Education Development Fund (EDF)
Introduction to the Education Development Fund
Funded by the Education Deans, the Education Development Fund (EDF) is intended to support new and innovative projects that align with our Faculty’s strategic priorities in education. The EDF is a seed fund designed to encourage those who are transitioning to, or are newly engaged in, education scholarship to further their career development.
Funding has traditionally been awarded to initiatives that focus on the design, implementation and evaluation of courses, programs and curricula including faculty development, continuing education and clinical learning initiatives. Eligible projects should consider the goal of broad implementation and impact across our academic programs represented by the Education Deans: MD Education, Postgraduate Medical Education, Continuing Professional Development, Graduate and Life Sciences Education in the Temerty Faculty of Medicine (including basic sciences, and the rehabilitation sciences).
EDF funded projects can either be an Educational Innovation and Development project OR an Education Research project.
Innovation and development project: A project, practically related to a course or course materials, with the objective of improving existing curricula through encouraging new directions in education, enhancing integration and collaboration between portfolios, facilitating critical reflection about best practices, and/or expanding the impact of educational advancement. The development of education materials, products and resources will be considered.
Research project: The search for and production of new knowledge. Designed to produce data or results that will result in feasible and sustainable impact and influence and will encourage innovation in teaching practices and effectiveness.
A strong evaluative component is expected in each project and the outcomes should produce results that can be disseminated.
Funding will be provided to a maximum of $10,000 per project. As there is a required departmental match, funding for your project could total $20,000. Funding will be provided for two years, effective July 30, of the year of funding.
Projects must not have received funding from another source to support the same work. National or international projects that reflect the strategic goals of the Faculty are acceptable to the Education Deans for funding, provided that there is evidence of substantial impact within the University of Toronto, Faculty of Medicine community. Larger more complex projects with multiple and previously funded phases will be reviewed carefully to ensure that educational components are explicitly outlined within the application.
The 2021 EDF Cycle is now open.
Please carefully review each of the sections below that describe requirements and responsibilities for the application process and for grant holders.
Applicants are encouraged to access resources made available by the Centre for Faculty Development. These resources include tips on getting funded, links to resources for research design, sections on ethics and impact, links to various workshops and access to the Education Research Community. There is also an opportunity to connect with Education Scientists across the system for consultations.
Should you have any questions about the EDF or the Call for Applications, please do not hesitate to contact the Office of the Education Deans, at edudeans@utoronto.ca or 416-946-8067.
All applications must be submitted online.
Eligibility & Team Member Roles
As the EDF is designed to encourage faculty members who are transitioning to or newly engaged in education scholarship, it is important to distinguish between and among potential roles for team members.
Faculty members who serve in senior administrative or research positions (Vice Chairs, Program, Curriculum and Course Directors, Clerkship, Pre Clerkship Directors, Research Directors and those considered to be Senior Education Scientists and Consultants) MAY ONLY be listed as "Senior Advisors".
In addition to listing team members and providing contact information for departmental contacts, the EDF application will ask you to provide a brief description of the team including roles and responsibilities of team members.
PRINCIPAL INVESTIGATOR (PI) and CO-PRINCIPAL INVESTIGATOR (Co-PI):
The PI and the Co-PI (if applicable) must be a faculty member who is newly engaged in education scholarship in basic, clinical or rehabilitation sciences at the University of Toronto, Temerty Faculty of Medicine. The PI and the Co-PI will take responsibility for the overall project design, development and completion. The EDF Adjudication Committee defines 'newly engaged' as a faculty member who has not served as PI or Co-PI on more than two previously funded education research grants. Education Scientists are eligible to apply as PI or Co-PI only within the first three years of their academic appointment and must not have received more than one previously funded education research grant.
At the application stage, the PI and the Co-PI agree to disclose all other sources approached for funding the project. If the PI or Co-PI has previously been awarded an EDF grant, they are eligible to apply for funding for a new project (or component of an earlier project) only if they have fulfilled all of the obligations and conditions for the previously awarded project.
It is in the spirit of the Education Development Fund to encourage collaborations between Clinician Educators and Education Scientists and therefore applicants are asked to please consider the following:
i. Education Scientists who apply as the Principal Investigator or as Co-PI are strongly encouraged to ensure that their project teams include Clinician Educators in order to assist with the translational and practical application of their projects.
ii. Clinician Educators are strongly encouraged to consult with either departmentally sourced or hospital based Education Scientists and resources as they may have valuable input and would be able to strengthen project methodology, project evaluation and research dissemination.
