Medical Education Strategic Plan (2023-26) Progress (Updated June 2025)

Achievement. Curriculum review process implemented to identify theme-based priority topics, inclusive of a social justice, anti-oppression and advocacy lens, for integration in the MD Program Foundations curriculum.

Achievement. Advisory committee with diverse representation established, focused on developing a methodology for review and renewal of the MD Program Foundations curriculum to effectively infuse a social justice, anti-oppression and advocacy lens.

Achievement. Review methodology recommendations, informed by an environmental scan and literature review, submitted by the advisory committee co-chairs to MD Program education leadership.

Achievement. Centre for Faculty Development (CFD) Guide to Reflexive Education Development, focused on supporting educators to develop reflexive questions to inform and guide their education development practice, transformed into an interactive eLearning tool.

Achievement. CFD offered a number of workshops and resources focused on equity, inclusion and anti-racism.

Achievement. Office of Faculty Development (OFD) incorporated equity, inclusion and anti-racism considerations into relevant OFD faculty development offerings to help front line faculty continuously evolve their approaches and practices. Almost all webinars incorporate practical strategies for optimizing the learning environment through cultural humility, psychological safety, and inclusivity.

Achievement. CFD continued to explore with identified faculty issues related to learner mistreatment, the impacts of unconscious bias, and faculty assessments of learner professionalism through its coaching-based Enhancing Teacher Performance (ETP) program.

Achievement. OFD developed resources to support implementation of a revised MD Program professionalism assessment form, in collaboration with the Faculty Lead, Ethics and Professionalism.

In progress. The Primer for learner-facing teachers on how to navigate learner mistreatment, developed in 2023-2024, is being transformed into a series of educational videos, with plans to launch in 2025-2026.

Achievement. The Faculty Development Advisory Committee developed an iterative work plan to help guide alignment and optimization of faculty development resources and support, informed by ongoing meetings with theme leads and education leaders.

In progress. The CFD and OFD jointly initiated a needs assessment and environmental scan of hospital-based and departmental faculty development leaders/supports to better understand and optimize the people, processes and structures that support faculty development.

Achievement. CFD developed A Reflexive Guide to Anti-Oppressive Education and offered a number of workshops and resources focused on equity, inclusion and anti-racism.

Achievement. OFD developed a “Language Matters” resource for MD Program curriculum leadership to help ensure teaching and assessment materials are inclusive, and incorporated equity, inclusion and anti-racism considerations into relevant OFD faculty development offerings.

Achievement. A Primer for learner-facing teachers on how to navigate learner mistreatment as well as other programming focused on supporting learners who witness and experience mistreatment have been developed.

Achievement. In collaboration with the Associate Dean, Clinical Affairs & Professional Values and Director, Learner Experience, the Professional Values Module, required of new clinical faculty as well as continuing faculty on a three-year cycle, was revised in 2023 to educate faculty members regarding the central role played by the Temerty Medicine Learner Experience Unit in supporting learners who have experienced or witnessed mistreatment.

Achievement. In its coaching-based Enhancing Teacher Performance (ETP) program, the CFD explores with identified faculty issues related to learner mistreatment, the impacts of unconscious bias, and faculty assessments of learner professionalism.

In progress. An “Addressing Unprofessional Behaviour: Essential Skills for Leaders” video focused on helping leaders have conversations about unprofessional behaviour was also developed in collaboration with the Associate Dean, Clinical Affairs & Professional Values and Temerty Professor of Learner Wellness; consideration of an effective implementation strategy is in progress.

Achievement. Inaugural letter of intent call for the Medical Education Strategic Research Grant, which funds projects with the potential for transformative impact for up to two years with a maximum funding of $50,000. Final funding decision regarding this opportunity, offered in even-numbered years beginning in 2026, is scheduled to take place in the spring 2026.  

Achievement. Renewed Education Development Fund (EDF) launched, designed to empower newly-engaged and early-career researchers by funding projects of up to two-years with a maximum funding of $10,000. Six projects received funding across five departments, focused on a range of learner populations.

