Faculty Development Resources

Patient Panel Student Primer

Clerkship Preceptor
MD
File(s)

This document outlines the roles and responsibilities of 3rd year Clerks for the Patient Panel component of the MD Program.

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Patient Panel Supervisor Recruitment

Clerkship Preceptor
MD
File(s)

We are reaching out to ask you to help our third-year medical students recruit patients for their patient panel, and to act as their most responsible physician (MRP) supervisor in this project if you have an ongoing relationship with their patient. If you are not the one primarily looking after the patient, you could help connect the student with the MRP.

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PB - Patient Panel Document for Patients and Families

Clerkship Preceptor
MD

Peters-Boyd: This document describes the Patient Panel for prospective patient panelists and their families. Students should provide a copy of this document to patients when seeking their participation and verbal agreement.

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Pilot - Older Adult Medicine (OAM) in Transition to Residency (TTR) Rotation

Older Adult Medicine (OAM) Rotation
MD
File(s)
OAM TTR Pilot Primer (239.48 KB)

The primer reviews the 2023-2024 pilot Older Adult Medicine (OAM) in Transition to Residency (TTR) rotation, when the rotation will occur and list of resources for preceptors.

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Portraying Social Identities

Career Advising, Case-Based Learning (CBL) Tutor, Clerkship Preceptor, Clinical Skills Tutor, Ethics Tutor, Health in Community (HC) Tutor, Health Sciences Research (HSR) Tutor, MEET Supervisor, Portfolio Scholar
MD

This resource was developed by students, in collaboration with faculty, in the MD Program, Faculty of Medicine, University of Toronto, in response to concerns about how various social identities (i.e. gender, race, sexuality, etc.) are portrayed in our curriculum. Health disparities and epidemiological differences do exist between different groups in society, and should be addressed in medical education – this resource is designed to ensure that these discussions can occur in a sensitive and productive way. The attached tool is intended as a reference for medical educators when creating or delivering lectures, CBL cases, seminars, or other teaching and learning materials, and for students to use in their group learning environments and in clinical practice.

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Preparing for Progress Reviews: Faculty Development Session

Portfolio Scholar
MD

This presentation reviews how to prepare for your progress reviews and was presented in November 2022.

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Primer (Learner) - What is EPA?

Entrustable Professional Activities (EPAs)
MD
File(s)
Learner EPA Primer (333.35 KB)

This primer will review for the learner the following:

     (a) EPAs in the MD Program Context
     (b) Who can be an assessor
     (c) Method of assessment
     (d) Learner's responsibilities
     (e) How to access the EPA assessment form

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Primer - What is EPA?

Entrustable Professional Activities (EPAs)
MD
File(s)
EPA Primer (360.22 KB)

The Primer takes you through a description of:

     (a) EPAs in the MD Program Context
     (b) Who can be an assessor
     (c) Method of assessment
     (d) EPA assessor’s role
     (e) How to access the EPA assessment form

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Primer: The Essentials of Item-writing for Multiple Choice Examinations

Learner Assessment
MD

A guide to creating well-constructed multiple choice questions (MCQs) for the assessment of medical students in the Foundations and Clerkship curriculum. This series of steps will help you to conceptualize and create a well-constructed question, and avoid common pitfalls.

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Professionalism and Attendance in the MD Program

Case-Based Learning (CBL) Tutor, Clerkship Preceptor, Clinical Skills Tutor, Ethics Tutor, Health in Community (HC) Tutor, Health Sciences Research (HSR) Tutor, Learner Professionalism, Portfolio Scholar, Small Group Teaching
MD
File(s)

This document offers guidance on everything from addressing a professionalism concern with a student, to managing students who repeatedly arrive late or leave early. Additional resources address how students can book an OHPSA appointment, as well as how tutors can best respond to a student who may need professional mental health-related support.

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