PROJECT COLLABORATORS:
A collaborator must be a faculty member, learner, OR staff within the Temerty Faculty of Medicine or its affiliated hospitals and engaged in the educational activities in basic, clinical or rehabilitation sciences at the University of Toronto, in either an administrative, project management or research capacity. Assigned roles and responsibilities for each of the project collaborators must be clearly outlined in the project application.
SENIOR ADVISOR:
A Senior Advisor must be a faculty member engaged in the educational activities in basic, clinical or rehabilitation sciences at the University of Toronto, Temerty Faculty of Medicine. They must also agree to serve in an advisory or mentorship capacity to the overall project design, development and completion.
Faculty members who serve in senior administrative or research positions (Vice Chairs, Program, Curriculum and Course Directors, Clerkship, Pre Clerkship Directors, Research Directors and those considered to be Senior Education Scientists and Consultants) MAY ONLY be listed as Senior Advisors/Mentors.
EXCLUSIONS
Members of the senior decanal team i.e., Vice, Associate or Assistant decanal, Departmental Chairs, Division Chiefs and/or EDF committee members are not eligible to apply for EDF projects in any capacity.
Those who are listed as being compensated as project managers, research assistants completing transcription and analysis, or for providing consultation services within the project budget MAY NOT be listed as PI, Co-PI, or Collaborator.
Those who are supervisors of resident or graduate student projects are not eligible to serve as PI or CO PI. They may serve as a Senior Advisor.
Department Chair's Endorsement
Applications must upload a letter of support from the Temerty Faculty of Medicine Academic Department Chair (or the Vice-Chair Education if designated) of each Principal Investigator. The letter of support should outline the potential for meaningful incorporation and sustainability in the Faculty of Medicine education programs and the provision of support for the Project Leader to attend development sessions and complete the dissemination plan. For a single PI, the letter must confirm that secured matched funding is in place. This letter should also confirm the source of the matching funds and the amount. In the case of two PIs, at least one letter must confirm that secured matched funding is in place, confirm the source of the matching funds and the amount.
Project endorsement from Hospital Clinical Departments, University or Hospital Division Chiefs, Medical Education Offices, Research Departments or Managers, will not be accepted.
Budgets must reflect a true 1:1 match within budget columns. Academic department funds could include funds from other granting agencies and sources received by the supporting academic department. In the spirit of transparency, applicants are encouraged to list ‘other’ funds outside of the 1:1 match within their budget. University base budget or operating funds cannot be used to provide the match.
The Office of the Education Deans will transfer the awarded funds to the Academic Department of the Principal Investigator in the Temerty Faculty of Medicine. Applicants are expected to provide necessary FIS numbers to facilitate this transfer within 4 weeks of the application approval. It is the responsibility of the applicant to submit required information by July 9, 2021 or the offer of funding will be withdrawn. It is expected that departmental business officers work closely with the successful applicants to facilitate this transfer. The Department will be responsible for the disbursement of funds to the Principal Investigator.
Budgets
Applicants are required to upload a proposed budget using a provided template with their application (see section below titled "Application Process and Templates".
The details below are provided to help guide your development of your proposed budget and explain allowable and not allowable expenses for EDF funds. Budgets will be carefully reviewed for appropriate use of project funds and may require adjustment at the request of the Education Development Fund adjudication committee. Funded PIs and Co-PIs are required to provide updates on expended funds as part of the reporting requirements.
It is recommended and encourged that EDF recipients utilize existing University of Toronto resources where appropriate i.e., student participation, technical support services, professional services, etc. The application will ask you to describe the anticipated resources available and required (financial, expertise, technology) to complete your project. The application will also ask for you to disclose intended vendors with appropriate quotes if feasible.
Budgets must reflect a true 1:1 match within budget columns. Academic department funds could include funds from other granting agencies and sources received by the supporting academic department. In the spirit of transparency, applicants are encouraged to list ‘other’ funds outside of the 1:1 match within their budget. University base budget or operating funds cannot be used to provide the match.
