rounds: The Effects of Evaluation Form Design Changes

Collaborating on a resident-led project in Psychiatry investigating the effects of evaluation form design on quality of narrative feedback. Principal Investigator: Sara Courtis; Co-Investigators: Wil Fleisher, Sarah Fotti, Christen Rachul

CPD Impact study Assess the impact of ‘Obesity Intervention for Front-line Healthcare Providers’ to determine any change in practice. Principal Investigator. Casey Hines. Co-Investigators: Heather Long

Caring for the Elderly: Evaluating a Family Medicine Residency Pilot Project

Evaluated a pilot project intended to increase family medicine resident to elderly care and determine the influence on their choice to choose a practice with elderly patients. Principal Investigator: Christen Rachul. Co-Investigators: Anita Ens, Brent Kvern

Developing a Culture of Research in the College of Rehabilitation Sciences

Collaborating on project exploring the development of a culture of research in the College of Rehabilitation Sciences. Principal Investigator: Jacquie Ripat. Co-Investigators: Christen Rachul, Joanne Hamilton, Reg Urbanowski

The State of the Union: Mapping Evolving Professional Stereotypes and Clinical Reasoning of Pharmacy

Collaborating on U of T project that is exploring how pharmacy students are socialized into their professional roles. Principal Investigator: Elise Paradis (U of T). Co-Investigators: Kulamakan Kulasegaram (U of T), Christen Rachul

Evaluation of Competency By Design at the University of Manitoba

A 5-year realist evaluation study exploring what is working well for residency programs during the implementation of Competency By Design at the U of M. Principal Investigator: Christen Rachul. Co-Investigators: Joanne Hamilton, Helen Mawdsley, Ingrid Toews, Ming-Ka Chan, Brent Kvern, Ganesh Srinivasan

Exploring Educationalist Leadership in Medical Schools

Qualitative study exploring the enactment of leadership during curriculum change. Principal Investigator: Joanne Hamilton, Supervisor: Elisabeth Bennett (Northeastern University)


Evaluation Projects

Pharmacy Curriculum Evaluation

Participating on Pharmacy Program Evaluation Committee; providing pedagogical advice related to evaluation practices

Principles-Focused Evaluation of the Master of Physical Therapy Program

Working with Physical Therapy leadership team, developing an evaluation framework for the Masters of PT program

Principles-Focused Evaluation of the Master of Physician Assistant Studies

Working with MPAS leadership team, developing an evaluation framework for the Masters of PA program

MPAS program evaluation. Analysis of graduates and employers surveys and student focus groups to provide feedback for MPAS program improvement

Program administrators’ needs assessment.

Analysis of survey of PGME program administrators, determining professional development needs of in preparation for launching CBD

UGME Curriculum evaluation Support the ongoing evaluation of the UGME curriculum, including evaluation design, and analysis and reporting of findings

Scholarly Work Papers

Rachul, C. (published ahead of print). Digesting data: Tracing the chromosomal imprint of scientific

evidence through the development and use of Canadian dietary guidelines. Journal of Business

and Technical Communication. DOI:10.1177/1050651918798683.

Rachul, C., Rasko, J. E., & Caulfield, T. (2017). Implicit hype? Representations of platelet rich plasma in

the news media. PloS ONE, 12(8), e0182496.

Academic Presentations

Giberson-Kirby, S.S., Gruber, J. & Lemelin, C. (2018, February). Negotiation Tools & Techniques for

Educational Developers: Coaching Academics in Prickly Positions. Educational Developers

Caucus. Victoria, British Columbia.

Rachul, C. (2018, May). Hyping by omission: The example of platelet-rich plasma therapy, the popular

media, and implicit hype. Paper presented at Mapping the Emerging Issues in the Public

Representation of Bioscience & Health Issues, University of Alberta, Edmonton, AB.

Rachul, C. (2017, November). Patient voices. Paper presented at the Workshop on Unproven Stem Cell

Procedures: Not the Cure-all Elixir of the 21st Century - Exploring Ways to Reduce Potential

Harm, Stem Cell Network, Ottawa, ON.