Achievement. Communication strategy focused on promoting education research developed and initiated, including a medical education grants and awards mailing list, information sessions regarding funding opportunities hosted in partnership with the Centre for Faculty Development, and presentations to standing committees.

Achievement. Medical Education and Teaching Awards Database developed and launched, informed by consultations with Vice Chairs, Education to better understand and mitigate barriers to submitting award nominations. The database is complemented by a consultation booking tool.

In progress. Streamlining of nomination requirements and timelines for medical education and teaching awards to address barriers that surfaced during consultations initiated, to be realized in 2025-2026.

In progress. Discussions focused on research grant process alignment across the Medical Education portfolio underway, including development of a plan to streamline awards communications, informed by lessons learned from the first cycles of the renewed EDF and Medical Education Strategic Research Grant.

Achievement. New strategic research and innovation funding opportunity (Medical Education Strategic Research Grant) focused on identifying and supporting research projects with the potential for transformative impact ready for launch 2024-2025.

Achievement. Renewal of the Education Development Fund (EDF), focused on amplifying its historical strengths and mitigates structural barriers to access, ready for launch in 2024-2025.

In progress. Discussions focused on research grant process alignment across the Medical Education portfolio initiated, including consideration of calls, adjudication processes, evaluation criteria and reporting expectations as well as development of a communications strategy to promote education scholarship.

In progress. Consultation regarding final draft of Health and Wellbeing Guidelines for Temerty Medicine clinical learners near completion, with next steps including endorsement of the Guidelines by applicable Temerty Medicine programs.

In progress. Development of Fatigue Risk Management Guidelines initiated, informed by ongoing consultation with medical education and rehabilitation sciences programs.

Achievement. Capacity-building enabled and supported through presentations at key standing committee meetings, including the promotion of learner wellness supports and initiatives as well as workshops focused on supporting learner wellness.

In progress. Development of a Temerty Medicine Wellness Webpage, inclusive of learner and faculty wellness, on track to be launched in August 2025.

Achievement. Continued development and delivery of a range of supports and resources adaptable for specific programs and learning contexts, including a Leading for Wellness Community of Practice, with development of a train the trainer manual underway; Wellness Leads Network inclusive of learner and faculty wellness; and workshops and toolkits focused on psychological first aid and mental health literacy, fatigue risk management, supporting accommodation, and grief management.

In progress. Development of Health and Wellbeing Guidelines for Temerty Medicine clinical learners in progress, with priority areas informed by drivers of learner health and wellbeing similar across diverse programs. A communication plan to socialize those Guidelines also under development, informed by feedback and input from programs and learners.

Achievement. A range of supports and resources adaptable for specific programs and learning contexts have been launched with more under development. These supports and resources including a Leading for Wellness Community of Practice; toolkits focused on wellness leadership, fostering inclusive physical spaces and inclusive social communities, fatigue risk management, psychological first aid and mental health literacy; and an interactive workshop and toolkit focused on supporting accommodations.

Achievement. To help build awareness of the single learner mistreatment guideline applicable to all Temerty Medicine clinical learners, the Learner Experience Unit delivered approximately 40 presentations related to learner mistreatment to a variety of audiences including learners, clinical departments, health professional programs, and placement sites.

Achievement. “Conflict Management in the Learning Environment: Effective Conversations” module, piloted in 2023-24, was offered again in 2024-25 along with an invitation to education leaders (learners and faculty alike) to contact the Learner Experience Unit if the session is of interest.

Achievement. Learner Experience Unit continues to work very closely with the Toronto Academic Health Sciences Network, Education Portfolio (TAHSNe) to ensure an aligned and collaborative approach to addressing learner mistreatment between Temerty Medicine, clinical departments, and clinical placement sites.

In progress. Primer for learner-facing teachers on how to navigate learner mistreatment, developed in 2023-24, is being transformed into a series of educational videos, with plans to launch in 2025-26.

In progress. Learner Experience Unit is continuing to consult on the best approach to collect more granular detail about mistreatment disclosures and reports, including the specific forms of harm that learners have witnessed and experienced. Informed by Bill 166, Strengthening Accountability and Student Supports Act, Temerty Medicine is working with the central University leadership to ensure aligned approaches on collecting and reporting data.