All funds, other than costs related to project dissemination, are expected to be disbursed by the end of the first year and all costs, including dissemination costs are to be disbursed by the end of the second year. Any unused funds, as outlined in the final project report, will be required to be returned to the EDF to fund future projects. Requests for funding extensions after 1 year (for funds other than dissemination costs) must be made in writing to the Education Development Fund Committee, for consideration. Requests for changes to the originally approved budget must also be made in writing to the Education Development Fund Committee, for consideration.
Successful applicants must meet all requirements for the transfer of funds including the declaration of all other sources of relevant funding, receipt of ethics approval, provision of necessary FIS numbers to facilitate the transfer within 4 weeks of the application approval. It is the responsibility of the applicant to submit required information by July 9, 2021 or the offer of funding will be withdrawn.
ALLOWED
Costs associated with project dissemination (ie. poster layout and printing costs to a maximum of 250.00)
Conference Travel - maximum of 1000.00* of EDF funds may be used to off-set travel where EDF project/work is to be presented. *This amount should include both travel and accommodations.
Research Assistant ($25-35/hr)
Costs to run interviews and focus group
Transcription
Data analysis and hand coding of transcribed text
Summarizing of data and assistance with manuscript development
IT/eLearning related projects: Technological consultation, needs assessment, content writing, evaluation, graphic design and animation (approx. $75.00/hr)
Learning Portals/Websites: Programming, learning management/content management systems (approx. $2,500.00 – $15,000.00)
Illustrations
Costs for simulation (all modalities)
i.e. anatomical models
Incentives (i.e., gift cards, honorariums, stipends for focus group/study participants) up to a maximum of 5% of the total budget (including matched funding). For example, if the total project budget (including match) is $10,000.00, $500.00 of your budget may be used toward incentives.
NOT ALLOWED
Publication costs i.e. Open Access and like journal publication fees or costs associated with manuscript publication.
Payment to Educational Research Consultants, U of T Staff and Faculty for duties/tasks performed related to the project.
Incentives (ie. gift cards, honorariums, stipends for focus group/study participants) exceeding 5% of the total budget.
Catering
Reimbursement for participant travel/parking
Conceptualization and design of representative imagery.
Project Timeline and Reporting Requirements
Applicants are required to upload a proposed project timeline using a provided template with their application (see section below titled "Application Process and Templates"). This should include details of anticipated project deliverables, time estimates and a project schedule.
A progress report (approximately 6 months into the project) is required by February 25, 2022 outlining the project status, budgetary expenditures, dissemination and sustainability plans.
A 1 year report is required at the end of the funding year, by August 31, 2022. Formal written reports will record the work done to date, include a summary of budgetary expenditures, describe progress towards and barriers to implementation, and include a plan for dissemination/knowledge translation. 1 year reports must also be accompanied by a letter describing the outcomes as they relate to meaningful incorporation and sustainability of the project as discussed between the recipient and the Department Chair. All funds, other than costs related to project dissemination, are expected to be disbursed by the end of the first year and all costs, including dissemination costs are to be disbursed by the end of the second year.
Preparation and presentation of a poster, to be presented at the Wilson Centre Research Day, will be required. The exact date/location will be confirmed by the Office of the Education Deans.
A final project report is due upon the completion of the project (within 2 years of the original funding date). This report must contain details regarding final budget expenditures which will outline any unused funds or overages, status of knowledge dissemination, implementation and planned future related work. Project teams are highly encouraged to also include perceived impact of the project on the PI’s career and the perceived impact of the project on collaborators.
Attestation
The EDF application process requires PIs and Co-PIs to attest that they are aware of and agree to their role and responsibilities as PI and Co-PI and also attest that they have not received more than two previously funded education research grants (or in the case of Education Scientists, that they have not received more than one grant).
Applicants are required to upload a signed attestation using a provided template with their application (see section below titled "Application Process and Templates"). In the case of Co-PIs, each Co-PI is required to sign their own attestation form and upload to the application site.
Ethics
Applicants must include at the time of submission (via upload) a formal letter or email notification from either a Hospital or the University of Toronto Research Ethics Board stating that ethics has been approved/the project is exempt or that it is pending.
Applicants applying for Ethics approval or exemption at their Hospital are encouraged to submit their applications as early as possible to avoid delays.
Applications will not be accepted or reviewed if ethics has not been formally initiated at the time of their application submission.
