Medical Education Research Grants

The purpose of this grant opportunity is to support projects with the potential to have impact upon the continuum of medical education at the Temerty Faculty of Medicine and beyond. 

The creation of this grant opportunity emerges from the Medical Education Strategic Plan 2023-2025, which calls for the establishment of a strategic funding program to support research teams focused on studying the science, innovation, and outcomes of current approaches to health professions education. 

More specifically, this grant opportunity is intended support the education mission of the medical education portfolio, which strives to prepare and support medical learners across the continuum to be: 

1. Clinically competent and prepared for future learning 
2. Ethical decision-makers dedicated to acting in accordance with the highest standards of professionalism, including the principles and practices of social justice, equity and anti-oppression 
3. Advocates for, leaders in and stewards of the public health care system, including the provision of socially accountable and equitable health care 
4. Engaged in integrated, team-based care in which patient needs are addressed in a culturally safe, relationship-centered and holistic manner 
5. Actively learning from and responding to novelty, ambiguity and complexity in their professional work 
6. Self-aware and mindful of their well-being and that of everyone involved in the health care system and education of health professionals 
7. Capable of and committed to contributing to knowledge production and innovation that enhances medical education as well as individual and public health 

Research funded through this grant will bring together multidisciplinary teams of experienced researchers and scholars to collaborate across the continuum and advance meaningful impact in medical education. 

For the current award cycle, proposals must address one of the following strategic thematic areas: 

1. The influence of emerging technology, including artificial intelligence, on learners and learning environment  

2. Accreditation processes and outcomes  

3. Accessibility, wellness, and professional identity

Addressing more than one of the above themes is welcome but not prioritized.  

These strategic thematic areas within medical education research were identified by an Advisory Committee to Vice Dean Medical Education. These themes provide a framework for addressing key challenges and opportunities in medical education, with the aim of fostering transformative change and improving outcomes across the medical education continuum.    

Projects should demonstrate relevance to and meaningful, direct impact on health professions education across the medical education continuum, inclusive of the full cycle of learning from application to completion of a health professional educational program and into lifelong learning and continuing professional development. 

Projects must demonstrate relevance to the priorities and education mission of the Medical Education portfolio. Projects are expected to use innovative approaches, methodologies, and interventions with potential from broad impact within the Temerty Faculty of Medicine and the health professional education community.  

Strategic Research 

These grants focus on strategic thematic areas within medical education research, as identified by expert advisors to the Vice Dean Medical Education. These themes provide a framework for addressing key challenges and opportunities in medical education, with the aim of fostering transformative change and improving outcomes across the medical education community.   

Interdisciplinary Collaboration 

These grants support interdisciplinary teams composed of researchers, educators, clinicians, and other stakeholders from diverse fields and backgrounds. This collaborative approach encourages cross-pollination of ideas, methodologies, and perspectives, enriching the research process and enhancing the potential impact of funded projects.    

Seed Funding for Greater Impact 

These grants provide seed funding for programmatic research and innovation, enabling teams to explore novel ideas, develop innovative approaches, and generate preliminary data or proof-of-concept evidence. This seed funding serves as a catalyst for continued scholarship and innovation, laying the groundwork for larger-scale research initiatives and external funding opportunities. 

Mentorship and Engagement 

These grants are awarded to experienced researchers and scholars who serve as Principal Investigators (PIs). However, the program also emphasizes the importance of engaging and mentoring junior scholars and learners, fostering their development and nurturing the next generation of medical education researchers. Other roles, such as Co-PI or Co-I, may be held by individuals in various capacities, including faculty members, clinicians, educators, and learners.  

No Matched Funding Required 

Applicants for these grants are not required to provide matched funding, allowing for greater accessibility and equity in the application process. This ensures that innovative ideas and promising projects are not hindered by financial constraints, enabling a diverse range of researchers and teams to compete for funding. 

Principal applicants are expected to be experienced faculty who are researchers, scholars, clinicians, educators, affiliated with Temerty Medicine. Interdisciplinary teams are encouraged, comprising individuals from diverse backgrounds and disciplines including clinical departments, education programs, and research paradigms. See full eligibility criteria below.  

The Principal Investigator (PI):  

• Must hold a primary faculty appointment as a full-time or part-time faculty member of a department within the University of Toronto’s Temerty Faculty of Medicine (TFoM). Members of any academic rank (lecturer, assistant professor, associate professor or full professor) are eligible to apply. PIs are expected to  be faculty who are researchers, scholars, clinicians, educators, affiliated with TFoM.  

• Principal investigators can only hold one grant at a time. It is expected that PIs will receive Medical Education Strategic Research Grant funding only once for each project.  

