Education Development Fund Projects
Nominations are currently being accepted until January 15, 2027
The Education Development Fund (EDF) Grant Program is a prestigious peer-reviewed initiative aimed at advancing medical education and health professions 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 education Temerty Faculty of Medicine.
2025
Filling checkboxes without fulfilling relationships: How well do current approaches for evaluating the learning environment in the context of CBME signal objectification of patients?
PI: Kevin Weingarten, Assistant Professor, Department of Pediatrics
A formal expectation of the curriculum is to produce compassionate, family-centric physicians who are well versed in both technical knowledge but also in the provision of compassionate care. The learning environment has a strong influence on the adoption of professional values therefore clinical programs must explore its effectiveness in supporting the development of compassionate approaches to care. Program evaluations contain important descriptions of what learners perceive as central to their learning and an assessment of program evaluations may show how learners make reference to the role of patients in their learning and what activities they associate with preparing them for providing care compassionately. Competency based medical education (CBME) is on outcome-based approach to learning but its goal of obtaining EPAs may send a tacit message to learners that technical knowledge is valued over compassionate care. Our research question asks, how do paediatric core and subspecialty residents reference patients when providing feedback on the effectiveness of the learning environment in supporting their training in a competency based curriculum? This study will draw upon the theoretical framework of Bourdieu and his concepts of field, capital, and habitus which will help identify both positive and negative socializing influences in the learning environment with regard to supporting the development of trainees in compassionate approaches to care. Data for the first phase of the study will include trainee feedback of the learning environment from POWER reports. This will inform the 2nd half of the study that includes interviews and focus groups with students and faculty who will help identify supports or barriers in developing compassionate approaches to care.
Evaluation of an Emergency Medicine Equity, Diversity, Advocacy, and Cultural Safety (EDACS) Curriculum
PI: Kathryn Chan, Clinician Teacher, Department of Medicine
The increasing emphasis on health equity in medical education calls for the development and evaluation of associated curricula. The University of Toronto’s EDACS (Equity, Diversity, Advocacy, and Cultural Safety) curriculum, launched in 2019 for postgraduate emergency medicine trainees, aims to equip learners with the knowledge and skills to provide care that aligns with these priorities. Though learner feedback has been positive, the curriculum has not yet been formally evaluated and thus has limited direction for improvement. This project seeks to evaluate the EDACS curriculum through a Principles-focused evaluation (PFE), an approach designed to evaluate programs based on adherence to co-created guiding principles. The project will proceed in two phases. Phase 1 will involve the articulation of a set of guiding principles for the EDACS curriculum, derived from input from program leaders, community representatives, and educational experts. Phase 2 will consider adherence to these principles through semi-structured interviews with stakeholders. This evaluation will focus not only on whether the principles are being followed but also on their impact and relevance in real-world settings. The findings from this evaluation will provide actionable insights for the ongoing development of the EDACS curriculum and offer a framework for evaluating health equity curricula more broadly. The principles developed in this study will be shared across the University of Toronto’s Faculty of Medicine and with other clinical institutions, facilitating the integration of equity principles into local educational programs. This study also aims to contribute to the growing field of health equity education by providing a scalable, adaptable evaluation model that can be applied to diverse curricula across the medical education continuum.
Understanding the Role of Failure in Expert Development: Insights from Occupational Therapy Clinical Placement Data
PI: Naomi Davids-Brumer, Assistant Professor, Teaching Stream, Occupational Science and Occupational Therapy
This study addresses the prevalent issue of failure in health professions clinical education and its impact on the development of expertise. By identifying the types of struggles and failures that cut across health professions, the results can guide development of more effective tools for supporting struggling learners and improving remediation strategies. Understanding the environments and training stages where struggles are most prevalent will help us navigate these challenges proactively. Struggles are an inevitable part of training and are needed to develop adaptive expertise, but for struggle to be productive, they must provide meaningful challenges without overwhelming the learner. Effective feedback is essential for learning, as it provides students with input on their performance and helps develop safe practice skills and professional expectations. Feedback should be meaningful, targeted, and delivered in a safe and supportive environment. However, struggling students often receive so much feedback they are overwhelmed, resulting in 'unproductive failure. The study will systematically examine the written fieldwork evaluation records of high- and low performing students at different stages of training, and across broad clinical settings to understand the reasons for struggle and failure in occupational therapy clinical placements. It will also identify patterns or behaviours in high-scoring students, trajectories of expert development, and differences in feedback provided to learners who struggle versus those who excel. The research is highly relevant to medical education as the issue of student struggle and failure in clinical placements transcends professions, with high costs to all involved including students, supervisors, programs/universities and clinical sites. Understanding the reasons for struggle and failure, as well as expert development trajectories across varied training settings and patient populations, will allow for development of alternate and innovative remediation approaches that have the potential to benefit medical education and healthcare learners locally, nationally, and globally.
