Education Development Fund (EDF)

Introduction to the Education Development Fund

Funded by the Education Vice-Deans, the Education Development Fund (EDF) is intended to support new and innovative projects that align with our Faculty’s strategic priorities in education. The EDF is a seed fund designed to encourage those who are transitioning to, or are newly engaged in, education scholarship to further their career development.

Funding has traditionally been awarded to initiatives that focus on the design, implementation and evaluation of courses, programs and curricula including faculty development, continuing education and clinical learning initiatives. Eligible projects should consider the goal of broad implementation and impact across our academic programs represented by the Vice-Deans of Education: MD Education, Post MD Education (Postgraduate & Continuing Professional Development), Graduate and Life Sciences Education in the Faculty of Medicine (including basic sciences, and the rehabilitation sciences).

EDF funded projects can either be an Educational Innovation and Development project OR an Education Research project. 

Innovation and development project:  A project, practically related to a course or course materials, with the objective of improving existing curricula through encouraging new directions in education, enhancing integration and collaboration between portfolios, facilitating critical reflection about best practices, and/or expanding the impact of educational advancement.  The development of education materials, products and resources will be considered.

Research project:  The search for and production of new knowledge. Designed to produce data or results that will result in feasible and sustainable impact and influence and will encourage innovation in teaching practices and effectiveness.

A strong evaluative component is expected in each project and the outcomes should produce results that can be disseminated.

Funding will be provided to a maximum of $10,000 per project. As there is a required departmental match, funding for your project could total $20,000. Funding will be provided for one year, effective June 30, of the year of funding. 

Projects must not have received funding from another source to support the same work. National or international projects that reflect the strategic goals of the Faculty are acceptable to the Vice-Deans for funding, provided that there is evidence of substantial impact within the University of Toronto, Faculty of Medicine community. Larger more complex projects with multiple and previously funded phases will be reviewed carefully to ensure that educational components are explicitly outlined within the application.

Call for Applications 2017

The application deadline is NOON, Wednesday February 15, 2017.

Please carefully review each of the sections below that describe requirements and responsibilities for the application process and for grant holders.

The Centre for Faculty Development offers a workshop titled: Preparing a Proposal for the Education Development Fund (EDF) that is designed to help prepare faculty members to submit strong, scholarly Education Development Fund (EDF) proposals. Participants should come with a project idea and there may be pre-work given to participants prior to the session. In preparation for the 2017 call the CFD will be hosting this workshop on Tuesday, November 1, 2016 from 10 AM -12 PM. More information and registration information can be found here: http://cfd.utoronto.ca/workshops/details/1386

Should you have any questions about the Fund or the Call for Applications please do not hesitate to contact The Office of the Education Vice-Deans, edudeans@utoronto.ca, 500 University Avenue, Room 684, Phone: 416-946-8067.

The application site can be found here: https://fluidsurveys.com/s/EDF-App2017/
 

Eligibility & Team Member Roles

As the EDF is designed to encourage faculty members who are transitioning to or newly engaged in education scholarship, it is important to distinguish between and among potential roles for team members.

Faculty members who serve in senior administrative or research positions (Vice Chairs, Program, Curriculum and Course Directors, Clerkship, Pre Clerkship Directors, Research Directors and those considered to be Senior Education Scientists and Consultants) MAY ONLY be listed as "Senior Advisors".

In addition to listing team members and providing contact information for departmental contacts, the EDF application will ask you to provide a brief description of the team including roles and responsibilities of team members.

PRINCIPAL INVESTIGATOR (PI) or CO-PRINCIPAL INVESTIGATOR (Co-PI):

The PI or the Co-PI must be a faculty member who is newly engaged in education scholarship in basic, clinical or rehabilitation sciences at the University of Toronto, Faculty of Medicine. The PI or the Co-PI will take responsibility for the overall project design, development and completion. The EDF Adjudication Committee defines 'newly engaged' as a faculty member who has not served as PI or Co-PI on more than two previously funded education research grants. Education Scientists are eligible to apply as PI or Co-PI only within the first three years of their academic appointment and must not have received more than one previously funded education research grant.

