Faculty Development Resources
Primer (Learner) - What is EPA?
This primer will review for the learner the following:
(a) EPAs in the MD Program Context
(b) Who can be an assessor
(c) Method of assessment
(d) Learner's responsibilities
(e) How to access the EPA assessment form
Primer - Assessing Student Professional Behaviour in the MD Program
The primer provides an overview of the two ways assessment of student professionalism takes place:
- through competency-based assessment of professional behaviours; and
- through the use of critical incident reports
Primer - What is EPA?
The Primer takes you through a description of:
(a) EPAs in the MD Program Context
(b) Who can be an assessor
(c) Method of assessment
(d) EPA assessor’s role
(e) How to access the EPA assessment form
Primer: The Essentials of Item-writing for Multiple Choice Examinations
A guide to creating well-constructed multiple choice questions (MCQs) for the assessment of medical students in the Foundations and Clerkship curriculum. This series of steps will help you to conceptualize and create a well-constructed question, and avoid common pitfalls.
Professionalism and Attendance in the MD Program
This document offers guidance on everything from addressing a professionalism concern with a student, to managing students who repeatedly arrive late or leave early. Additional resources address how students can book an OHPSA appointment, as well as how tutors can best respond to a student who may need professional mental health-related support.
Progress Review Report Guidelines
This document reviews and provides guidelines when generating the Progress Review Report.
R2C2 and Feedback on Role Play
R2C2 Primer - Facilitator Feedback (download above)
R2C2 is an evidence-informed model for facilitating performance feedback and coaching for change that has been adapted, with permission, for use with medical students. This model is a useful resource for Academy Scholars to use during their Progress Review session.
Video 1: Student Interview
This first video provides an introduction to the components of the Portfolio program across the 4 years of medical school and the R2C2 model of facilitated feedback. It describes how small group thematic sessions foster reflection and the basis of relationships which are essential to facilitated feedback discussions during one on one progress review meetings.
Video 2: Senior Scholar Engaged in Facilitated Feedback
This second video demonstrates the role of the Academy Scholar as coach, using the R2C2 model during a progress review meeting. The student comes prepared with a personal learning plan. The coach uses the R2C2 model to guide the student in exploring her reactions to and understanding the content of assessments and feedback, and to revise the plan for performance change.
Video 3: Feedback on Role Play
During this final video, Joan Sargeant, the educational scholar who created the R2C2 model, dissects and provides feedback to the Academy Scholar and student on the progress review meeting.
Return to Clerkship Pandemic Ethics
By the end of this webinar, you will be able to:
- Review goals and objectives for the ethics session
- Describe tips for teaching online, including incorporating breakout rooms and engaging students
- Describe ethical principles and issues arising from the current pandemic
Rockwood Clinical Frailty Scale
This resource reviews the clinical frailty scale.
Role of EPA Assessors
This e-module reviews the role of Entrustable Professional Activity (EPA) assessors.