Using a Simulation Bootcamp to Teach Non-Technical Skills to Surgical Foundations Residents
PI: Petal Abdool, Assistant Professor, Department of Psychiatry
Surgical Foundations (SF) residents must obtain both the technical and non-technical skills (NTS) required to become skilled surgeons. Simulation-based training can be used to support the acquisition of NTS and help learners identify knowledge gaps, which motivates essential learning and promotes adaptive practices. The adaptive expertise theoretical framework describes how adaptive practices allows physicians to navigate novel problem solving in practice while dealing with uncertainty. This project aims to evaluate the role of simulation in supporting adaptive expert abilities in NTS in SF residents. Relatedly, we will evaluate the role of perspective exchange, a learning mechanism that supports adaptive expertise, through the use of Simulated Patients (SPs) and peer (Lived Experience Advisor) feedback, in combination with an interdisciplinary (Psychiatry and Surgery) debrief. 65 PGY1 SF residents will participate in the NTS Bootcamp, practicing their NTS with SPs, working closely with Lived Experience Advisors (LEAs), during three different scenarios. These scenarios include demonstrating handover technique, providing patient education and informed consent and collaborative patient management and care. Small groups of residents will work through the scenarios, each observed by a faculty Surgeon and Psychiatrist and the Surgeon will complete 3 Entrustable Professional Activities (EPAs) for learners. A facilitated group debrief will be co-led by faculty, SPs and LEAs. Self-reported pre-and-post training surveys will be completed by learners and SPs will complete the Communication Assessment Tool to rate their interaction with residents. A 3-month follow-up focus groups will be conducted with 20 residents, gathering information on their experience with adaptive expertise during this training, simulation vs. clinical environment for the completion of EPAs, and changes in practice. We hypothesize that explicit emphasis on integrated competencies as a means for navigating complexity in practice will help prepare junior residents for future learning, including future uncertainty that requires a physician to demonstrate adaptive expertise.
Evidence-based Implementation of Virtual Reality in the Anatomy Classroom: Evaluating the impact of usability on student learning outcomes
PI: Emily Ho, Assistant Professor, Department of Occupational Science & Occupational Therapy
The anatomical precision and stereoscopic benefits of high-fidelity immersive virtual reality (VR) anatomy technology enhance its effectiveness as a valuable teaching tool for health professions students. However, cybersickness and technological problems are usability concerns. Evaluating the real-world impacts of usability on student outcomes is critical for the evidence-based implementation of this technology into anatomy curriculum. This study aims to determine the usability of custom-designed, high-fidelity immersive VR and examine its impact on anatomy learning outcomes. This is a prospective observational study of health professions graduate students enrolled in the musculoskeletal foundations course at the Temerty Faculty of Medicine Occupational Therapy program. Students will learn anatomy through high-fidelity immersive VR, featuring discipline-specific content and interactive tools that allow them to orient and peel back muscles in place, revealing the spatial relationships between structural layers. Following Universal Design for Learning (UDL), VR is offered alongside traditional lectures and experiential learning labs. At baseline, consenting students will complete a user questionnaire on demo‐ graphics, computer experience, anatomy experience, and teaching method preferences. At six weeks, students take an anatomy midterm. Consenting students will share their midterm grades for research and complete VR outcome measures: Virtual Reality System Usability Questionnaire (VRSUQ) and VR User Questionnaire. Usability will be defined as the overall VRSUQ and VR preference/use scores. Regression modelling will be used to determine the relationship be‐ tween usability and midterm grades. Associated factors related to positive learning outcomes will be identified. This study is novel in examining usability of a high-fidelity immersive VR anatomy learning program in real-world curriculum context. This research will lead the field in developing strategies to inform effective implementation of VR in undergraduate or graduate anatomy classrooms and directly inform Occupational Therapy anatomy curriculum development.
