Education Development Fund
CLOSED: Applications next open in Fall 2026.
About
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, the EDF prioritizes projects that are emergent, curiosity-driven, and methodologically rigorous, fostering innovation and excellence in medical education Temerty Faculty of Medicine (TFoM). Projects can be for up to two-years with a maximum funding of $10,000.00.
Projects should do one or more of the following:
- Address a longstanding or emergent education issue relevant across the continuum of medical and health professions education;
- Answer a curiosity driven question with the potential to impact education theory and practice locally and globally;
- Propose 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.
The EDF does not fund the regular operations of curricula, assessment and continuing medical education. Any innovation projects that propose to experiment with new approaches, technologies, and activities should focus on a scientifically sound and rigorous evaluation of the innovation.
Project Streams
Applicants choose from one of two project streams:
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.
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.
Pillars of the EDF
EDF Info Session
We held an info session with the Co-Chairs of the Medical Education Grants Adjudication Committee, Drs. Clyde Matava and Mahan Kulasegaram, on December 12, 2024. Watch the recording for tips for creating a compelling proposal and answers to frequently asked questions.
Eligibility
This opportunity is open to newly-engaged and early career applicants. 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.
Principal Investigator (PI)
The PI must:
- 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. 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 not have held two or more PI grants as a faculty member at the national level.
- Can only hold one grant at a time. It is expected that PIs will receive EDF only once for each project.
- Must agree to take responsibility for the overall project design, development, budgetary oversight, and completion.
- Must agree to complete reporting at the 6-month, one year, and end of project marks.
- 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-Principal Investigator (Co-PI)
The project may include a Co-PI.
- The Co-PI contributes intellectual input and guidance and may share some of the leadership responsibilities for the project.
- Staff, faculty members, and learners are eligible to be Co-PI with a Faculty PI.
- Co-PIs without formal affiliation with the University of Toronto will be considered and approved on a case by case basis. Please contact medicine.awards@utoronto.ca if you are planning to engage an external Co-PI.
Co-Investigators, Collaborators & Advisors
Each project may include a co-investigator, and must include a senior advisor.
- Staff, faculty members, and learners are eligible to be co-investigators with a Faculty PI.
- The 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.
Ineligible
The following individuals are not eligible to apply to the EDF:
- 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.
Team Composition
-
The 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.
Multiple Applications
- 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.
How to apply
When submitting your proposal via the online form, you will be asked for the following:
|
Proposal Order |
Proposal Component |
Specifications |
|---|---|---|
|
Project information |
Title of your project, and stream you are applying to. |
Select either Research stream or Innovation & Evaluation stream |
|
Abstract |
Brief summary of the project and intended goals. |
300 words maximum |
|
Problem Statement |
A statement contextualizing the problem or goals of the proposal. |
500 words maximum |
|
Background and literature review |
A brief summary of what is already known and understood about the problem with specific reference to existing literature and local context of TFoM. |
500 words maximum |
|
Research question |
A clear statement of the research or scholarly question or objective. |
500 words maximum |
|
Methods |
A description of the approach to executing the scholarship. Design and methods for the project should be clearly described and rationalized. For projects in the Innovations & Evaluation stream, the methods should emphasize the evaluation of the innovation and what types of data collection and synthesis will be conducted. Include details, as applicable, of how the project will integrate equity, diversity and inclusion considerations at each stage of the research process (see NSERC guide | SSHRC guide). |
