E-module
Mar 1, 2017

The Office of Faculty Development is pleased to offer an e-learning module for MEET supervisors. The purpose of this emodule is to provide an overview of MEET for both teachers and students. 

The learning objectives of the emodule are:

1. to describe the goals and structure of MEET

2. to differentiate between and reflect on the integration of therapeutic and diagnostic interview skills

3. to consider your goals for participation in MEET

 

Click link to go  to E-learning module:

http://emodules.med.utoronto.ca/DCemodules/MEET/story.html

 

This emodule will take about 30 minutes to complete. 

We continue to make upgrades and improvements to this E-module.   If you have previously opened the e-module or if you have difficulty with loading pages, you may need to refresh your browser. Click here to see a website with instructions on refreshing browsers: http://www.wikihow.com/Force-Refresh-in-Your-Internet-Browser

MEET Supervisor
Video
Mar 3, 2017

There is growing literature in medical education that suggests that reflection improves learning and performance in essential competencies. 

This introduction to Portfolio provides an overview of reflective practice and portfolio content.

Academy Scholar
Document
Aug 11, 2017

This primer provides an overview of the two ways assessment of student professionalism takes place:
(1) through competency-based professionalism assessment using the same form across the four years of the MD Program curriculum; and
(2) through the use of critical incident reports

*General - for all faculty
University of Toronto - St. George Campus, Women's College Hospital, University of Toronto - Mississauga Campus, UHN - Toronto Western Hospital, UHN - Toronto Rehab, UHN - Toronto General Hospital, UHN - Princess Margaret Hospital, St. Joseph's Health Centre, Sinai Health System - Mount Sinai Hospital, Sinai Health System - Bridgepoint Health, North York General Hospital, St. Michael’s Hospital, Sunnybrook Health Sciences Centre, Trillium Health Partners – Queensway Site, Trillium Health Partners – Mississauga Site, Trillium Health Partners – Credit Valley Site, The Hospital for Sick Children, Michael Garron Hospital
Document
Aug 18, 2017

This is a working document designed for CBL tutors by CBL tutors to guide your instruction and facilitation of the CBL tutorials.

Case-Based Learning (CBL) Tutor
University of Toronto - St. George Campus, Women's College Hospital, University of Toronto - Mississauga Campus, UHN - Toronto Western Hospital, UHN - Toronto Rehab, UHN - Toronto General Hospital, UHN - Princess Margaret Hospital, St. Joseph's Health Centre, Sinai Health System - Mount Sinai Hospital, Sinai Health System - Bridgepoint Health, North York General Hospital, St. Michael’s Hospital, Sunnybrook Health Sciences Centre, Trillium Health Partners – Queensway Site, Trillium Health Partners – Mississauga Site, Trillium Health Partners – Credit Valley Site, The Hospital for Sick Children, Michael Garron Hospital
Video
Aug 18, 2017

We strongly encourage all Scholars to review this online introduction (26 mins) prior to attending in person faculty development.

Academy Scholar
University of Toronto - St. George Campus, Women's College Hospital, University of Toronto - Mississauga Campus, UHN - Toronto Western Hospital, UHN - Toronto Rehab, UHN - Toronto General Hospital, UHN - Princess Margaret Hospital, St. Joseph's Health Centre, Sinai Health System - Mount Sinai Hospital, Sinai Health System - Bridgepoint Health, North York General Hospital, St. Michael’s Hospital, Sunnybrook Health Sciences Centre, Trillium Health Partners – Queensway Site, Trillium Health Partners – Mississauga Site, Trillium Health Partners – Credit Valley Site, The Hospital for Sick Children, Michael Garron Hospital
Video
Aug 24, 2017

In this presentation you will learn about the Clinical Skills curriculum in years 1 & 2 of the MD Program and the basics of being a Clinical Skills tutor.

By the end of this video, you will be able to:
1. Describe the Clinical Skills teaching paradigm in the Foundations Curriculum. 
2. Explain what your role is as a Clinical Skills tutor.
3. Explain what the student's role is in Clinical Skill sessions.
4. Explain where a Clinical Skills tutor can find resources to help prepare for the teaching session (content and teaching techniques).

Clinical Skills Tutor
Video
Aug 24, 2017

This education video is an update on Clinical Skills in the Foundations Curriculum aimed at returning tutors as well as new tutors.

At the end of this video, you should be able to:
1. Describe the major changes that will take place in Clinical Skills year 1 and 2
2. Explain how these changes will impact your specific Clinical Skills teaching role. 

Clinical Skills Tutor
Document
Sep 14, 2017

This guidebook supports CBSL supervisors. 

The CBSL supervisor has an important role in the HC curriculum as a co-educator. By sharing your expertise and involving students in your work, you provide a key opportunity for helping to ensure that the next generation of physicians graduate from medical school with a robust understanding of community and a true appreciation for the lives that others lead.

CBSL Supervisor
Document
Sep 15, 2017

A primer for tutors supporting the transition from CPPH to PH and HC. 

Community, Populations and Public Health (CPPH) Tutor, Community-Based Service Learning (CBSL) Supervisor, Health in Community Tutor (HC)
Document
Oct 12, 2017

Once completed, Teacher Evaluation Scores (TES) reports to individual teachers are released through MedSIS.  TES are reviewed for appropriateness before release.  The most appropriate person to conduct this review is the Director responsible for the relevant portion of the teaching being evaluated.

 

Considering the distinction between Course and Component Directors, the process should follow these steps:

  1. Course Director (i.e. lectures –including theme lectures-, anatomy, CBL) or Component Directors (i.e. ICE, Portfolio) review and deselect inappropriate comments in MedSIS. The students have 60 days to complete evaluations after they have been sent out.  We recommend the review of the data occurs as soon after this deadline as possible.
  2. Course Director approves/publishes the data for all content in MedSIS. Course Directors are to approve and publish TES within 4 weeks of the completion of the TES (after 60 day deadline).  The Course Directors communicates with the Component Directors and/or theme leads to ensure that all assigned data reviews have been completed before approving and publishing TES.
  3. Course or Component Director sends email to all teachers to let them know their evaluations are ready to viewed in MedSIS

For questions about the process or further MedSIS instructions please contact medsis@knowledge4you.com .

*General - for all faculty
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