The Integrated Curriculum in Action: Exploring Physical Therapy Students' Use of Traditional and Non-Traditional Knowledge in Clinical Reasoning
PI: Tricia Twogood, Assistant Professor, Teaching Stream, Department of Physical Therapy
This research project explores how physical therapy (PT) learners at the University of Toronto integrate traditional, non-traditional, and clinical knowledge when making clinical reasoning decisions. The project aims to address the gap between acknowledging the importance of non-traditional knowledge in healthcare education and its actual integration into education and clinical practice. This study utilizes an existing assessment within the MScPT program, where learners make and justify clinical decisions in response to a simulated patient scenario. The study analyzes learner responses to determine whether they incorporate both traditional and non-traditional patient information into their clinical reasoning decisions within this simulated assessment context. The research will also examine whether response patterns vary depending on the type of clinical problem presented and the learner’s stage of training. An arm's length research assistant (RA) will manage recruitment and consent processes. All assessment questions will be categorized based on the type of knowledge required for optimal decision-making, with input from clinician examiners to ensure rigour. Two independent raters will analyze anonymous transcripts of learner responses, aiming for consensus. Although the participants are PT learners, the findings will inform future research, curriculum design, and assessment strategies across the Temerty Faculty of Medicine at the University of Toronto. The primary goals of this research are:
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To explore the gap between acknowledging the importance of non-traditional knowledge and its actual integration into HPE and clinical practice.
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To move beyond diagnostic accuracy as the primary outcome measure in clinical reasoning research, promoting a deeper understanding of healthcare problems in context.
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To generate findings that will inform the development of educational interventions designed to foster adaptive expertise in future healthcare professionals.
These findings will have implications for future research, curricular design and assessment strategies.
2022
Anti-Muslim Discrimination in Medical Training: The experiences of resident physicians
PI: Zainab Furqan, Department of Psychiatry
Trainee-EPI ImpacT of Longitudinal SimulatoR TrAIning oN Entrustability and CompEtence of Labour EPIdural Insertion
PI: Fabricio Batistella Zasso, Department of Anesthesiology and Pain Medicine
Enhancing Global Health Pre-Departure Training using Low Resource, High Capacity (LRHC) Simulation
PI: Alicia Cundall, Department of Family & Community Medicine
Performance-based Competency Standard Setting in Medical Image Interpretation: Balancing Performance Expectations with Patient Safety and Learner Experience
PI: Mini Pakkal, Department of Medical Imaging
The Friendly42: An interdisciplinary educational program to teach the delivery of compassionate care to patients receiving involuntary mental health admissions in the emergency department
PI: Mark Unger, Department of Family and Community Medicine
2021
Innovation in occupational therapy clinical fieldwork placements during the COVID-19 pandemic
PI: Anne Hunt, Department of Occupational Therapy and Occupational Science
Evaluating Indigenous Cultural Safety Curricula for Surgical Residents: Does Emotional Learning Make the Difference?