Achievement. Implementation of a single learner mistreatment guideline applicable to all Temerty Medicine clinical learners.

Achievement. “Conflict Management in the Learning Environment: Effective Conversations” module that provides a pathway for learners to pursue in resolving matters directly with peers piloted.

Achievement. TAHSNe launched two resources in 2023: a toolkit focused on Responding to Learner Mistreatment from Faculty, Staff, and Other Learners and guideline focused on Responding to Learner Mistreatment Arising from Patients, Families or Visitors.

Achievement. Development of a Primer for learner-facing teachers on how to navigate learner mistreatment as well as other programming focused on supporting learners who witness and experience mistreatment.

In progress. Learner Experience Unit electronic case management system (data repository) updated to enable more granular analysis of mistreatment disclosures and reports, including more nuanced consideration of incidents of discrimination and discriminatory harassment. Consultations focused on determining on how to effectively and ethically collect, store, and potentially report this data in an aggregated and deidentified manner initiated.

Achievement. Revisions to MD Program professionalism assessment form implemented, including corresponding faculty development resources to help clarify and align professional values expectations and assessment process.

Achievement. Updates to professional values orientation session to help clarify expectations at the outset of medical school implemented.

Achievement. Revisions to MD Program teaching and learning focused on the appropriate use of social media, including in relation to professionalism expectations, implemented.

Achievement. Revisions to the MD Program Transition to Clerkship curriculum, including an increased focus on the impact of value-laden language, implemented.

Achievement. Grand Rounds presentations and other faculty workshops focused on cultivating among faculty an understanding of professional identify formation that is inclusive of intersections with wellness, accommodations, and other workplace considerations.

In progress. Key areas for curriculum development identified, informed by problematic professionalism behaviours common across the learner continuum. Current state analysis of MD Program curriculum initiated, with a focus on understanding where key areas are currently addressed.

In progress. Ongoing consultations with PGME education leaders regarding professionalism assessments and opportunities for curriculum integration.

Achievement. New Year 2 ethics seminar focused on professional values and responsibilities, bias, and building trust in the physician-patient relationship delivered.

In progress. Revisions to MD Program professionalism assessment form and corresponding faculty development resources to help clarify and align professionalism expectations and assessment processes on schedule to be launched in 2024-25. Revisions include the removable of terms/wording grounded in a learner’s character and corresponding emphasis on observable behaviours, an increased focus on relationship-based behaviours (in alignment with a shift in focus in CMA and CPSO codes and principles), and the incorporation of peer support and wellness as aspects of professionalism.

In progress. MD Program curriculum revisions initiated, including changes to the professionalism orientation session to clarify professionalism expectations at the outset of medical school; updates to teaching and learning focused on the appropriate use of social media, including in relation to professionalism expectations; and an increased focus on the impact of value-laden language, including in note taking, in the Transition to Clerkship curriculum.

In progress. Consideration of approaches for early identification of learners in professionalism difficulty in progress, including the development of a committee focused on identifying and providing interventions in Years 1 and 2 of the MD Program.

In progress. Collection of data regarding professionalism issues and problematic behaviours common across the learner continuum in progress, including consultation with the CPSO to identify professionalism issues and problematic behaviours common among practicing physicians.

In progress. Early stage consultations with PGME education leaders in progress, with a focus on relationship building to more effectively provide advice and guidance regarding professionalism assessments, the identification of residents in professionalism difficulty, and opportunities for curriculum integration.

Achievement. Standing Medical Education Staff Development, Engagement & Recognition Advisory Committee established, populated with staff from across the medical education portfolio. Four subcommittees also established, each co-chaired by staff members, focused on professional development, engagement, recognition, and communication.

Achievement. Second annual Medical Education Staff Conference held on February 20, 2025, with over 100 staff members from across the medical education portfolio participating in a series interactive sessions organized around the theme of Pathways to Fulfillment: Empowering Growth, Skills, and Purpose in Medical Education.

Achievement. Inaugural offering of the Leadership Communication Certificate Program, tailored specifically for medical education staff, delivered. In response to high demand, the next iteration of the program is scheduled to take place in Fall 2025.