At the application stage, the PI or the Co-PI agree to disclose all other sources approached for funding the project. If the PI or Co-PI has previously been awarded an EDF grant, they are eligible to apply for funding for a new project (or component of an earlier project) only if they have fulfilled all of the obligations and conditions for the previously awarded project.

It is in the spirit of the Education Development Fund to encourage collaborations between Clinician Educators and Education Scientists and therefore applicants are asked to please consider the following:

i. Education Scientists who apply as the Principal Investigator or as Co-PI are strongly encouraged to ensure that their project teams include Clinician Educators in order to assist with the translational and practical application of their projects.

ii. Clinician Educators are strongly encouraged to consult with either departmentally sourced or hospital based Education Scientists and resources as they may have valuable input and would be able to strengthen project methodology, project evaluation and research dissemination.

PROJECT COLLABORATORS:

A collaborator must be a faculty member, learner, OR staff within the Faculty of Medicine or its affiliated hospitals and engaged in the educational activities in basic, clinical or rehabilitation sciences at the University of Toronto, in either an administrative, project management or research capacity. Assigned roles and responsibilities for each of the project collaborators must be clearly outlined in the project application.

SENIOR ADVISOR:

A Senior Advisor must be a faculty member engaged in the educational activities in basic, clinical or rehabilitation sciences at the University of Toronto, Faculty of Medicine. They must also agree to serve in an advisory or mentorship capacity to the overall project design, development and completion.

Faculty members who serve in senior administrative or research positions (Vice Chairs, Program, Curriculum and Course Directors, Clerkship, Pre Clerkship Directors, Research Directors and those considered to be Senior Education Scientists and Consultants) MAY ONLY  be listed as Senior Advisors/Mentors. 

EXCLUSIONS

Members of the senior decanal team i.e., Vice, Associate or Assistant decanal, Departmental Chairs, Division Chiefs and/or EDF committee members are not eligible to apply for EDF projects in any capacity.

Those who are listed as being compensated as project managers, research assistants completing transcription and analysis, or for providing consultation services within the project budget MAY NOT be listed as PI, Co-PI, or Collaborator.

 

 

 

Department Chair's Endorsement

Applications must upload a letter of support from the Faculty of Medicine Academic Department Chair (or the Vice-Chair Education if designated) of each Principal Investigator. The letter of support should outline the potential for meaningful incorporation and sustainability in the Faculty of Medicine education programs and the provision of support for the Project Leader to attend development sessions and complete the dissemination plan. For a single PI, the letter must also confirm that secured matched funding is in place. This letter should also confirm the source of the matching funds. In the case of two PIs, at least one letter must confirm that secured matched funding is in place and confirm the source of the matching funds.

Project endorsement from Hospital Clinical Departments, University or Hospital Division Chiefs, Medical Education Offices, Research Departments or Managers, will not be accepted.

Budgets must reflect a true 1:1 match within budget columns.  Academic department funds could include funds from other granting agencies and sources received by the supporting academic department.  In the spirit of transparency, applicants are encouraged to list ‘other’ funds outside of the 1:1 match within their budget. University base budget or operating funds cannot be used to provide the match.

The Office of the Education Vice-Deans will transfer the awarded funds to the Academic Department of the Principal Investigator in the Faculty of Medicine. Applicants are expected to provide necessary FIS numbers to facilitate this transfer within 4 weeks of the application approval. It is the responsibility of the applicant to submit required information by June 1, 2017 or the offer of funding will be withdrawn. It is expected that departmental business officers work closely with the successful applicants to facilitate this transfer.  The Department will be responsible for the disbursement of funds to the Principal Investigator.

Budgets

PDF icon2017 EDF Budget Criteria.pdf

Applicants are required to upload a proposed budget using a provided template with their application (see section below titled "Application Process and Templates". 

The details below are provided to help guide your development of your proposed budget and explain allowable and not allowable expenses for EDF funds. Budgets will be carefully reviewed for appropriate use of project funds and may require adjustment at the request of the Education Development Fund adjudication committee. Funded PIs and Co-PIs are required to provide updates on expended funds as part of the reporting requirements.

