Faculty Development Resources
Older Adult Medicine Rotation Learning Outcomes
This resource reviews the learning outcomes for the 2 week Older Adult Medicine rotation during clerkship.
Optimizing the Teaching and Learning Environment by Creating Psychological Safety
This 2-page document with appendices is a guide for faculty on optimizing the teaching and learning environment by creating psychological safety.
Orientation to Portfolio Scholar
This presentation provides an orientation to Portfolio Scholar.
Patient Panel eModule
Patient Panel orientation eModule for students and most responsible physicians (MRPs)
Patient Panel Student Primer
This document outlines the roles and responsibilities of 3rd year Clerks for the Patient Panel component of the MD Program.
Patient Panel Supervisor Recruitment
We are reaching out to ask you to help our third-year medical students recruit patients for their patient panel, and to act as their most responsible physician (MRP) supervisor in this project if you have an ongoing relationship with their patient. If you are not the one primarily looking after the patient, you could help connect the student with the MRP.
PB - Patient Panel Document for Patients and Families
Peters-Boyd: This document describes the Patient Panel for prospective patient panelists and their families. Students should provide a copy of this document to patients when seeking their participation and verbal agreement.
Pilot - Older Adult Medicine (OAM) in Transition to Residency (TTR) Rotation
The primer reviews the 2023-2024 pilot Older Adult Medicine (OAM) in Transition to Residency (TTR) rotation, when the rotation will occur and list of resources for preceptors.
Placement Agreements - Selective Clinical Placements
This resource explains placement agreements and how to secure one before your medical learner begins their clinical placement.
Portraying Social Identities
This resource was developed by students, in collaboration with faculty, in the MD Program, Faculty of Medicine, University of Toronto, in response to concerns about how various social identities (i.e. gender, race, sexuality, etc.) are portrayed in our curriculum. Health disparities and epidemiological differences do exist between different groups in society, and should be addressed in medical education – this resource is designed to ensure that these discussions can occur in a sensitive and productive way. The attached tool is intended as a reference for medical educators when creating or delivering lectures, CBL cases, seminars, or other teaching and learning materials, and for students to use in their group learning environments and in clinical practice.