PI: Danielle Bischof, Department of Surgery
Automatic Video-based Assessment of Learners in Surgery using AI
PI: Evan Tannenbaum, Department of Obstetrics and Gynaecology
2020
Validation and Comprehensive Evaluation of Novel Resident Assessment Tools to Support a Competency‐Based Medical Education Curriculum
PI: Alayne Kealey, Department of Anesthesia
Emergency Medicine Continuing Professional Development in Ethiopia from the Ground Up: A Co‐Creation Approach
PI: Adam Kaufman, Department of Family and Community Medicine
A collaborative approach towards the design and development of shared Rehabilitation Research Curriculum
PI: Monika Molnar, Department of Speech-Language Pathology
Examining the Labour of Bridge Building & Silo Deconstruction: A Multi‐Case Inquiry of Knowledge Intermediaries in Medical Educatio
PI: Betty Onyura, Department of Family and Community Medicine
2019
Simulation Curriculum in Ultrasound-Guided Cannulation of the Subclavian Vein Using a Novel Low Cost, High Fidelity 3D Model
PI: Sharon Peacock, Department of Anesthesia
Performance, Success, and Challenges - Experiences of IMG Residents in the Department of Psychiatry
PI: Alpna Munshi, Department of Psychiatry
An Evaluation of the Toronto Addis Ababa Academic Collaboration in Emergency Medicine (TAAAC-EM) Partnership
PI: Eileen Cheung, Department of Family & Community Medicine
2018
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
PI: Nirit Bernhard, Department of Paediatrics
Translating Patient Experiences into Immersive Video for Medical Education on Compassionate Care: A Pilot Study
PI: Seema Marwaha, Department of Medicine
Advocating for Advocacy: The State of the Advocate Role in Canadian Family and Emergency Medicine Training Programs
PI: Jennifer Hulme, Department of Family & Community Medicine
"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
PI: Julie Johnstone, Department of Paediatrics
Teaching Poverty, Social Determinants, and Social Accountability
PI: Samantha Green & Ritika Goel, Department of Family & Community Medicine
Understanding the Impact of the Junior Attending Role on Transition to Practice - A Qualitative Study
PI: Peter Wu, Department of Medicine
2017
PsychEd: A Learner-driven, Educational Psychiatry Podcast
PI: Elise Hall, Department of Psychiatry
Better Together: A Mixed-Methods Study to Guide a Continuing Professional Development and Faculty Development Curriculum in Integrated Mental Health Care
PI: Michael Neszt, Department of Psychiatry
Laying the Groundwork: Developing a Global Health Emergency Medicine Fellowship at the University of Toronto
PI: Megan Landes, Department of Family & Community Medicine
Reflections on Remediation Through a Graduate's Lens
PI: Fok-Han Leung & Milena Forte, Department of 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
PI: Batya Grundland & Jeremy Rezmovitz, Department of Family & Community Medicine
The Addis Ababa Toxicology Curriculum Project: Educational Needs Assessment for the Toxicology Modules of an Emergency Medicine Training Program 7550
PI: Anna Nowacki, Department of Medicine
Humanism Education in Surgery: Developing a Patients as Teachers Initiative in Surgery for Clerkship Students
PI: Jory S. Simpson, Department of Surgery
Teaching Undergraduate Medical Students to "Go Upstream" and Advocate on Social Determinants of Health using Care-Based Learning
PI: Kate Hayman, Department of Medicine
2016
A Qualitative Assessment of the Role of "Bootcamps" in Junior Residency
PI: Lucas Murnaghan, Department of Surgery
Understanding Alignments between Interprofessional Education and "High Reliability Organization": Implications for Curricula and Interprofessional Development
PI: Paula Rowland, Department of Occupational Science & Occupational Therapy
Death, Dying and Doctors: A Qualitative Exploration of Physician-Assisted Death to Guide Continuing Professional Development
PI: Kathleen Sheehan, Department of Psychiatry
Experiences of Canadian Medical Students who are First in their Family to Attend University
PI: Sarah Wright, Department of Family & Community Medicine
Competence of Orthopaedic Sports Medicine Fellows: Development of Certification Examination
PI: Tim Dwyer, Department of Surgery
Knowledge, Skills and Experiences of CanMEDS Leader Role in Psychiatry: A Pilot Study
PI: Anupam Thakur, Department of Psychiatry
Teaching Ultrasound-Guided Regional Anesthesia Techniques via Telesimulation versus Workshop
PI: Margaret Salmon, Department of Medicine
2015
