Faculty Development Resources

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.

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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.

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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.

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This presentation reviews how to prepare for your progress reviews and was presented in November 2022.

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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

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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

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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.

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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.

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This document reviews and provides guidelines when generating the Progress Review Report.

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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.

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