Posters


Drummond, K., Giberson-Kirby, S., Wickens, A. & Romund, G. Manitoba Pharmacy Preceptor Learning

Needs Environmental Scan as an Elective. Association of Faculties of Pharmacy of Canada;

Canadian Pharmacy Education & Research Conference. Ottawa, June, 2018.

Wawrykow, T., & Mawdsley. H. (2018). Exploring educational innovation: Out of the shadows of shadow

week. Canadian Association Emergency Physicians Conference, Calgary, Alberta.

Organizational Development OEFD provides consultation and support in the area of organizational development on an as requested

basis. One such service involves facilitating groups, particularly concerning strategic planning. Activities

in this area included facilitation of the Spinal Cord Research Centre and the Institute of Cardiovascular

Sciences strategic planning processes, teaching in the Academic Health Sciences Leadership Program,

and participating on various initiatives, such as representing the Dean’s Office, Max Rady College of

Medicine in UM’s Office of Sustainability activities on Bannatyne campus.

Service Actively participating on various committees, OEFD members offer their expertise from the broad to

specific. Whether contributions relate to organizational or nation-wide concerns or to micro pedagogical

questions, involvement in committee work helps inform the work of OEFD, keeping it relevant to the

University and Rady Faculty missions. Representing the University of Manitoba nationally and

internationally, OEFD members make valuable connections with the greater academic and health

professions communities.

In addition, OEFD participation locally on curriculum and education committees embeds faculty

development and pedagogical best practices into the curriculum design and governance processes. As

such, each OEFD member participates in relevant educational committees. These typically include

curriculum committees, program evaluation committees, planning committees, and faculty

development committees. Details of these activities are outlined in the college specific activities.

National/International: AFMC – Faculty Development Network Executive

AFPC, Pharmacy Experiential Programs of Canada (PEP-C) Committee

Directors of Health Professionals Education Research Units Network

Associate Editor, Canadian Journal of Medical Education

Abstract reviewers – CCME, FMF, CFPC Janus Awards

University of Manitoba:

Senate Committee on Course and Curriculum Changes

Flexible Learning Committee

Learning Technologies Systems Advisory Committee


College Specific Activities

College of Nursing Previously, the College of Nursing had its own Educationalist as the Coordinator of Innovation in

Teaching and Learning which had sat on OEFD committees and participated in the faculty development

planning. However, this position was vacant in the 2017/2018 academic year. A meeting was held with

Netha Dyck, the new dean of the College of Nursing to discuss future plans for this position. In the

meantime, OEFD provides services to Nursing on an as requested basis, and nurse educators,

particularly those located within the teaching hospitals continue to participate in OEFD’s faculty

development program, whether affiliated with the WRHA or the College of Nursing. We have also

redeveloped our online clinical teaching development program to be more interprofessional, in

response to a request from nursing. A follow-up meeting with Nursing is planned.

College of Pharmacy OEFD has established a permanent educationalist position with Pharmacy through the reassignment of

an OEFD educationalist to this role (Stephanie Giberson-Kirby). This individual regularly attends faculty

meetings, meets with college educational leaders, and participates in the academic learning community.

Through this role, OEFD has provided support for the development of the PharmD, participated on the

program evaluation committee, and has participated in the development and delivery of curricular

topics such as motivational interviewing and ethics. Our Pharmacy liaison has also provided advice on

teaching strategies to individual faculty members, helped to develop educational resources (such as

peer assessment rubrics), and completed a mapping of assessment strategies with the national

competency framework in preparation of accreditation. She participates as one of the College of

Pharmacy representatives on the AFPC Pharmacy Experiential Programs of Canada Committee. Faculty

members from the College of Pharmacy actively participate in OEFD’s faculty development program.

College of Rehabilitation Sciences (CoRS) OEFD has established a permanent liaison position with the College of Rehabilitation Sciences (Steve

Yurkiw). Integration of OEFD with CoRS has expanded over the past year, as CoRS members have

become familiar with the programs and services of OEFD. Our evaluation lead has worked with CoRS in

the development of principal focused evaluation frameworks for OT and PT. Our College Liaison will be

working with CoRS in the development of digital resources for two courses and is participating in a

research cluster related to course evaluation. Our Research Director is collaborating on research project

related to developing a supportive research culture. We are also assisting the College with the

exploration and development of a proposal for a new SLP/Audiology program, and the development of

resources for community based preceptors.