Implementation and Evaluation of a Novel Family Medicine Obstetrical Point of Care Ultrasound (FaMOUS) Course
PI: Catherine Varner, Department of Family & Community Medicine
The Effect of an Educational Session and Structured Communication Tool on the Quality of Obstetrics and Gynecology Resident Handover
PI: Deborah Robertson, Department of Obstetrics & Gynecology
Relationships as Learning: Understanding How Relationship Building Facilitates Patient-Centered Learning in Longitudinal Integrated Clerkships
PI: Clare Hutchinson, Department of Paediatrics
Test-Enhanced Continuing Education - A Randomized Controlled Trial
PI: Mark Feldman, Department of Paediatrics
Into Whatsoever Home I Enter, I Shall Enter to Help the Sick: Developing a Curriculum for Integrated Home-Based Primary Care
PI: Sabrina Akhtar, Department of Family & Community Medicine
2014
High-Fidelity eLearning to Support Competency-based Residency Training
PI: Meridith Guiliani & Caitlin Gillan, Department of Radiation Oncology
Evaluation of Short-Term field-based Global Health Training Programs through Trainee and Host Community Perspectives
PI: Sumeet Sodhi, Department of Family & Community Medicine
Developmental Evaluation of Applied Clinical Pharmacology as a New Field of Study in the Master of Science in Pharmacology Program
PI: Cindy Woodland & Michelle Arnot, Department of Pharmacology & Toxicology
Implementing a Point-of-Care Ultrasound Curriculum for CCFP-EM Residents
PI: Deborah Leung & Jordan Chenkin, Department of Family & Community Medicine, Division of Emergency Medicine
Resource Stewardship Workshop: Teaching Internal Medicine and Pediatric Residents to Communicate Effectively with Patients to Avoid Potential Harm from Unnecessary Diagnosis Tests
PI: Geetha Mukerji & Adina Weinerman, Departments of Medicine & Paediatrics
Development of an Introductory eLearning course on Clinical Research Methods and Quality Improvement for the Toronto-Addis Ababa Academic Collaboration
PI: Stefan Adhikari & Neill Adhikari, Departments of Medicine & Anesthesia
Role of Health Advocate in Family Medicine and Psychiatry Residency Curricula
PI: Sophie Soklaridis & Carrie Bernard, Departments of Family & Community Medicine and Psychiatry
Developing a Lifelong Learning Cirriculum to Prepare Psychiatry Residents for Continuing Professional Development
PI: Sanjeev Sockalingam & David Wiljer, Department of Psychiatry
Adapting Theatre Practice to Enhance Role-playing and Communication Skills of Occupational Therapy
PI: Jill Steir, Department of Occupational Science & Occupational Therapy
Fostering Continued Professional Development in the Workplace
PI: Debbie Kwan & Denyse Richardson, Centre for Faculty Development (Departments of Pharmacy & Medicine), CAMH, St.Joe's, UHN
Exploring Continuity, Integration, Context and Curriculum during Longitudinal Clerkship Training
PI: Karen Wayman & Maria Mylopoulos, Department of Family & Community Medicine
The Creation of a Web-Based Learning Module for Indigenous Health Education
PI: Lisa Richardson & Jason Pennington, Department of Medicine
2013
Creation and Use of Animation in Teaching Pharmakinetic and Pharmacodynamic Principles
PI: Michelle Arnot, Department of Pharmacology & Toxicology
Development of a Newborn Lung Simulation Model as an Educational Tool for Mechanical Ventilation for Residents and Fellows
PI: Jaques Belik, Department of Paediatrics
Assessing Resident Learning Needs in Telepsychiatry
PI: Allison Crawford, Department of Psychiatry
Geriatric Medicine Residents-As-Teachers
PI: Karen D'Silva, Department of Medicine
Anti-Muslim Discrimination in Medical Training: The experiences of resident physicians
PI: Zainab Furqan, Department of Psychiatry
Year: 2022
The National Neuropathology Lecture Series: Collaborative Inter-Professional eLearning for a Small Specialty
PI: Julia Keith, Department of Labratory Medicine & Pathobiology
Developing a New National Tool to assess Physiotherapy Students in Clinical Education - Field Testing
PI: Brenda Mori, Department of Physical Therapy
Developing and Validating a Set of Entrustable Professional Activities for Palliative Medicine: Phase One in Designing a Summative Postgraduate Learner Assessment
PI: Jeff Myers. Department of Family & Community Medicine
From Passive to Active: Using Peer Assessment to Improve Vicarious Learning of Surgical Skills
PI: Nikki Woods, Department of Surgery
2012
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
PI: Cheryl Cott, Department of Physical Therapy
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?