1000 words maximum |
|
Relevance |
A description of the relevance of the research question to:
|
300 words maximum |
|
Impact and knowledge mobilization |
A detailed description of how the results will be:
These can be described in a variety of ways, including alignment with TFoM’s strategic plan and other guiding documents or indicators. |
500 words maximum |
|
Team description and feasibility |
A description of the team's key members and their roles, identification of any co-investigators, senior mentors, and collaborators, specifically describing what each person will contribute. Include any activities highlighting the project's feasibility. Include details of how the project will include representation from a diversity of perspectives. |
500 words maximum + CVs for the PI and Co-PI(s) |
|
Future sustainability |
Identify potential next steps once the project is completed including ongoing programmatic work, future funding applications outside of the TFoM, and sustainment of innovations. |
300 words maximum |
|
Timeline |
A list of anticipated timelines with details of deliverables, time estimation, and schedule for project completion. Successful applications will be given two years of funding, with limited no-cost extensions available. |
Please structure timeline by year and quarter. |
|
Budget |
A detailed budget aligned with your stream selection. Funds requested must be adequately justified. See budget guidelines document. Please list any other funding/contribution sources supporting the project, include resources provided in-kind. |
|
|
Data management plan |
Brief description outlining how research data will be managed during and after the project. Please consult the Data Management Plan resources, including data management planning checklist. |
Include elements from data management planning checklist. |
|
References |
Any references relevant to the application. |
No limit. |
|
Letter of support |
This letter is intended to convey the PI(s) ability to carry out the work and that they have protected time to do so. Letter(s) of support must be provided by relevant Academic Supervisor or Leader (e.g. Department Chair, Division Head, Vice-Chair, Program Director etc.), depending on the PI’s appointments. |
No limit. |
|
Letter of endorsement |
This letter is intended to convey that the PI’s work has relevance to an education program within TFoM and that the leader of the program or unit in which the work is taking place is aware of the proposed work. Typically, letter(s) of endorsement should be provided by the education program leader in the relevant program/department/division that provided the letter of support. However, if the PI's appointment is outside of the medical education portfolio, then the letter of endorsement should come from a program leader within the medical education portfolio. Eligible education program leaders will include Associate Deans, Vice/Associate-Chairs, Education Program Education Leads, Program Directors, etc. (e.g. MD Program Assessment Director, PGME Curriculum Lead). |
No limit. |
|
Supplementary documents |
Additional documentation including data collection instruments, curricular materials etc. |
Optional. Max 5 pages, no guarantee of review. |
Support with proposal development
-
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.
When to apply
The 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 next call for proposals will launch in Fall 2026, with proposals due in early 2027.
Adjudication process
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.
Expectations for funded projects
Research Ethics Approval
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.
Capacity Building
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.
Reporting Requirements
- PIs will complete progress reports at 6-months, 1-year, and project completion. Reporting will include a summary of budgetary expenditures, progress towards and barriers to implementation, and plans for knowledge translation and dissemination.
- The 1-year report must 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.
- The 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.
Financial Accountability