Dr. Gerald Niznick College of Dentistry The College of Dentistry had employed its own Educationalist as the Director of Faculty Development

and Educational Resources (Dieter Schönwetter), however, this position appears to have been deleted in


the past year, as Dieter was reassigned to the position of Associate Dean, Academic, and no

replacement was secured for his other role. However, there is a close working relationship between

OEFD and Dieter with participation on OEFD initiatives where appropriate. Dentistry and Dental Hygiene

faculty members participate actively in OEFD offerings.

Max Rady College of Medicine As a consequence of OEFD’s beginnings as an educational support unit in the previous Faculty of

Medicine, activities in the Max Rady College of Medicine (CoM) are well established. OEFD members are

regularly involved in undergraduate, postgraduate, physician assistant, International Medical Graduate,

and graduate programs, and are regularly invited to participate in programs at the department or

program level. College liaisons (Joanne Hamilton and Anita Ens), the Director of Research and Evaluation

(Christen Rachul), the Evaluation Lead (Helen Mawdsley) and the Post-licensure Communications Skills

Facilitator (Ingrid Toews) provide a significant level of support to all CoM programs. Activities, many of

them ongoing, are listed under each of the CoM programs.

UGME

Curriculum Renewal: Leading the research project to evaluate the new curriculum

Active participation on most UGME standing committees: Preclerkship Committee, Clerkship Committee, Curriculum Implementation Committee, Curriculum Executive Committee, Program Evaluation Committee, Preclerkship Student Evaluation Committee, Clerkship Student Evaluation Committee and UGME Management Committee

Provide educational expertise for the in-depth review of UGME courses/clerkships (program evaluation)

Provide instructional development for online learning for courses where requested (e.g. Clinical Reasoning course - 42 assigned studies covered in years 1 and 2)

Provide group facilitation for contentious issues e.g. the revision of the academic half day during clerkship

Participation in the medical school admissions interviews (MMI)

Student supervision for TTR selective in Medical Education (4 students per year)

Support for UGME accreditation

Brandon Satellite Program support, (minor) support of longitudinal integrated clerkship – faculty development

PGME

Active participation on many PGME standing committees (education related): PGME Executive, Educational Development, Educational Assessment (EAC), Professionalism, and Accreditation Committees, as well as working groups such as Accreditation, Assessment, and CBD working groups

Providing guidance and advice on pedagogical issues, including resident remediation

Co-Lead and actively participate in the implementation of Competency Based Medical Education (CBME/CBD). This includes Co-Leadership and membership on the CBME Steering Committee; leadership and participation on the Research & Evaluation and Faculty Development programs, and participation on the Staff Development and Assessment committees. Activities included:

o Ongoing faculty development support for CBME o Conducting research on and evaluating CBME


o Meeting with individual departments (e.g. OHNS, Anesthesia, General Surgery, Medical Oncology, Nephrology, Surgical Foundations, General Surgery, Pediatric and Adult Allergy and Immunology) regarding their needs for their upcoming implementation of CBD

Instructional development and ongoing quality improvement of courses that are part of the Core Curriculum for PGME, including diversity, prescription writing, resident and the learning environment, teaching development, and professional boundaries

Teaching components of the Core Curriculum for PGME (e.g. conflict management) and marking approximately 300 resident assignments yearly

Supporting webinars to deliver components of Core Curriculum to rural and remote residents.

Teaching Communication skill sessions for residents on Sharing Bad News, Medical Error, and Patient Counseling

Providing department specific faculty development workshops such as Motivational Interviewing for Pediatrics and Mindfulness in Healthcare – these sessions focused on the topic and how to teach associated content to residents

Targeted faculty development responsive to priorities of PGME (e.g. program specific feedback workshops, visiting professors for implementation of CBME, and Introduction to CBME at grand rounds)

Generating content for PGME Newsletter to disseminate information and communicate with residency programs regarding Competency Based Education

Updating of Family Medicine Preceptor Toolkit

Physician Assistants Program

Active participation on PA program committees (PA Curriculum Committee and PA program evaluation committee). Provide advice and guidance on pedagogical issues

Maintenance of an online Faculty Development program for distributed PA preceptors