• Status-only faculty can act as a PI on a grant. Adjunct clinical faculty members can act as a collaborator on a grant held by a full-time or part-time faculty member.  

• Must agree to take responsibility for the overall project design, development, budgetary oversight, and completion.  

• Must agree to provide year-end and project-end reports.  

• Must agree to present project findings at The Richard K. Reznick Wilson Centre Research Day.  

• Submit their work for presentation and publication in peer-reviewed venues  

• Must agree to communicate their findings to relevant stakeholders in TFoM, as identified by the adjudication committee co-chairs and/or Vice Dean Medical Education.    

Co-Investigators/Collaborators/Advisors:  

• Each project may include a co-investigator.   

• Staff, faculty members, and learners are eligible to be co-investigators with a Faculty PI. Interdisciplinary teams are strongly encouraged, comprising individuals from diverse backgrounds and disciplines including clinical departments, education programs, and research paradigms.  

• Collaborators or advisors can include faculty, staff, members of the public, patients, patient families, learners, and trainees.  

• A formal affiliation with the University of Toronto or the TFoM is not required to act as a co-investigator, collaborator, or advisor.  

Who is Not Eligible?  

• Current PIs of Medical Education Strategic Research Grant-funded projects are ineligible to apply for funding. PIs can apply for funding for a new Medical Education Strategic Research Grant project only after all project requirements are completed (including submission of the project final reports), and at minimum, 2 years after their initial funding began. Current holders of EDF grants are ineligible to apply for Strategic Research Grants as PI and vice versa. However, they may apply as Co-PIs, or Co-Investigators. 

• Education Leaders at the level of Vice-Chair or Associate Dean are ineligible to be named members of the project team but can be named as senior advisors.   

• Individuals who sit on the adjudication committee cannot be listed as a PI, co-investigator, or collaborator on a grant, but can serve as advisors on funded projects.  

Notes on team composition: 

• Applicants are encouraged to consider how they plan to embed Equity, Diversity, and Inclusion principles in the composition of the research team. Applicants should consider how the project plans to engage a diversity of perspectives relevant to the project and the education portfolio -- including learners, patients, community leaders, staff, or underrepresented groups, as appropriate -- and explain why the project takes this approach.   

• Applicants are encouraged to consult the Addressing Equity, Diversity, and Inclusion in Your Research Funding Application – Research Teams and the Training of Highly Qualified Personnel guidebook developed by the Office of the Vice President, Research and Innovation.    

Notes on multiple applications for odd-numbered years:  

• Individuals can serve as the PI on a maximum of one application per cycle.  

• Co-Investigators, collaborators, and advisors can be named on multiple grants (for example, a collaborator can be listed as a collaborator in multiple applications provided they are not for the same project or can be listed as a PI in one project and a collaborator in another).  

Medical Education Strategic Research Grants will be offered in even-numbered years, beginning in 2026.

This biennial cycle allows for comprehensive review and selection of high-quality proposals, ensuring that funded projects are aligned with strategic priorities and have the potential for meaningful impact.  

This grant follows a two-stage application process. All applicants will submit a Letter of Intent (LOI). Those selected by the adjudication committee for further consideration will be invited to submit a full application. See detailed timeline below.  

Stage 1: Letter of Intent (LOI) 

LOI must be submitted via the application form by September 15th, 2025 at 11:59 pm. 

Drafting your letter of intent: 

Stage 2 - Full Proposal

Only applicants shortlisted after the LOI stage will be asked to submit a full proposal. Details will be communicated by email to shortlisted applicants.

Information Session:

We will host a virtual information session for potential applicants in May 5th, 2025 from 1:30 - 2:30 pm. This session will be recorded. Register for the session here.

Targeted Support:

• For questions about eligibility or submission requirements, book a consultation with the Research, Awards & Honours Officer, Office of the Vice Dean, Medical Education.
• Some departments or teaching sites may have additional resources (consultative services for scholarships, librarians, or other experienced researchers and scholars), and we encourage you to seek out advice as you develop your ideas.  
• The Centre for Teaching Support & Innovation offers consultations for research on pedogeological topics, as well as workshops/events.   
• Those applicants whose letter of intent is selected for further consideration will receive written feedback from the Adjudication Committee before submitting their full proposal.  

Funded projects must have formal ethics approval and/or formal ethics exemption from either a hospital or the University of Toronto Ethics Board (REB) prior to funds being released.

REB approval must be obtained within three months from award notice. Projects that do not meet this deadline will be considered abandoned and the funding will not be awarded unless an extension is requested by the PI. The extension request will be reviewed by the Co-Chairs who may also invite other committee members as necessary.   