Should your project be selected for funding, final ethics approval must be in place before funding is released. If you do not require ethics for your proposal, please indicate this in your submission via a formal letter from the REB noting the exemption.
Application Process & Templates
The application process is conducted entirely online using a provided template. The application process will open on December 11, 2020 and will close at 11:59pm on Friday, March 19, 2021.
Applications will not be considered if they do not follow the submission guidelines.
For the purposes of developing content, the EDF application is also available in Word or PDF versions. However, only applications received through our online process will be accepted. For your information only, you may refer to the application documents below. DO NOT SUBMIT.
A complete application will include:
- The completion of the application online.
2021 EDF Budget Template.xlsx
2021 EDF Project Timeline Template.docx
2021 EDF Attestation.pdf
2021 EDF Attestation.docx
- Uploaded Department Chair's letter of support
- Uploaded Confirmation of ethics application submission, ethics approval or ethics exemption
- Uploaded CV of PI and Co-PI (if applicable)
(Optional): Applicants may also submit a list of supporting references of up to 1 page.
NOTE: We do not accept additional supplemental material at the application stage. Should a project be selected for funding, the Adjudication Committee may ask for supplemental information before funding is released.
No late or incomplete applications will be reviewed or accepted. You MUST hit "submit" on the last screen of the online application for your application to be considered submitted.
Adjudication
The Education Development Fund is a peer-reviewed grant. An adjudication panel will review all applications and advise the Education Deans on awards and the allocation of funds.
2020-21 EDF Cycle Timelines
Date | Activity |
November 23, 2020 | EDF 2021 Cycle Launch |
December 11, 2020 | Application process opens |
March 19, 2021 | Application process closes |
March – May 2021 | Peer-Review & Adjudication Process |
June 2021 | Decisions will be communicated to PI/Co-PIs. |
July 2021 | Deadline for fund recipients to confirm ethics approval/exemption & FIS codes (4 weeks after notification) |
August 2021 | Funding allocated |
February 2022 | Progress report due |
August 2022 | 1 year report due & all funds to be expended by this date |
Fall 2022 | Findings to be presented in poster or oral presentation format – Research Day/Symposium |
August 2023 | Final project report due (within 2 years of original funding date) |
Previously Funded Projects | 2007 - 2019
Award Year | PI('s) | Department | Project Title |
2019 |
Sharon Peacock | Anesthesia | Simmulation Curriculum in Ultrasound-guided Cannulation of the Subclavian Vein using a low cost, high fidelity 3D Model |
2019 | Alpna Munshi | Psychiatry | Performance, Success, and Challenges - Experiences of IMG Residents in the Department of Psychiatry |
2019 | Eileen Cheung | Family & Common Medicine | An Evaluation of the Toronto Addis Ababa Academic Collaboration in Emergency Medicine (TAAAC-EM) Partnership |
2018 | Nirit Bernhard | Paediatrics | 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 Undergratuate Medical Curriculum |
2018 | Seema Marwaha | Medicine | Translating Patient Experiences into Immersive Video for Medical Education on Compassionate Care: A Pilot Study |
2018 | Jennifer Hulme | Family & Community Medicine | Advocating for Advocacy: The State of the Advocate Role in Canadian Family and Emergency Medicine Training Programs |
2018 | Julie Johnstone | Paediatrics | "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 |
2018 | Samantha Green & Ritika Goel | Family & Community Medicine | Teaching Poverty, Social Determinants, and Social Accountability |
2018 | Peter Wu | Medicine | Understanding the Impact of the Junior Attending Role on Transition to Practice - A Qualitative Study |
2017 | Elise Hall | Psychiatry | PsychEd: A Learner-driven, Educational Psychiatry Podcast |
2017 | Michael Neszt | Psychiatry | Better Together: A Mixed-Methods Study to Guide a Continuing Professional Development and Faculty Development Curriculum in Integrated Mental Health Care |