Manage the evaluation process for the PA program (focus groups, interviews and surveys)

Redesign of the evaluation framework for the PA program

Participation in the PA program admissions interviews

Guest lecturing in the PA program including PA-CanMEDS, How to write a research question, Quality Improvement in Clinical Practice, and Nutrition for PAs

MPAs Program Evaluation Study: to investigate the current practice settings of MPAS graduates, the roles they play in the workplace, and their perceived level of preparedness as they enter the workplace

IMG Program

Guest lecture in the IMG orientation – topics include CanMEDS roles, Feedback, Culture & Communication

Participation in the IMG admissions interviews

IMG Program Evaluation Project. Exploring the selection process, the orientation session, rotations, mentorship program, and the overall preparedness of the graduates as they enter the workplace. Practice settings and overall satisfaction levels regarding their workplace is explored in the follow-up surveys

Practice supervisor training – five half day workshops provided this academic year


CPD Program

Various research projects related to event evaluation and impact, such as the Obesity Day

Consultation on educational projects as needed

Clinician Assessment and Remediation (individualized assessment and remedial learning plans for Clinicians)

Graduate Students and Residents

There were fewer requests for workshops preparing graduate students for their academic role(s);

however, we offered the annual general TIPs (Teaching Improvement Programs) and advertised a special

Pharmacy student TIPs which had insufficient enrollment. Activities included:

TIPs (Teaching Improvement Programs)

Academic Writing

Oral Presentations

Department Specific Activities in the Max Rady College of Medicine

Serve as Director of Faculty Development, DFM

Looking Ahead Our second year of operations has again been one of tremendous growth for OEFD. We continue to

make significant contributions to the mission and vision of the Rady Faculty of Health Sciences and its

five member colleges. Looking ahead, we hope to enhance our support for community-based

preceptors, and broaden our activities in supporting excellence and innovation in teaching and learning.

In the area of faculty development, we will continue to offer needs-informed faculty development

programming, while expanding our offerings to our distributed campus. Faculty development for

researchers will also be enhanced, in partnership with the Office of Research Services. Our program of

career development for faculty members will continue to expand, with attention to supporting not only

new faculty, but also mid and late career faculty, and in particular women in academia. Support of

curriculum development and innovation will continue to be a major focus, with major changes in both

the pharmacy program and postgraduate medicine underway.

We expect that program evaluation activities will continue to expand, as accreditation bodies demand

rigorous evaluation of all our curricula. OEFD has begun to provide educational program leaders with

enhanced support for program evaluation, whether at the course, year, phase, or curriculum level to

meet the demand for these services. Educational research will continue to grow, with a focus on

practical research that supports educational excellence and innovation, assists with decision making,

and supports our missions. Finally, we will continue to work in the area of organizational development,


as a means to promote the development of a learning organization that supports excellence in

education.


Appendix 1 Strategic Priorities of OEFD

One-Year Goals: 1. OEFD committees are established and functioning (completed)

a. Terms of reference are established. b. Committee meetings underway.

2. Programs are expanded – Faculty Development and Career development (underway) a. Distributed faculty development for community based Faculty members is occurring

(increased to 10 webinars, community FacDev offered via DFM). b. Career development for new members of the faculty (new faculty orientation) is

developed (underway). 3. Liaisons are established for Pharmacy and CoRS (completed)

a. Liaisons are beginning to be integrated into College communities, as evidenced by participation on committees and in college level educational initiatives.

4. Strong internal community of practices within OEFD is beginning to develop (underway) a. Development of a professional identity as OEFD, regular team meetings, with full

participation by all members, and with reflection as part of the process (mostly completed).

5. Engaging in healthy work practices (underway) a. Workspace, performance management practices and personal development plans

support a productive and healthy team.

Five-Year Goals 1. OEFD is fully functioning as an organizational unit (underway)

a. Budget established and used for planning (completed). b. Policies developed that are relevant to the unit (underway).