Projects will be reviewed by a peer-review committee with representation from the Temerty Faculty of Medicine and with expertise in Medical Education scholarship.

Funding decisions will be based on the merit of each project and with the intention to allocate funding to support multiple projects. In some cases, consultation or more information may be required for submission prior to the funding decision.  

The adjudication committee reserves the right to consider an offer of funding in a different stream than which the applicant originally submitted.  

Selection Criteria:

• Transformational Potential: To what extent does the project demonstrate potential for transformative impact within Temerty Medicine and the broader medical education community?   

• Innovation: How innovative is the proposed approach, methodology, or intervention? Does it offer new insights or approaches to addressing key challenges in medical education?   

• Methodological Rigor: Are the research methods and approaches proposed sound and rigorous? Is there evidence of feasibility and appropriateness? Does the project integrate equity, diversity, and inclusion considerations, as applicable, in research questions, methods design, and throughout all stages of the research process (see NSERC guide | SSHRC guide).   

• Relevance: How well does the project align with the medical education strategic theme areas and educational mission ? Is there potential relevance to the continuum of medical education?   

• Dissemination: Is there a clear plan for disseminating the project's findings or outcomes to relevant stakeholders? How will the project contribute to knowledge dissemination and sharing within Temerty Medicine and beyond?   

• Accountability: What are the mechanisms for ensuring accountability and oversight throughout the project lifecycle? Are roles and responsibilities clearly defined, and is there a plan for monitoring and evaluation?  

Awardees are accountable for the implementation and dissemination of their projects, as outlined in their grant proposals and agreements. Regular reporting and evaluation mechanisms facilitate accountability and continuous improvement within the program.  

The Medical Education Strategic Research Grant Program is accountable to TFoM and its stakeholders for transparent and equitable selection processes, effective administration of funds, and timely communication with applicants and awardees. Oversight and governance mechanisms ensure adherence to ethical standards, research integrity, and responsible stewardship of resources. 

Financial accountability for projects will be maintained by the named PI. PIs will submit a 6-month progress survey, a 1-year interim report, and 2-year final report.   

Additionally, recipients will be expected to disseminate their research in typical scholarly venues including submission to peer-reviewed publications, academic conferences, and other venues. TFoM funding should be acknowledged in any formal dissemination. Recipients will be invited to present their findings to the Vice-Dean, Medical Education and other relevant stakeholders.   

Reporting timline:

Six months after disbursement of funds, PIs will receive a short survey to complete which tracks progress of their project. PIs are expected to present their work at the annual Wilson Centre Research Day and any department or faculty research day.   

A 1-year report is required at the end of the first funding year. 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.  

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.  

Please contact Emma Sanchez-Swaren, Research, Awards & Honours Officer, Office of the Vice-Dean, Medical Education at medicine.awards@utoronto.ca.

The Education Development Fund (EDF) Grant Program is a prestigious peer-reviewed initiative aimed at advancing medical education research while nurturing grassroots scholarship. Designed to empower newly-engaged and early-career researchers, EDF prioritizes projects that are emergent, curiosity-driven, and methodologically rigorous, fostering innovation and excellence in medical education Temerty Faculty of Medicine (TFoM).  

Applicants choose from one of two streams: Research or Innovation & Evaluation projects. The Research stream is intended for discovery-oriented projects asking novel questions to advance understanding. The Innovation & Evaluation stream is for projects creating or applying new solutions or approaches with a methodologically rigorous evaluation. 

To be considered as “newly engaged” or “early career”, the principal investigator (PI) applying for the EDF cannot have held two or more PI grants as a faculty member at the national level. See full eligibility criteria below. 

EDF Grants will be offered in odd-numbered years, beginning in 2025. This regularity ensures continuity and sustainability in supporting the advancement of medical education research. The 2025 call is now closed. The next call for proposals will launch in Fall 2026.

Emerging Scholars:  

EDF provides a platform for emerging scholars to explore novel ideas and methodologies in medical education research. It encourages emerging scholars to embark on transformative projects that have the potential to shape the future of medical education. 

Grassroots Scholarship:  

EDF prioritizes projects that originate from the applied challenges medical education programs and other activities. This approach fosters bottom-up innovation and ensures that the grant program is responsive to the evolving needs and challenges within the field. 

Programmatic & Impactful Research:  

EDF prioritizes scholarship that aims to have impact across TFoM and the wider education community. Applicants are expected to outline how the work will continue to progress at the end of the granting period and plans for future funding for programmatic scholarship.

Capacity Building:  

EDF not only provides financial support but also promotes capacity building among grant recipients. Through mentorship, training, and networking, EDF aims to equip researchers with the skills and resources necessary to excel in medical education scholarship. 