It is recommended and encourged that EDF recipients utilize existing University of Toronto resources where appropriate i.e., student participation, technical support services, professional services, etc.  The application will ask you to describe the anticipated resources available and required (financial, expertise, technology) to complete your project. The application will also ask for you to dislose intended vendors with appropriate quotes if feasible.

Budgets must reflect a true 1:1 match within budget columns.  Academic department funds could include funds from other granting agencies and sources received by the supporting academic department.  In the spirit of transparency, applicants are encouraged to list ‘other’ funds outside of the 1:1 match within their budget. University base budget or operating funds cannot be used to provide the match.

All funds, other than costs related to project dissemination, are expected to be disbursed by the end of the first year and all costs, including dissemination costs are to be disbursed by the end of the second year. Any unused funds, as outlined in the final project report, will be required to be returned to the EDF to fund future projects. Requests for funding extensions after 1 year (for funds other than dissemination costs) must be made in writing to the Education Development Fund Committee, for consideration. Requests for changes to the originally approved budget must also be made in writing to the Education Development Fund Committee, for consideration.

Successful applicants must meet all requirements for the transfer of funds including the declaration of all other sources of relevant funding, receipt of ethics approval, provision of necessary FIS numbers to facilitate the transfer within 4 weeks of the application approval. It is the responsibility of the applicant to submit required information by June 1, 2017 or the offer of funding will be withdrawn.

ALLOWED

Costs associated with project dissemination (ie. poster layout and printing costs to a maximum of 250.00)

Conference Travel - maximum of 1000.00* of EDF funds may be used to off-set travel where EDF project/work is to be presented. *This amount should include both travel and accommodations.

Research Assistant ($25-35/hr)

Costs to run interviews and focus group

Transcription

Data analysis and hand coding of transcribed text

Summarizing of data and assistance with manuscript development

IT/eLearning related projects: Technological consultation, needs assessment, content writing, evaluation, graphic design and animation (approx. $75.00/hr)

Learning Portals/Websites: Programming, learning management/content management systems (approx. $2,500.00 – $15,000.00)

Illustrations

Costs for simulation (all modalities)

i.e. anatomical models

Incentives (i.e., gift cards, honorariums, stipends for focus group/study participants) up to a maximum of 5% of the total budget (including matched funding). For example, if the total project budget (including match) is $10,000.00, $500.00 of your budget may be used toward incentives.

NOT ALLOWED

Publication costs i.e. Open Access and like journal publication fees or costs associated with manuscript publication.

Payment to Educational Research Consultants, U of T Staff and Faculty for duties/tasks performed related to the project.

Incentives (ie. gift cards, honorariums, stipends for focus group/study participants) exceeding 5% of the total budget.

Catering

Reimbursement for participant travel/parking

Conceptualization and design of representative imagery.

Project Timeline and Reporting Requirements

Applicants are required to upload a proposed project timeline using a provided template with their application (see section below titled "Application Process and Templates"). This should include details of anticipated project deliverables, time estimates and a project schedule.

A progress report (approximately 6 months into the project) is required by January 31, 2018 outlining project status, budgetary expenditures, dissemination and sustainability plans.

A 1 year report is required at the end of the funding year, by June 30, 2018. Formal written reports will record the work done to date, include a summary of budgetary expenditures, describe progress towards and barriers to implementation, and include a plan for dissemination/knowledge translation. 1 year reports must also be accompanied by a letter describing the outcomes as they relate to meaningful incorporation and sustainability of the project as discussed between the recipient and the Department Chair. All funds, other than costs related to project dissemination, are expected to be disbursed by the end of the first year and all costs, including dissemination costs are to be disbursed by the end of the second year.

Preparation and presentation of a poster, to be presented at the Wilson Centre Research Day, will be required. The exact date and location are yet to be determined but will likely be in the fall of 2018.

A final project report is due upon the completion of the project (within 2 years of the original funding date). This report must contain details regarding final budget expenditures which will outline any unused funds or overages, status of knowledge dissemination, implementation and planned future related work. Project teams are highly encouraged to also include perceived impact of the project on the PI’s career and the perceived impact of the project on collaborators.