Financial accountability for EDF projects will be maintained by the named PI. 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.
Knowledge Translation & Dissemination
- Recipients are 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.
Related funding
If your idea doesn't align with the above opportunities, consider the following:
- Medical Education Strategic Research Grant
- Medical Humanities Education Grants
- Continuing Professional Development Ideas Grant
- Continuing Professional Development Discovery Grant
- Learning and Education Advancement Fund
Previously funded projects
Projects funded 2007 - 2022
|
Award Year |
PI('s) |
Department |
Project Title |
|---|---|---|---|
|
2022 |
Zainab Furqan |
Psychiatry |
Anti-Muslim Discrimination in Medical Training: The experiences of resident physicians |
|
2022 |
Fabricio Batistella Zasso |
Anesthesiology and Pain Medicine |
Trainee-EPI ImpacT of Longitudinal SimulatoR TrAIning oN Entrustability and CompEtence of Labour EPIdural Insertion |
|
2022 |
Alicia Cundall |
Family & Community Medicine |
Enhancing Global Health Pre-Departure Training using Low Resource, High Capacity (LRHC) Simulation |
|
2022 |
Mini Pakkal |
Medical Imaging |
Performance-based Competency Standard Setting in Medical Image Interpretation: Balancing Performance Expectations with Patient Safety and Learner Experience |
|
2022 |
Mark Unger |
Family and Community Medicine |
The Friendly42: An interdisciplinary educational program to teach the delivery of compassionate care to patients receiving involuntary mental health admissions in the emergency department |
|
2021 |
Anne Hunt |
Occupational Therapy and Occupational Science |
Innovation in occupational therapy clinical fieldwork placements during the COVID-19 pandemic |
|
2021 |
Danielle Bischof |
Surgery |
Evaluating Indigenous Cultural Safety Curricula for Surgical Residents: Does Emotional Learning Make the Difference? |
|
2021 |
Evan Tannenbaum |
Obstetrics and Gynaecology |
Automatic Video-based Assessment of Learners in Surgery using AI |
|
2020 |
Alayne Kealey |
Anesthesia |
Validation and Comprehensive Evaluation of Novel Resident Assessment Tools to Support a Competency‐Based Medical Education Curriculum |
|
2020 |
Adam Kaufman |
Family and Community Medicine |
Emergency Medicine Continuing Professional Development in Ethiopia from the Ground Up: A Co‐Creation Approach |
|
2020 |
Monika Molnar |
Speech-Language Pathology |
A collaborative approach towards the design and development of shared Rehabilitation Research Curriculum |
|
2020 |
Betty Onyura |
Family and Community Medicine |
Examining the Labour of Bridge Building & Silo Deconstruction: A Multi‐Case Inquiry of Knowledge Intermediaries in Medical Education |
|
2019 |
Sharon Peacock |
Anesthesia |
Simulation Curriculum in Ultrasound-Guided Cannulation of the Subclavian Vein Using a Novel Low Cost, High Fidelity 3D Model |
|
2019 |
Alpna Munshi |
Psychiatry |
Performance, Success, and Challenges - Experiences of IMG Residents in the Department of Psychiatry |
|
2019 |
Eileen Cheung |
Family & Community Medicine |
An Evaluation of the Toronto Addis Ababa Academic Collaboration in Emergency Medicine (TAAAC-EM) Partnership |
|
2018 |
Nirit Bernhard |
Paediatrics |
THE WHOLE IS GREATER THAN THE SUM OF ITS PARTS: Exploring the Integration of Reflection, Self-assessment, and Feedback through Relationships in a Competency-based Undergraduate Medical Curriculum |
|
2018 |
Seema Marwaha |
Medicine |
Translating Patient Experiences into Immersive Video for Medical Education on Compassionate Care: A Pilot Study |
|
2018 |
Jennifer Hulme |
Family & Community Medicine |
Advocating for Advocacy: The State of the Advocate Role in Canadian Family and Emergency Medicine Training Programs |
|
2018 |
Julie Johnstone |
Paediatrics |
"Each little change will have a ripple effect": Lessons Learned from the Implementation of Competence by design in the Paediatric Residency Training Program, University of Toronto |
|
2018 |
Samantha Green & Ritika Goel |
Family & Community Medicine |
Teaching Poverty, Social Determinants, and Social Accountability |
|
2018 |
Peter Wu |
Medicine |
Understanding the Impact of the Junior Attending Role on Transition to Practice - A Qualitative Study |
|
2017 |
Elise Hall |
Psychiatry |
PsychEd: A Learner-driven, Educational Psychiatry Podcast |
|
2017 |
Michael Neszt |
Psychiatry |