PI: James Downar, Department of Medicine
Development of a Tool for Identification and Assessment of Technical Errors in Laparoscopic Surgery
PI: Theodor Grantcharov, Department of Surgery
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
PI: Marcus Law, Department of Family & Community Medicine
Integrating a Focus on Quality of Care into an Ambulatory Care Rotation
PI: Anne Matlow, Department of Medicine
Abuse Screening Education in Orthopaedic Surgery: Building Knowledge and Capacity for Change
PI: Emil Schemitsh, Department of Surgery
Essential Elements of Child and Adolescent Psychotherapy Training
PI: Priya Watson, Department of Psychiatry
2011
Developing Interactive Animations of Key Physiological Processes to Enhance Student Competency
PI: Michelle French, Department of Physiology
Fostering the Professionalism of Clinical Faculty: A Qualitative Needs Assessment and Pilot Project in Internal Medicine
PI: Heather McDonald-Blumer, Department of Medicine
Hinting Strategies for Improving the Efficiency of Medical Student Learning of Deliberately Practiced Web-Based Radiographs
PI: Kathy Boutis, Department of Paediatrics
Phase 2 of an Educational Intervention Addressing Barriers to Physician-Patient Communication while using Electronic Medical Records
PI: Arun Radhakrishnan, Department of Family & Community Medicine
Design and Validation of a Surgical Skills Assessment Tools for Laparoscopic Roux-en-Y Gastric Bypass
PI: Teodor Grantcharov, Department of Surgery
Preparing International Medical Graduates for Fellowship in Canada: A Needs Assessment and Curriculum Development
PI: Sanjeev Sockalingam, Department of Psychiatry
Optimizing Family Medicine Education: Exploring the Educational Training and Role of Academic Non-Physician Health Care Professionals
PI: Serena Baber, Department of Family & Community Medicine
The Integration of Basic Science with Clinical Knowledge in Undergraduate Teaching
PI: Nicole N. Woods, Department of Sugery
Implementing a Bedside Ultrasound Curriculum for Procedures into an Internal Medicine Residency Program
PI: Graham Slaughter, Department of Medicine
Working With Portfolios: Measuring Medical Students' Reflective Capacity and Empathy Levels Over Time
PI: Allan Peterkin, Department of Psychiatry
2010
Team Training for Trauma (3T): Developing an Interdisciplinary, Simulation-Based Human Factors Training Curriculum for General Surgery Residents
PI: Najma Ahmed, Department of Surgery
Is a Multimedia-Based Teaching Tool as Effective as Bedside Teaching? Proposal for a Validation Study
PI: Shelly Dev, Department of Medicine
Enhancing Supervison of Psychotherapy (ESP) Project
PI: Paula Ravitz, Department of Psychiatry
The Impact of Simulator based Education on the Acquisition of Life-Saving Airway Procedure - Role of a Specialized Hybrid-High Fidelity Patient Simulator Model
PI: Naveed Siddiqui, Department of Anesthesia
Supporting International Medical Graduates Throughout Residency: Moving Beyond Orientations
PI: Khalil Sivjee, Department of Medicine
Implementation and Evaluation of an Experiential 'Elective' in Spirituality for Preclerkship Medical Students at the University of Toronto
PI: Joyce Nhyof-Young, Department of Radiation Oncology
Integrating Communication and Procedural Skills Assessment in an Internal Medicine Residency Program
PI: Lynfa Stroud, Department of Medicine Division of General Internal Medicine
2009
Preparing for a Career in Academic Medicine: Understanding the Process of Peer-Group Mentoring for Postgraduate Trainees
PI: Karen Leslie, Department of Paediatrics
Interprofessional OSCE Development Simulation Tool
PI: Brian Simmons, Department of Paediatrics
The Impact of Bench Model Technical Skills Training on Cognitive Learning in the Operating Room
PI: Teodor Grantcharov, Department of Surgery
Enveloping Anatomy Learning System (Anatomy Glove and Video)
PI: Pat McKee, Department of Occupational Science & Occupational Therapy
The Utility of E-Portfolios for Documentation and Evaluation of the CanMEDS Scholar Domain in General Medicine and Rheumatology Post-graduate Medical
PI: Kenneth Locke, Department of Medicine
Teaching an Interprofessional Approach to the Management of Musculoskeletal Problems in Primary Care
PI: Judith Peranson, Department of Family & Community Medicine
Effects of a Re-structured Schedule on Internal Medicine Clinical Teaching Units: A Study of Attending Physicians, Residents, and Medical Students
PI: Lynfa Stroud, Department of Medicine Division of General Internal Medicine
Global Health Education Initiative - Global Health Certificate Program for Postgraduate Trainees
PI: Jack Mandel, Dalla Lana School of Public Health
Narrative Means to Professional Ends: New Strategies for Teaching and Evaluating Professionalism in Canadian Medical Schools
PI: Allan Peterkin, Department of Psychiatry
Does the use of Procedure Videos during Clinical Shifts Improve the Quality of Teaching of Emergency Medicine Procedures in the Emergency Department?