2017 | Megan Landes | Family & Community Medicine | Laying the Groundwork: Developing a Global Health Emergency Medicine Fellowship at the University of Toronto |
2017 | Fok-Han Leung & Milena Forte | Family & Community Medicine | Reflections on Remediation Through a Graduate's Lens |
2017 | Batya Grundland & Jeremy Rezmovitz | 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 |
2017 | Anna Nowacki | Medicine | The Addis Ababa Toxicology Curriculum Project: Educational Needs Assessment for the Toxicology Modules of an Emergency Medicine Training Program 7550 |
2017 | Jory S. Simpson | Surgery | Humanism Education in Surgery: Developing a Patients as Teachers Initiative in Surgery for Clerkship Students |
2017 | Kate Hayman | Medicine | Teaching Undergraduate Medical Students to "Go Upstream" and Advocate on Social Determinants of Health using Care-Based Learning |
2016 | Lucas Murnaghan | Surgery | A Qualitative Assessment of the Role of "Bootcamps" in Junior Residency |
2016 | Paula Rowland | Occupational Science & Occupational Therapy | UnderstandingAalignments between Interprofessional Education and "High Reliability Organization": Implications for Curricula and Interprofessional Development |
2016 | Kathleen Sheehan | Psychiatry | Death, Dying and Doctors: A Qualitative Exploration of Physician-Assisted Death to Guide Continuing Professional Development |
2016 | Sarah Wright | Family & Community Medicine | Experiences of Canadian Medical Students who are First in their Family to Attend University |
2016 | Tim Dwyer | Surgery | Competence of Orthopaedic Sports Medicine Fellows: Development of Certification Examination |
2016 | Anupam Thakur | Psychiatry | Knowledge, Skills and Experiences of CanMEDS Leader Role in Psychiatry: A Pilot Study |
2016 | Margaret Salmon | Medicine | Teaching Ultrasound-Guided Regional Anesthesia Techniques via Telesimulation versus Workshop |
2015 | Catherine Varner | Family & Community Medicine | Implementation and Evaluation of a Novel Family Medicine Obstetrical Point of Care Ultrasound (FaMOUS) Course |
2015 | Deborah Robertson | Obstetrics & Gynecology | The Effect of an Educational Session and Structured Communication Tool on the Quality of Obstetrics and Gynecology Resident Handover |
2015 | Clare Hutchinson | Paediatrics | Relationships as Learning: Understanding How Relationship Building Facilitates Patient-Centered Learning in Longitudinal Integrated Clerkships |
2015 | Mark Feldman | Paediatrics | Test-Enhanced Continuing Education - A Randomized Controlled Trial |
2015 | Sabrina Akhtar | Family & Community Medicine | Into Whatsoever Home I Enter, I Shall Enter to Help the Sick: Developing a Curriculum for Integrated Home-Based Primary Care |
2014 | Meridith Guiliani & Caitlin Gillan | Radiation/ Oncology | High-Fidelity eLearning to Support Competency-based Residency Training |
2014 | Sumeet Sodhi | Family & Community Medicine | Evaluation of Short-Term field-based Global Health Training Programs through Trainee and Host Community Perspectives |
2014 | Cindy Woodland & Michelle Arnot | Pharmacology & Toxicology | Developmental Evaluation of Applied Clinical Pharmacology as a New Field of Study in the Master of Science in Pharmacology Program |
2014 | Deborah Leung & Jordan Chenkin |
Family & Community Medicine, Division of Emergency Medicine |
Implementing a Point-of-Care Ultrasound Curriculum for CCFP-EM Residents |
2014 | Geetha Mukerji & Adina Weinerman | Medicine & Paediatrics | Resource Stewardship Workshop: Teaching Internal Medicine and Pediatric Residents to Communicate Effectively with Patients to Avoid Potential Harm from Unnecessary Diagnosis Tests |
2014 | Stefan Adhikari & Neill Adhikari |
Medicine (Anesthesia) |
Development of an Introductory eLearning course on Clinical Research Methods and Quality Improvement for the Toronto-Addis Ababa Academic Collaboration |
2014 | Sophie Soklaridis & Carrie Bernard | Family & Community Medicine & Psychiatry | Role of Health Advocate in Family Medicine and Psychiatry Residency Curricula |
2014 | Sanjeev Sockalingam & David Wiljer | Psychiatry | Developing a Lifelong Learning Cirriculum to Prepare Psychiatry Residents for Continuing Professional Development |
2014 | Jill Steir | Occupational Science & Occupational Therapy | Adapting Theatre Practice to Enhance Role-playing and Communication Skills of Occupational Therapy |