Better Together: A Mixed-Methods Study to Guide a Continuing Professional Development and Faculty Development Curriculum in Integrated Mental Health Care |
|
2017 |
Megan Landes |
Family & Community Medicine |
Laying the Groundwork: Developing a Global Health Emergency Medicine Fellowship at the University of Toronto |
|
2017 |
Fok-Han Leung & Milena Forte |
Family & Community Medicine |
Reflections on Remediation Through a Graduate's Lens |
|
2017 |
Batya Grundland & Jeremy Rezmovitz |
Family & Community Medicine |
Caring, Not just Curing: Using Digital Storytelling to Understand the Teaching and Learning Compassionate Care in a Canadian Family Medicine Residency Program |
|
2017 |
Anna Nowacki |
Medicine |
The Addis Ababa Toxicology Curriculum Project: Educational Needs Assessment for the Toxicology Modules of an Emergency Medicine Training Program 7550 |
|
2017 |
Jory S. Simpson |
Surgery |
Humanism Education in Surgery: Developing a Patients as Teachers Initiative in Surgery for Clerkship Students |
|
2017 |
Kate Hayman |
Medicine |
Teaching Undergraduate Medical Students to "Go Upstream" and Advocate on Social Determinants of Health using Care-Based Learning |
|
2016 |
Lucas Murnaghan |
Surgery |
A Qualitative Assessment of the Role of "Bootcamps" in Junior Residency |
|
2016 |
Paula Rowland |
Occupational Science & Occupational Therapy |
UnderstandingAalignments between Interprofessional Education and "High Reliability Organization": Implications for Curricula and Interprofessional Development |
|
2016 |
Kathleen Sheehan |
Psychiatry |
Death, Dying and Doctors: A Qualitative Exploration of Physician-Assisted Death to Guide Continuing Professional Development |
|
2016 |
Sarah Wright |
Family & Community Medicine |
Experiences of Canadian Medical Students who are First in their Family to Attend University |
|
2016 |
Tim Dwyer |
Surgery |
Competence of Orthopaedic Sports Medicine Fellows: Development of 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 |
Catherine Varner |
Family & Community Medicine |
Implementation and Evaluation of a Novel Family Medicine Obstetrical Point of Care Ultrasound (FaMOUS) Course |
|
2015 |
Deborah Robertson |
Obstetrics & Gynecology |
The Effect of an Educational Session and Structured Communication Tool on the Quality of Obstetrics and Gynecology Resident Handover |
|
2015 |
Clare Hutchinson |
Paediatrics |
Relationships as Learning: Understanding How Relationship Building Facilitates Patient-Centered Learning in Longitudinal Integrated Clerkships |
|
2015 |
Mark Feldman |
Paediatrics |
Test-Enhanced Continuing Education - A Randomized Controlled Trial |
|
2015 |
Sabrina Akhtar |
Family & Community Medicine |
Into Whatsoever Home I Enter, I Shall Enter to Help the Sick: Developing a Curriculum for Integrated Home-Based Primary Care |
|
2014 |
Meridith Guiliani & Caitlin Gillan |
Radiation/ Oncology |
High-Fidelity eLearning to Support Competency-based Residency Training |
|
2014 |
Sumeet Sodhi |
Family & Community Medicine |
Evaluation of Short-Term field-based Global Health Training Programs through Trainee and Host Community Perspectives |
|
2014 |
Cindy Woodland & Michelle Arnot |
Pharmacology & Toxicology |
Developmental Evaluation of Applied Clinical Pharmacology as a New Field of Study in the Master of Science in Pharmacology Program |
|
2014 |
Deborah Leung & Jordan Chenkin |
Family & Community Medicine, Division of Emergency Medicine |
Implementing a Point-of-Care Ultrasound Curriculum for CCFP-EM Residents |
|
2014 |
Geetha Mukerji & Adina Weinerman |
Medicine & Paediatrics |
Resource Stewardship Workshop: Teaching Internal Medicine and Pediatric Residents to Communicate Effectively with Patients to Avoid Potential Harm from Unnecessary Diagnosis Tests |
|
2014 |
Stefan Adhikari & 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 |
Sophie Soklaridis & Carrie Bernard |
Family & Community Medicine & Psychiatry |
Role of Health Advocate in Family Medicine and Psychiatry Residency Curricula |
|
2014 |
Sanjeev Sockalingam & David Wiljer |
Psychiatry |
Developing a Lifelong Learning Cirriculum to Prepare Psychiatry Residents for Continuing Professional Development |
|
2014 |
Jill Steir |
Occupational Science & Occupational Therapy |
Adapting Theatre Practice to Enhance Role-playing and Communication Skills of Occupational Therapy |
|
2014 |
Debbie Kwan & Denyse Richardson |
CFD (Pharmacy & Medicine)(CAMH/St.Joe's/UHN) |
Fostering Continued Professional Development in the Workplace |
|
2014 |