PI: Clare L. Atzema, Department of Medicine Division of Emergency Medicine
Evaluation of Care-Based Interprofessional Education (IPE) Sessions: Development and Implementation
PI: Susan J. Wagner, Department of Speech-Language Pathology
The Implementation and Evaluation of an Interprofessional Mentorship Program: Empowering Patients as Mentors for Our Students
PI: Sylvia Langlois, Department of Occupational Science & Occupational Therapy
2008
Impact of High-Fidelity Patient Simulator-Based Education on the Acquisition of Non-Technical Skills During the Management of A Life Threatening Airways Crisis
PI: Kang Eric You-Ten, Department of Anesthesia
Videoconferenced Selection Interviews for Postgraduate Training Positions in Internal Medicine: A Head-to-Head Comparison with Traditional Face-to-Face Interviews
PI: David Chan, Department of Medicine
Needs Assessment of Employers of Students in the MScCH Public Health Nutrition Program
PI: Ann L. Fox, Department of Nutritional Sciences
Use of Remote Facilitation to Develop Clinical Reasoning Skills in Physical Therapy Students
PI: Robyn Davies, Department of Physical Therapy
Teaching the Sensitive Physical Exam: An Evaluation of Student Learning and Retention
PI: Tulin Cil, Department of Surgery
Faculty Development for Ambulatory Care Teaching
PI: Margarita Lam-Antoniades Rahim, Department of Medicine
2007
Evaluation of Standardized Doctor's Order Sets as an Educational Tool for Undergraduate Medical Students
PI: Yuna Lee, Department of Medicine
Hospitalized Older Persons' Education (HOPE) Curriculum: Enhancing Practice and Patient Safety
PI: Mireille Norris, Department of Medicine
The Cognitive-Behavioral Model for Teaching Communication Skills: A Pilot Project
PI: Melinda Soloman, Department of Paediatrics
Teaching Emergency Life-Saving Skills through Simulation - High Fidelity Simulation vs. Traditional Bench Models for Teaching Residents Cricothyrotomy
PI: Zeev Friendman, Department of Anesthesia
Online Simulations of Office Management - A Potential Way to Expose Medical Residents to the Competencies Required to run an Outpatient Practice
PI: Rene Wong, Department of Medicine
Evaluation of an Online Self-Study Module in Screening for Vertebral Artery Dysfunction in Physical Therapy Practice
PI: Euson Yeung, Department of Physical Therapy
Model and Curriculum Development for Training Rehabilitation Specialists using Simulation
PI: Heather Carnahan, Department of Occupational Science & Occupational Therapy
C.R.E.W.: Crisis Resources for Emergency Workers - Interprofessional Crisis Resource Management Team Training
PI: Christopher Denny, Department of Medicine
Development of an Online Virtual Transesophageal Echcardiography Study as an Innovative Teaching Aid
PI: Annette Vegas, Department of Anesthesia
Feasibility of an Interactive Web-Based Rheumatology Teaching Module for Pediatric Residents
PI: Shirley Tse, Department of Paediatrics
The Toronto Addis Ababa Pschiatry Program (TAAPP): Educational Effects of an International Outreach Program on Psychiatry Residents
PI: Shelley Brook, Department of Psychiatry
Documenting and Disseminating the Daily Educational Innovations of Clerks: A Pliot Project in Surgery
PI: Nicole Woods, Department of Surgery
Direct Observation - A Proposal for a Survery of Medical Teachers
PI: Rob Madan, Department of Psychiatry
Human Neurophysiology - Hoffman Reflect Simulation
PI: Bill MacKay, Department of Physiology