2. Programs are responsive to stakeholders needs and reflect priorities of the organization (underway)

a. Regular needs assessments occur and inform all programming, budget reflects these needs (instituted).

b. Evaluation of programs is systematic and based on best practices (under development). 3. Development of advanced training opportunities for health professional education underway

(components underway) 4. New programs are launched and are evaluated

a. Peer evaluation/observation of teaching program operating (in development). b. Distributed faculty development is robust. (Expansion of webinars). (Underway) c. Teaching innovations program is in place. (not begun)

5. OEFD has a reputation for innovation and scholarship a. Work has been published regarding innovative teaching and curricular development in

the Rady Faculty of Health Sciences, research is conducted that makes a difference in health professions education. (Not begun).

b. OEFD faculty members are seen as experts whose advice is sought regarding educational innovations. (Underway).


Appendix 2 Members and Roles in OEFD

OEFD members for 2017/2018

Director – Joanne Hamilton

Director of Research and Evaluation – Christen Rachul

Faculty Development Coordinator – Karen DePape

Educational Specialists – Anita Ens, Stephanie Giberson-Kirby, Tanya Walsh, Steve Yurkiw, Helen Mawdsley

Research Associate – Heather Long

Post – Licensure Communications Skills Facilitator – Ingrid Toews

OEFD Liaisons

Dentistry – Vacant

Medicine –Joanne Hamilton and Anita Ens

Nursing – Vacant

Pharmacy – Stephanie Giberson-Kirby

Rehabilitation Sciences – Steve Yurkiw


Appendix 3 Faculty Development Activities 2017/2018 Academic Year

Faculty Development Event Attendance Location

HaMLET -- An Education Interest Group

Understanding Why They Do What They Do

6 Bannatyne Campus

Accepting our Responsibility: Healthcare Professional Leadership Education

17 Bannatyne Campus

Total Attendance - HaMLET 23

Noon time series – Faculty development Developing a Health Sciences Teaching Dossier 13 Bannatyne Campus

Student Incivility 6 Bannatyne Campus

Teaching Evidence-Based Practice in a Clinical Setting 11 Bannatyne Campus and concurrent Webinar

Effective Use of PowerPoint 10 Bannatyne Campus

The One Minute Preceptor 11 Bannatyne Campus and concurrent Webinar

RIME 10 Webinar

Questioning as a Clinical Teaching Tool 6 Bannatyne Campus

Giving Feedback in a Clinical Setting 10 Bannatyne Campus and concurrent Webinar

Teaching Communication Skills 6 Bannatyne Campus

Constructed vs Selected Response Questions 6 Bannatyne Campus

The Basics of Flipping your Classroom 8 Bannatyne Campus

Developing a Health Sciences Teaching Dossier 4 Children’s Hospital

Racism, Anti-Racism and Cultural Safety – Core Concepts for Indigenous Health Education

20 Bannatyne Campus

Advanced PowerPoint Skills 17 Bannatyne Campus

The Clinical Learner with Problems 21 Bannatyne Campus

Better than Siri: Voice-Over PowerPoints 18 Bannatyne Campus

Moving Towards Inclusive Teaching: LGBT2SQ+ Representation

14 Bannatyne Campus and concurrent webinar

Creativity in Teaching 12 Bannatyne Campus

Developing independent learning activities (assigned studies)

10 Bannatyne Campus and concurrent webinar

Total Attendance Noon workshops 200

Faculty Development Workshops Mental Health in Rady FHS Teaching Settings 13 Bannatyne Campus


Teaching Mindfulness Series: The Present Moment – Mindfulness Meditations and Appreciative Dialogues The Effect of Perception on One’s Responses Stress Physiology & Pleasant/Unpleasant Experiences Responding and Responding to Stress

9 9 6 10

Bannatyne Campus

Dean’s Education Grand Rounds: Plenary: Competency-based Education Plenary: A Fine

Balance: Lessons Learned from Implementing CBE Panel Discussion: Anesthesiology & OHNS Experiences

of Launching Resources Available and Next steps

43 25 19

Bannatyne Campus

Negotiation Tools & Techniques for Academics 11 Bannatyne Campus

Setting the Scene: Introduction to Hi-Fidelity Simulation Scenario Creation

7 Bannatyne Campus

Faculty TIPs 19 Bannatyne Campus

Grad Students/Resident TIPs 6 Bannatyne Campus

Critiquing Educational Research 13 Bannatyne Campus

Teaching Online 13 Online (UM Learn)