Attestation

The EDF application process requires PIs and Co-PIs to attest that they are aware of and agree to their role and responsibilities as PI and Co-PI and also attest that they have not received more than two previously funded education research grants (or in the case of Education Scientists, that they have not received more than one grant).

Applicants are required to upload a signed attestation using a provided template with their application (see section below titled "Application Process and Templates").  In the case of Co-PIs, each Co-PI is required to sign their own attestation form and upload to the application site.

Ethics

Applicants must include at the time of submission (via upload) a formal letter or email notification from either a Hospital or the University of Toronto Research Ethics Board stating that ethics has been approved/the project is exempt or that it is pending.

Applicants applying for Ethics approval or exemption at their Hospital are encouraged to submit their applications as early as possible to avoid delays.

Applications will not be accepted or reviewed if ethics has not been formally initiated at the time of their application submission.

Should your project be selected for funding, final ethics approval must be in place before funding is released. If you do not require ethics for your proposal, please indicate this in your submission via a formal letter from the REB noting the exemption.

Application Process & Templates

The application process is conducted entirely online using a provided template. The application process will open November 1, 2016 and will close at noon on Wednesday February 15, 2017.

Applications will not be considered if they do not follow the submission guidelines.

For the purposes of developing content, the EDF application is also available in Word or PDF versions. However, only applications received through our online process will be accepted. File2017 EDF Application.docxOR PDF icon2017 EDF Application.pdf

 

A complete application will include:

  1.  The completion of the application online.
  2. EDF Excel budget 2017.xlsx
  3. Required Timeline Template: 2017 EDF Project Timeline template.docx
  4. File2017 EDF Attestation.docx OR PDF icon2017 EDF Attestation for PDF.pdf
  5. Uploaded Department Chair's letter of support
  6. Uploaded Confirmation of ethics application submission, ethics approval or ethics exemption

(Optional): Applicants may also submit a list of supporting references of up to 1 page.

NOTE: We do not accept additional supplemental material at the application stage. Should a project be selected for funding, the Adjudication Committee may ask for  supplemental information before funding is released.

No late or incomplete applications will be reviewed or accepted. You MUST hit "submit" on the last screen of the online application for your application to be considered submitted.

Adjudication

The Education Development Fund is a peer-reviewed grant. An adjudication panel will review all applications and advise the Education Vice-Deans on awards and the allocation of funds.

2017 EDF Cycle Timelines

Date Activity
October 13, 2016 EDF 2017 Cycle Launch
November 1, 2016 Application process opens & CFD Workshop
 February 15, 2017 Application process closes
February – April 2017 Peer-Review & Adjudication Process
May 2017 Decisions will be communicated to PI/Co-PIs.
June 2017 Deadline for fund recipients to confirm ethics approval/exemption & FIS codes (4 weeks after notification)
June 30, 2017 Funding allocated
January 31, 2018 Progress report due
June 30, 2018 1 year report due & all funds to be expended by this date
Fall 2018 Findings to be presented in poster or oral presentation format – Research Day/Symposium
June 30, 2019 Final project report due (within 2 years of original funding date)

Previously Funded Education Development Fund Projects

 

Funding Year

Recipient(s)

Department

 

Project Title

2016 Kathleen Sheehan Psychiatry   Death, Dying, and Doctors: A Qualitative Exploration of Physician-Assisted Death to Guide Continuing Professional Development
2016 Sarah Wright DFCM   Experiences of Canadian Medical Students who are First in their Family to Attend University
2016 Paula Rowland OS&OT   Understanding alignments between interprofessional education and “High Reliability Organizations”: Implications for curricula and interprofessional development
2016 Tim Dwyer Surgery   Competence of Orthopaedic Sports Medicine Fellows: Development of a certification examination
2016 Anupam Thakur Psychiatry   Knowledge, skills and experiences of CanMEDS Leader role in Psychiatry: A pilot study
2016 Margaret Salmon Medicine   Teaching Ultrasound Guided Regional Anesthesia techniques via Telesimulation versus workshop
         