Inclusivity:  

EDF is committed to inclusivity. Applications are welcome from across TFoM, and matched funding is not required. Projects that include representation from across a diverse set of actors -- including learners, patients, community leaders, staff, or underrepresented groups -- are encouraged. Staff and learners are eligible to be co-investigator with a Faculty PI. Interdisciplinary/program teams and novel approaches to education scholarship are encouraged.   

Mentorship:  

Recognizing the importance of mentorship in academic development, EDF requires applicants to engage a senior mentor with demonstrated expertise in education research and leadership. This individual will function as a named senior co-investigator on the project and can provide theoretical, methodological, or other expertise as needed. This mentorship component ensures that PIs receive guidance and support throughout the grant process. 

Projects can be for up to two-years with a maximum funding of $10,000.00. Proposals should highlight rigorous research or innovation that does one or more of the following: 

• addresses a longstanding or emergent education issue relevant across the continuum of medical and health professions education; 

• answers a curiosity driven question with the potential to impact education theory and practice locally and globally; 

• proposes to experiment with or explore new practices in education that are potentially transformative within the TFoM and beyond, and/or; 

• address any of the elements of the TFoM Medical Education strategic plans or similar documents articulating core priorities for the medical education portfolio. 

EDF does not fund the regular operations of curricula or assessment and continuing medical education. Any innovation projects the propose to experiment with new approaches, technologies, and activities should focus on a scientifically sound and rigorous evaluation of the innovation. 

The Principal Investigator (PI): 

• Must hold a primary faculty appointment as a full-time or part-time faculty member of a department within the University of Toronto’s Temerty Faculty of Medicine (TFoM). Members of any academic rank (lecturer, assistant professor, associate professor or full professor) are eligible to apply. Additionally, the PI must not have held two or more PI grants as a faculty member at the national level. 

• Principal investigators can only hold one grant at a time. It is expected that PIs will receive EDF only once for each project. 

• Status-only faculty can act as a PI on a grant. Adjunct clinical faculty members can act as a collaborator on a grant held by a full-time or part-time faculty member. 

• Must agree to take responsibility for the overall project design, development, budgetary oversight, and completion. 

• Must agree to provide year-end and project-end reports. 

• Must agree to present project findings at The Richard K. Reznick Wilson Centre Research Day. 

• Must agree to communicate their findings to relevant stakeholders in TFoM, such as the Medical Education Executive, MD Curriculum Committee, PGME Residency Program Directors, etc.   

Co-Investigators/Collaborators/Advisors: 

• Each project may include a co-investigator.

• Staff, faculty members, and learners are eligible to be co-investigators with a Faculty PI. EDF requires applicants to engage a senior mentor with demonstrated expertise in education research and leadership who will function as a named senior co-investigator to provide theoretical, methodological, or other expertise as needed.  

• Collaborators or advisors can include faculty, staff, members of the public, patients, patient families, learners, and trainees. 

• A formal affiliation with the University of Toronto or the TFoM is not required to act as a co-investigator, collaborator, or advisor. 

Who is Not Eligible? 

• PIs holding two or more PI grants as a faculty member at the national level. 

• Current PIs and Co-Principal investigators of EDF-funded projects are ineligible to apply for funding. PIs and Co-Investigators can apply for funding for a new project only after all project requirements are completed (including submission of final reports), and at minimum, 2 years after their initial funding began. Current holders of Strategic Research Grants are ineligible to apply for EDF grants as PI and vice versa. 

• Education Leaders at the level of Vice-Chair or Associate Dean are ineligible to be named members of the project team (PI, Co-PI, Collaborator). A Vice-Chair, Education may serve as the senior advisor/mentor on the project.

• Individuals who sit on the EDF adjudication committee cannot be listed as a PI, co-investigator, or collaborator on a grant, but can serve as advisors on funded projects. 

Notes on team composition:

• EDF encourages and prioritizes newly engaged and early career faculty who are interested in education scholarship and research. These individuals are encouraged to identify senior mentors on the project team including Scientists, experienced education scholars and eligible education leaders. These individuals are expected to be involved as a senior co-investigator who has expertise in the theories, methods, or field of study of the project. Senior mentors and project team members from other institutions are also welcome.    

• EDF applicants are encouraged to consider how they plan to embed Equity, Diversity, and Inclusion principles in the composition of the research team. Applicants should consider how the project plans to engage a diversity of perspectives -- including learners, patients, community leaders, staff, or underrepresented groups, as appropriate -- and explain why the project takes this approach.  Applicants are encouraged to consult the Addressing Equity, Diversity, and Inclusion in Your Research Funding Application – Research Teams and the Training of Highly Qualified Personnel guidebook developed by the Office of the Vice President, Research and Innovation.   

