Faculty Development Resources
TTR Attendance and Absences
Students can miss one clinical day for non-MD Program sanctioned absences without needing clinical make up time. This includes planned absences (for personal reasons, presenting at academic conferences), and unplanned absences (illness)
For Planned Absence Requests
- Approval must come from TTR Course Director
- Redirect students to submit planned absence requests centrally AND email ttr.ume@utoronto.ca, TTR administrative office, to keep an eye out for planned absence requests
- Ensure clinical make up time is arranged if needed
For Unplanned Absences
- Remind faculty/residents to notify Site Director/Site Administrator whenever there is an unplanned student absence including and scheduled ON CALL
- Ensure students need to be reminded to log the unplanned absence centrally
- This is to track absences across ALL clerkship rotations
- *Not logging absences appropriately will be documented on Professional Behaviours Assessment Form
- Email ttr.ume@utoronto.ca regarding all unplanned absences so the TTR administrative office can follow up
- Ensure clinical make up time is arranged if needed
TTR Clinical Assessment Form
This is a sample of a Transition to Residency (TTR) clinical assessment form which TTR preceptors have to fill out at the end of the medical student's block. You can access the evaluation on MedSIS.
TTR Clinical Selectives: Primer for Clinical Supervisors
This primer reviews the purpose of Transition to Residency (TTR), the role of clinical supervisors, the objectives for the students during their selective, expectations of supervisors and the different types of assessments.
Using EPAs for WBA - Q and A for Residents
This resource reviews FAQs for Residents regarding the use of EPAs for WBA.
Using Meaningful Contextual Variation to Enhance Understanding and Promote Learning Transfer
Contextual variation is when learners are exposed to the same concept in two different contexts. When building in contextual variation the concept remains the same but the context is changed, making the original concept more salient to the learner. In order to introduce variation on the concepts learned in the Case-based learning (CBL), we have been creating “what if” questions/scenarios.
This primer has been designed for curriculum developers and CBL tutors to provide guidance around how to design and how to teach using "what if" scenario questions.
Video - Assessment of Professional Behaviours
This video reviews:
- Competency-based Assessment of Professional Behaviour
- How the Assessment of Professional Behaviour forms are completed
- What changes have been made in 2024
Video - Clerkship Orientation
The Clerkship Orientation reviews what you need to know when supervising a 3rd or 4th medical student.
Video - Community Agency Supervisor Orientation
An orientation video for Community Agency Supervisor in the Integrated Clinical Experience: Health in Community (ICE:HC).
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Video - EPAs: What you need to know
The 12 min Video reviews key elements of EPA assessment along with a demonstration of how an EPA assessment and feedback session could be conducted.
Video - How to be an OSCE Examiner - Assessment
The video reviews how to mitigate bias, rating scales, post-encounter probes and giving feedback on the OSCE.