Demystifying the Fundamentals of Test Design 11 Bannatyne Campus

Academic Career Advancement in the Rady Faculty of Health Sciences

Academic Career Advancement in the Rady Faculty of Health Sciences WEBINAR

Academic Career Advancement in the Rady Faculty of Health Sciences

10 13 25

Bannatyne Campus Webinar Bannatyne Campus

Dean’s Grand Rounds Learning Analytics: Advancing Knowledge-Generation about Learning in the Health Sciences

35 Bannatyne Campus and Livestreamed/Recorded

Developing a Health Sciences Teaching Dossier 4 Children’s Hospital

Group Assignments 7 Bannatyne Campus

Teaching Patient Safety in the Health Professions Think Tank

22 Bannatyne Campus

The Multiple Choice Question Development Workshop 9 Bannatyne Campus

Health Professions Educational Research Day Plenary: Oral Presentations (12-1:15 pm) 2) Poster Reception (1:15 – 2 pm) 3) Workshop Using surveys in educational research

21 33 16

Bannatyne Campus

Introduction to Program Evaluation in the Health Sciences

11 Bannatyne Campus

Advanced PowerPoint Skills/Slide Master 12 Bannatyne Campus

Giving feedback for competency based learning 10 Off site – restaurant

Giving feedback for competency based learning 15 Off site – restaurant

Giving feedback in Ambulatory settings 15 Bannatyne Campus

Practice supervisor workshops: Auditing a Chart, Conducting chart stimulated recall, giving difficult feedback

20 20 20 20

Bannatyne Campus CPSM Office CPSM Office CPSM Office

Performance Feedback and Coaching: Academic Health Sciences Leadership Series

21 Bannatyne Campus

Program Administrators Advanced Learning Series (full day workshop)

45 Bannatyne Campus


-Introduction to e-portfolio - Implementing Competency committees

Total Attendance 618

Resident/Graduate Student Specific workshops

Academic Writing for CIP residents (full day workshop) 8 Bannatyne Campus & Webinar

Giving difficult feedback (cardiology residents) 5 St. Boniface Hospital

Presentation Tips: oral and poster (residents) 12 Bannatyne Campus

Teaching Development Program (TDP) 1 & 2 220 Online

Conflict management (Paeds residents) 15 Children’s Hospital

Grad Students/Resident TIPs (Teaching Improvement Program)

6 Bannatyne Campus

IMG Residents: Culture and Communication 60 Bannatyne Campus

IMG Residents: Giving Feedback 60 Bannatyne Campus

Total Attendance – Residents and graduate students

386

Journal Club

Faculty Developers’ Evolving Identity & Competence 8 Bannatyne Campus

IPC: Unintended Consequences 7 Bannatyne Campus

Using Institutional Ethnography in Health Professions Education Research

7 Bannatyne Campus

Complexity Theory and Educational Research 4 Bannatyne Campus

Resident and Medical Student Remediation 6 Bannatyne Campus

The Application of Generalization Theory to RFHS Education Research

10 Bannatyne Campus

Is CBME a Good Fit for Millennial Learners? 10 Bannatyne Campus

Health Professions Education – Does Grit Fit? 7 Bannatyne Campus

Using Interactive Education to Stimulate Interdisciplinary Research)

8 Bannatyne Campus

Experiential Education 7 Bannatyne Campus

Total Attendance – Journal Club 74

Selected Other Faculty Development

Topic Attendance

Office of Research Services in conjunction with OEFD offers a 5 part series for new faculty, twice per year: Writing Grants, Mentoring, Professional Development, Bibliometics, and ethics (We will be expanding this program in 2018/2019 with research services and OEFD)

Average 10 at each

Centre for Health Care Innovation offers a cohort based leadership development course each year

15 – 20 participants per cohort


Interprofessional Education: the IPC office offers training for faculty teaching in the IPE sessions each year. All facilitators must attend this workshop

All facilitators

The clinical reasoning course offers faculty development for all their tutorial leaders and provides a training manual before they are permitted to teach in the course. Development of training was assisted by OEFD

All tutorial leaders

CATL – offers UMLearn training on a consultation basis. May offer other faculty development on a consultation basis

Not known

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