In progress. Professional Development Subcommittee considering learning opportunities tailored to the medical education context for future development.

In progress. Transition of the ad hoc Staff Talent Development Working Group to a standing Advisory Committee on schedule for implementation in 2024-25.

Achievement. Inaugural Medical Education Staff Newsletter published in November 2023, with plans for three issues annually.

Achievement. Inaugural Medical Education Staff Conference held on February 22, 2024, with over 100 administrative staff from across the medical education portfolio participating in a full day of professional development activities, including a Medical Education orientation session as well as a keynote address that offered practical strategies for communicating with confidence.

Achievement. Findings from an administrative needs assessment survey conducted in 2023 presented at the International Congress on Academic Medicine (ICAM) 2024 in Vancouver.

In progress. Development of an accredited professional communications certificate program on schedule to be launched in Fall 2024, with consideration of other learning opportunities tailored to the medical education context pending further discussion.

Achievement. Contract signed with LGI Healthcare Solutions to transition a new learner management system in place of MedSIS and POWER, with LGI Education (MedSIS 3C) being the new solution for both the MD Program and Postgraduate Medical Education. Development of a transition plan initiated, with a mid-2026 implementation date.

In progress. Three pilot projects underway that involve (i) development of a de-identification model tailored to the Temerty Medicine context, (ii) development of a classification model using existing sentiment analysis ML tools, augmented with contextual coding by data scientists, to categorize qualitative feedback, and (iii) submission of an NSERC grant, in collaboration with the Department of Paediatrics and the Faculty of Engineering to develop and refine Natural Language Processing (NLP) models capable of classifying qualitative data according to thematic priorities identified from organically collected data across Temerty Medicine.

Achievement. Continued use of Power Automate platform and Power BI to generate and distribute Learner Assessment of Clinical Teacher reports and Rotation Evaluation reports.

Achievement. Use of SharePoint/Power Apps initiated to help streamline and heighten information security related to the PGME registration and hospital onboarding processes.

In progress. Medical Education Information Technology Transformation (MEITT) Project, focused on replacing outdated legacy systems (MedSIS and POWER) and fragmented IT infrastructure, well underway, including a Request for Proposal process that involves extensive system testing.

Achievement. Power Automate platform and Power BI used to generate and distribute Learning Assessment of Clinical Teaching (LACT) form reports to selected departments, with plans to expand to additional departments.

In progress. Active investigation of available technology to analyze and leverage narrative data from assessments, evaluations and surveys underway, with a focus on identifying potential tools for effective use in the medical education context.

Achievement. Medical Education Program Evaluation Committee (MedEdPEC) established, responsible for providing strategic direction and leadership for the development of program evaluation principles, guidelines, processes, and practices. Specific issues for consideration include teacher evaluations, rotation evaluations, evaluation data usage, and large program evaluation initiatives.

Achievement. Three working groups established under the authority of MedEdPEC, focused on (i) the development of a standardized approach for evaluating clinical rotations across MD and PGME programs, (ii) the development of fair and comprehensive processes for integrating teacher assessments data into faculty promotion decisions, and (iii) the development of processes for teacher performance assessment to ensure validity, reliability, and usability.

Achievement. Two working groups established under the authority of the Data Management and Analytics Advisory Committee focused on (i) the development of a medical education data governance and management plan, with a particular focus on learner environment data and (ii) the other dedicated to advancing the curation and development of guidelines and resources related to governance of EDI and Indigenous data sovereignty.

Achievement. Role and membership of the Data Management and Analytics Advisory Committee revised, with a focus on providing strategic direction and leadership for the development and implementation of data management and analytics principles, guidelines and practices.

Achievement. New Director, Program Evaluation, Medical Education role created, focused on leading the development of high quality, theory-based program evaluation principles, guidelines, processes, and practices.

In progress. Discussions underway regarding the most effective forums and processes to enable and support the development and implementation of program evaluation principles and guidelines, inclusive of accreditation.

In progress. Discussions regarding the articulation of data governance guidelines underway, including the formation of working groups focused on learner environment data and on EDI data.