2015 Clare Hutchinson Paediatrics   Relationships as Learning: Understanding How Relationship Building Facilitates Patient-Centered Learning in Longitudinal Integrated Clerkships
2015 Deborah Robertson OB/GYN   The Effect of an Educational Session and Structured Communication Tool on the Quality of Obstetrics and Gynecology Resident Handover
2015 Sabrina Akhtar DFCM   Into Whatsoever Home I Enter, I Shall Enter To Help The Sick: Developing a Curriculum for Integrated Home-Based Primary Care (IHBPC)
2015 Mark Feldman Paediatrics   Test-Enhanced Continuing Education - A Randomized Controlled Trial
2015 Catherine Varner DFCM   Implementation and Evaluation of a Novel Family Medicine Obstetrical Point of Care Ultrasound (FaMOUS) Course
         
2014 Lisa Richardson and Jason Pennington Medicine  

The creation of a web-based learning module for indigenous health education

2014 Karen Weyman and Maria Mylopoulos DFCM   Exploring continuity, integration, context and curriculum during Longitudinal Clerkship Training
2014 Debbie Kwan and Denyse Richardson CFD, Pharmacy, Medicine   Fostering continued professional development in the workplace
2014

Jill Steir

OS&OT   Adapting theatre practice to enhance role-playing and communication skills of occupational therapy
2014 Sanjeev Sockalingam and David Wiljer Psychiatry   Developing a Lifelong Learning Curriculum to Prepare Psychiatry Residents for Continuing Professional Development
2014 Sophie Soklaridis and Carrie Bernard Psychiatry & DFCM   Role of Health Advocate in Family Medicine and Psychiatry Residency Curricula
2014 Alexandra Stefan and Neill Adhikari Medicine, Anesthesia   Development of an introductory eLearning course on clinical research methods and quality improvement for the Toronto-Addis Ababa Academic Collaboration
2014  Geetha Mukerji and Adina Weinerman Medicine, Pediatrics   Resource Stewardship Workshop: Teaching internal medicine and pediatric residents to communicate effectively with patients to avoid potential harm from unnecessary diagnosis tests
2014 Deborah Leung and Jordan Chenkin Division of Emergency Medicine, DFCM   Implementing a Point-of-Care Ultrasound Curriculum for CCFP-EM Residents
2014 Cindy Woodland and Michelle Arnot Pharmacology and Toxicology   Developmental evaluation of applied clinical pharmacology as a New Field of Study in the Master of Science in Pharmacology Program
2014 Sumeet Sodhi DFCM   Evaluation of Short-term field-based global health training programs through trainee and host community perspectives
2014 Meridith Guiliani and Caitlin Gillan Radiation Oncology   High-Fidelity eLearning to support competency-based residency Training
         
2013 Michelle Arnot Pharmacology and Toxicology   Creation and Use of Animation in Teaching Pharmacokinetic and Pharmacodynamic Principles
2013 Jaques Belik Paediatrics   Development of a Newborn Lung Simulation Model as an Educational Tool for Mechanical Ventilation for Residents and Fellows
2013 Allison Crawford Psychiatry   Assessing Resident Learning Needs in Telepsychiatry
2013 Karen D'Silva Medicine   Geriatric Medicine Residents-As-Teachers
2013 Richard Horner Medicine   Online Interactive Modular Course for Inter-Professional and Continuing Education in Sleep Health
2013 Julia Keith Laboratory Medicine and Pathobiology   The National Neuropathology Lecture Series: collaborative inter-professional E-learning for a small specialty
2013 Brenda Mori Physical Therapy   Developing a new national tool to assess physiotherapy students in clinical education - Field Testing
2013 Jeff Myers DFCM   Developing and validating a set of entrustable professional activities for palliative medicine: Phase One in designing a summative postgraduate learner assessment
2013 Nicole Woods Surgery   From Passive to Active: Using peer assessment to improve vicarious learning of surgical skills
         