Karen Wayman & Maria Mylopoulos |
Family & Community Medicine |
Exploring Continuity, Integration, Context and Curriculum during Longitudinal Clerkship Training |
|
2014 |
Lisa Richardson & Jason Pennington |
Medicine |
The Creation of a Web-Based Learning Module for Indigenous Health Education |
|
2013 |
Michelle Arnot |
Pharmacology & Toxicology |
Creation and Use of Animation in Teaching Pharmakinetic 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 |
Labratory Medicine & Pathobiology |
The National Neuropathology Lecture Series: Collaborative Inter-Professional eLearning 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 |
Family & Community Medicine |
Developing and Validating a Set of Entrustable Professional Activities for Palliative Medicine: Phase One in Designing a Summative Postgraduate Learner Assessment |
|
2013 |
Nikki 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 Residents when discussing Goals of Care and Resuscitation? |
|
2012 |
Theodor Grantcharov |
Surgery |
Development of a Tool for Identification and Assessment of Technical Errors in Laparoscopic Surgery |
|
2012 |
Marcus Law |
Family & Community Medicine |
Assessment of the Construct Validity of Virtual Interactive Case (VIC) scores in Family Medicine Virtual Patient Cases Scores in Family Medicine Virual Patient Cases Part 1: Usability |
|
2012 |
Anne Matlow |
Medicine |
Integrating a Focus on Quality of Care into an Ambulatory Care Rotation |
|
2012 |
Emil Schemitsh |
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 |
Michelle French |
Physiology |
Developing Interactive Animations of Key Physiological Processes to Enhance Student Competency |
|
2011 |
Heather McDonald-Blumer |
Medicine |
Fostering the Professionalism of Clinical Faculty: A Qualitative Needs Assessment and Pilot Project in Internal Medicine |
|
2011 |
Kathy Boutis |
Paediatrics |
Hinting Strategies for Improving the Efficiency of Medical Student Learning of Deliberately Practiced Web-Based Radiographs |
|
2011 |
Arun Radhakrishnan |
Family & Community Medicine |
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 Tools 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 Baber |
Family & Community Medicine |
Optimizing Family Medicine Education: Exploring the Educational Training and Role of Academic Non-Physician Health Care Professionals |
|
2011 |
Nicole N. 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 Supervison 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 Nhyof-Young |
Radiation Oncology |
Implementation and Evaluation of an Experiential 'Elective' in Spirituality for Preclerkship Medical Students at the University of Toronto |
|
2010 |
Lynfa Stroud |
Medicine Division of General Internal 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 |
Occupational Science & Occupational Therapy |
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 |
|
2009 |
Judith Peranson |
Family & Community Medicine |
Teaching an Interprofessional Approach to the Management of Musculoskeletal Problems in Primary Care |
|
2009 |
Lynfa Stroud |
Medicine Division of General Internal 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 |
Medicine Division of Emergency 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 Care-Based Interprofessional Education (IPE) Sessions: Development and Implementation |
|
2009 |
Sylvia Langlois |
Occupational Science & Occupational Therapy |
The Implementation and Evaluation of an Interprofessional Mentorship Program: Empowering Patients as Mentors for Our Students |
|
2008 |
Kang 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 Airways 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 Rahim |
Medicine |
Faculty Development for Ambulatory Care Teaching |
|
2008 |
Heather Mac Neill |
Medicine |
Does Learning Disease Specific Content in an Interactive 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 Soloman |
Paediatrics |
The Cognitive-Behavioral Model for Teaching Communication Skills: A Pilot Project |
|
2007 |
Zeev Friendman |
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 |
Occupational Science & Occupational Therapy |
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 Pschiatry 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 Pliot Project in Surgery |
|
2007 |
Rob Madan |
Psychiatry |
Direct Observation - A Proposal for a Survery of Medical Teachers |
|
2007 |
Bill MacKay |
Physiology |
Human Neurophysiology - Hoffman Reflect Simulation |