Notes on multiple applications for even-numbered years: 

• The PI can select only one stream under which to apply for a particular project, but there is no limit to applications from individuals provided the projects are different (for example, a PI can submit one Research proposal and a different project for an Innovation & Evaluation grant but cannot submit the same project under both streams). 

• Co-Investigators, collaborators, and advisors can be named on multiple grants (for example, a collaborator can be listed as a collaborator in two applications within the same stream provided they are not for the same project, or can be listed as a PI in one project and a collaborator in another within the same stream). 

• It is very unlikely that an individual PI will receive funding for projects they lead under both streams in the same year, and we suggest that you select the right fit for your project. The adjudication committee reserves the right to consider an offer of funding in a different stream than which the applicant originally submitted. 

• Some departments or teaching sites may have additional resources (consultative services for scholarships, librarians, or other experienced researchers and scholars) and we encourage you to seek out advice as you develop your ideas. 

• The Centre for Teaching Support & Innovation offers consultations for research on pedogeological topics, as well as workshops and events.  

Applications must be submitted via the application form by noon on January 20, 2025.

Applicants choose from one of two streams:  

• Stream 1: Research 
  • These projects are motivated by discovery, curiosity, theoretical gaps, and pose specific research questions that have relevance beyond local context. Boyer describes the Scholarship of Discovery as basic and foundational research. Thus, the review criteria for these projects include clear statement of problem and background, theoretical grounding, relevance to the general field of medical education, clarity of research question, appropriate and rigorous methods, and plan for dissemination and sustainability. 
• Stream 2: Innovation & Evaluation  
  • These projects propose novel solutions that can be created or applied to address meaningful challenges in local education practice. It is expected that the innovation may have relevance and utility to the wider medical education community. Projects in this stream fall under Boyer’s Scholarship of Teaching, Application and Integration. It is expected that the proposal for funding will focus on the evaluation of the innovation with appropriate alignment of evaluation approaches and methods with the nature of the problem and proposed innovation. Projects may seek to create new innovations and evaluate them or conduct large scale evaluations of existing innovations at TFoM. The review criteria for projects in this area include, clear statement of problem and background, identification of how the innovation addresses the problem, relevance to the general field of medical education, clarity of evaluation question, appropriate and rigorous methods for evaluation, and a plan for dissemination and sustainability. 

 Drafting your proposal:

Funded projects must have formal ethics approval and/or formal ethics exemption from either a hospital or the University of Toronto Ethics Board (REB) prior to funds being released. Evidence of submission of REB approval must be obtained within three months from award notice. Projects that do not meet this deadline will be considered abandoned and the funding will not be awarded. 

Projects will be reviewed by a peer-review committee with representation from the TFoM and with expertise in Medical Education scholarship. Funding decisions will be based on the merit of each project and with the intention to allocate funding to support multiple projects. In some cases, consultation or more information may be required for submission prior to the funding decision. 

The adjudication committee reserves the right to consider an offer of funding in a different stream than which the applicant originally submitted. 

• Selection Criteria: 
  • The committee will evaluate overall project quality and potential for impact on TFoM and broader medical education based on the completeness of the information provided in each of the above sections.
  • Preference will be given to inter-disciplinary/inter-departmental teams, and projects that can potentially impact across the continuum of medical education.
  • The degree to which the project plan includes representation from a diversity of perspectives will also be considered.   

Recipients are expected to participate in capacity building activities throughout the funding cycle. These may include topics such as data management planning, integrating EDI principles into research design and practice, dissemination and knowledge translation, and impact measurement.  

Financial accountability for EDF projects will be maintained by the named PI. PIs will submit a 6-month survey, as well as a 1-year progress report and 2-year final report.  

Additionally, EDF recipients will be expected to disseminate their research in typical scholarly venues including submission to peer-reviewed publications, academic conferences, and other venues. TFoM funding should be acknowledged in any formal dissemination. 

Recipients must submit their work to the Richard Reznick Wilson Centre Annual Research Day for presentation. EDF recipients are required to communicate in the contextually appropriate format (e.g. presentation, briefing note, workshop etc.) their findings to relevant stakeholders in TFoM such as the Medical Education Executive, MD Curriculum Committee, PGME Residency Program directors, etc. 

A brief 6-month survey and 1-year progress report are required. 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. 

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. 

Please contact Emma Sanchez-Swaren, Research, Awards & Honours Officer, Office of the Vice-Dean, Medical Education at medicine.awards@utoronto.ca.