2012 Cheryl Cott Physical Therapy   Designing an interactive Video Tool (iVT) to Enhance Integration of Basic and Clinical Sciences in the Analysis of Movement Challenges in Persons with Neurological Impairments
2012 James Downar Medicine   Are Standardized Patient simulation sessions more effective than didactic teaching alone for improving the skill and comfort level of medical resident
2012 Teodor Grantcharov Surgery   Development of a Tool for Identification and Assessment of Technical Errors in Laparoscopic Surgery
2012 Marcus Law DFCM   Assessment of the construct validity of Virtual Interactive Case (VIC) scores in family medicine virtual patient cases Scores in Family Medicine Virtual Patient Cases Part 1: Usability
2012 Anne Matlow Medicine   Integrating a focus on quality of care into an ambulatory care rotation
2012 Emil Schemitsch Surgery   Abuse screening education in Orthopaedic Surgery: building knowledge and capacity for change
2012 Priya Watson Psychiatry   Essential Elements of Child and Adolescent Psychotherapy Training
         
2011 Heather McDonald-Blumer Medicine   Fostering the Professionalism of Clinical Faculty: A Qualitative Needs Assessment and Pilot Project in Internal Medicine
2011 Michelle French Physiology   Developing interactive animations of key physiological processes to enhance student competency
2011 Kathy Boutis Paediatrics   Hinting Strategies for Improving the Efficiency of Medical Student Learning of Deliberately Practiced Web-based Radiographs
2011 Arun Radhakrishnan DFCM   Phase 2 of an educational intervention addressing barriers to physician-patient communication while using electronic medical records
2011 Teodor Grantcharov Surgery   Design and Validation of a Surgical Skills Assessment Tool for Laparoscopic Roux-en-Y Gastric Bypass
2011 Sanjeev Sockalingam Psychiatry   Preparing International Medical Graduates for Fellowship In Canada: A Needs Assessment and Curriculum Development
2011 Serena Beber DFCM   Optimizing Family Medicine Education: Exploring the Educational Training and Role of Academic Non-Physician Health Care Professionals
2011 Nicole Woods Surgery   The Integration of Basic Science with Clinical Knowledge in Undergraduate Teaching
2011 Graham Slaughter Medicine   Implementing a Bedside Ultrasound Curriculum for Procedures into an Internal Medicine Residency Program
2011 Allan Peterkin Psychiatry   Working With Portfolios: Measuring medical students' reflective capacity and empathy levels over time.
         
2010 Najma Ahmed Surgery   Team Training for Trauma (3T): Developing an interdisciplinary, simulation-based human factors training curriculum for general surgery residents
2010 Shelly Dev Medicine   Is a Multimedia-Based Teaching Tool As Effective As Bedside Teaching? Proposal for a Validation Study
2010 Paula Ravitz Psychiatry   Enhancing Supervision of Psychotherapy (ESP) Project
2010 Naveed Siddiqui Anesthesia   The Impact of Simulator based Education on the Acquisition of Life-Saving Airway Procedure – Role of A Specialized Hybrid-High Fidelity Patient Simulator Model
2010 Khalil Sivjee Medicine   Supporting International Medical Graduates Throughout Residency: Moving Beyond Orientations
2010 Joyce Nyhof-Young Radiation Oncology   Implementation and Evaluation of an Experiential 'Elective' in Spirituality for Preclerkship Medical Students at the University of Toronto
2010 Lynfa Stroud Div. of General Internal Medicine, Medicine   Integrating Communication and Procedural Skills Assessment in an Internal Medicine Residency Program
2010 Brian M. Wong Medicine   Characterizing Facilitators and Barriers in Order to Promote the Successful Implementation of A Quality Improvement and Patient Safety Curriculum for Postgraduate Trainees and Medical Students
         
2009 Karen Leslie Paediatrics   Preparing for a Career in Academic Medicine: Understanding the Process of Peer-Group Mentoring for Postgraduate Trainees
2009 Brian Simmons Paediatrics  

Interprofessional OSCE development simulation tool

2009 Teodor Grantcharov Surgery   The impact of bench model technical skills training on cognitive learning in the operating room
2009 Pat McKee OS&OT   Enveloping Anatomy Learning System (Anatomy Glove and Video)
2009 Kenneth Locke Medicine   The Utility of E-Portfolios for Documentation and Evaluation of the CanMEDS Scholar Domain in General Medicine and Rheumatology Post-graduate Medical Education
2009 Judith Peranson DFCM   Teaching an Interprofessional Approach to the Management of Musculoskeletal Problems in Primary Care
2009 Lynfa Stroud Div. of General Internal Medicine, Medicine   Effects of a Re-structured Schedule on Internal Medicine Clinical Teaching Units: A Study of Attending Physicians, Residents, and Medical Students
2009 Jack Mandel Dalla Lana School of Public Health   Global Health Education Initiative - Global Health Certificate Program for Postgraduate Trainees
2009 Allan Peterkin Psychiatry   Narrative Means to Professional Ends: New Strategies for Teaching and Evaluating Professionalism in Canadian Medical Schools
2009 Clare L. Atzema Div. of Emergency Medicine, Medicine   Does the use of procedure videos during clinical shifts improve the quality of teaching of emergency medicine procedures in the emergency department?
2009 Susan J. Wagner Speech-Language Pathology   Evaluation of Case-Based Interprofessional Education (IPE) Sessions:  Development and Implementation
2009 Sylvia Langlois OS&OT   The Implementation and Evaluation of an Interprofessional Mentorship Program: Empowering Patients as Mentors for Our Students
         
2008 Kong Eric You-Ten Anesthesia   Impact of High-Fidelity Patient Simulator-Based Education on the Acquisition of Non-Technical Skills During the Management of A Life Threatening Airway Crisis
2008 David Chan Medicine   Videoconferenced Selection Interviews for Postgraduate Training Positions in Internal Medicine: A Head-to-Head Comparison with Traditional Face-to-Face Interviews
2008 Ann L. Fox Nutritional Sciences   Needs Assessment of Employers of Students in the MScCH Public Health Nutrition Program
2008 Robyn Davies Physical Therapy   Use of Remote Facilitation to Develop Clinical Reasoning Skills in Physical Therapy Students
2008 Tulin Cil Surgery   Teaching the Sensitive Physical Exam: An Evaluation of Student Learning and Retention
2008 Margarita Lam-Antoniades Medicine   Faculty Development for Ambulatory Care Teaching
2008 Heather Mac Neill Medicine   Does learning disease specific content in an interactive online process help foster collaborative practice and improved interprofessional attitudes for post-licensure learners? Online application of the build-a-case technique.
         
2007 Yuna Lee Medicine   Evaluation of standardized doctor's order sets as an educational tool for undergraduate medical students
2007 Mireille Norris Medicine   Hospitalized older persons' education (HOPE) Curriculum: Enhancing practice and patient safety
2007 Melinda Solomon Paediatrics   The cognitive-behavioral model for teaching communication skills: A pilot project
2007 Zeev Friedman Anesthesia   Teaching emergency life-saving skills through simulation - high fidelity simulation vs. traditional bench models for teaching residents cricothyrotomy
2007 Rene Wong Medicine   Online simulations of office management - a potential way to expose medical residents to the competencies required to run an outpatient practice
2007 Euson Yeung Physical Therapy   Evaluation of an online self-study module in screening for vertebral artery dysfunction in physical therapy practice
2007 Heather Carnahan OS&OT   Model and curriculum development for training rehabilitation specialists using simulation
2007 Christopher Denny Medicine   C.R.E.W.: Crisis Resources for Emergency Workers - Interprofessional crisis resource management team training
2007 Annette Vegas Anesthesia   Development of an online virtual transesophageal echcardiography study as an innovative teaching aid
2007 Shirley Tse Paediatrics   Feasibility of an interactive web-based rheumatology teaching module for pediatric residents
2007 Shelley Brook Psychiatry   The Toronto Addis Ababa Psychiatry Program (TAAPP): Educational effects of an international outreach program on psychiatry residents
2007 Nicole Woods Surgery   Documenting and disseminating the daily educational innovations of clerks: A pilot project in surgery
2007 Rob Madan Psychiatry   Direct Observation – A Proposal for a Survey of Medical Teachers
2007 Bill MacKay Physiology   Human neurophysiology - Hoffman reflect simulation
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