2014 | Debbie Kwan & Denyse Richardson | CFD (Pharmacy & Medicine)(CAMH/St.Joe's/UHN) | Fostering Continued Professional Development in the Workplace |
2014 |
Karen Wayman & Maria Mylopoulos | Family & Community Medicine |
Exploring Continuity, Integration, Context and Curriculum during Longitudinal Clerkship Training |
2014 | Lisa Richardson & Jason Pennington | Medicine |
The Creation of a Web-Based Learning Module for Indigenous Health Education |
2013 | Michelle Arnot | Pharmacology & Toxicology | Creation and Use of Animation in Teaching Pharmakinetic and Pharmacodynamic Principles |
2013 | Jaques Belik | Paediatrics | Development of a Newborn Lung Simulation Model as an Educational Tool for Mechanical Ventilation for Residents and Fellows |
2013 | Allison Crawford | Psychiatry | Assessing Resident Learning Needs in Telepsychiatry |
2013 | Karen D'Silva | Medicine | Geriatric Medicine Residents-As-Teachers |
2013 | Richard Horner | Medicine | Online Interactive Modular Course for Inter-Professional and Continuing Education in Sleep Health |
2013 | Julia Keith | Labratory Medicine & Pathobiology | The National Neuropathology Lecture Series: Collaborative Inter-Professional eLearning for a Small Specialty |
2013 | Brenda Mori | Physical Therapy | Developing a New National Tool to assess Physiotherapy Students in Clinical Education - Field Testing |
2013 | Jeff Myers | Family & Community Medicine | Developing and Validating a Set of Entrustable Professional Activities for Palliative Medicine: Phase One in Designing a Summative Postgraduate Learner Assessment |
2013 | Nikki Woods | Surgery | From Passive to Active: Using Peer Assessment to Improve Vicarious Learning of Surgical Skills |
2012 | Cheryl Cott | Physical Therapy | 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 |
2012 | James Downar | Medicine | 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? |
2012 | Theodor Grantcharov | Surgery | Development of a Tool for Identification and Assessment of Technical Errors in Laparoscopic Surgery |
2012 | Marcus Law | Family & Community Medicine | 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 |
2012 | Anne Matlow | Medicine | Integrating a Focus on Quality of Care into an Ambulatory Care Rotation |
2012 | Emil Schemitsh | Surgery | Abuse Screening Education in Orthopaedic Surgery: Building Knowledge and Capacity for Change |
2012 | Priya Watson | Psychiatry | Essential Elements of Child and Adolescent Psychotherapy Training |
2011 | Michelle French | Physiology | Developing Interactive Animations of Key Physiological Processes to Enhance Student Competency |
2011 | Heather McDonald-Blumer | Medicine | Fostering the Professionalism of Clinical Faculty: A Qualitative Needs Assessment and Pilot Project in Internal Medicine |
2011 | Kathy Boutis | Paediatrics | Hinting Strategies for Improving the Efficiency of Medical Student Learning of Deliberately Practiced Web-Based Radiographs |
2011 | Arun Radhakrishnan | Family & Community Medicine | Phase 2 of an Educational Intervention Addressing Barriers to Physician-Patient Communication while using Electronic Medical Records |
2011 | Teodor Grantcharov | Surgery | Design and Validation of a Surgical Skills Assessment Tools for Laparoscopic Roux-en-Y Gastric Bypass |
2011 | Sanjeev Sockalingam | Psychiatry | Preparing International Medical Graduates for Fellowship in Canada: A Needs Assessment and Curriculum Development |
2011 | Serena Baber | Family & Community Medicine | Optimizing Family Medicine Education: Exploring the Educational Training and Role of Academic Non-Physician Health Care Professionals |
2011 | Nicole N. Woods | Surgery | The Integration of Basic Science with Clinical Knowledge in Undergraduate Teaching |
2011 | Graham Slaughter | Medicine | Implementing a Bedside Ultrasound Curriculum for Procedures into an Internal Medicine Residency Program |
2011 | Allan Peterkin | Psychiatry | Working With Portfolios: Measuring Medical Students' Reflective Capacity and Empathy Levels Over Time |
2010 | Najma Ahmed | Surgery | Team Training for Trauma (3T): Developing an Interdisciplinary, Simulation-Based Human Factors Training Curriculum for General Surgery Residents |
2010 | Shelly Dev | Medicine | Is a Multimedia-Based Teaching Tool as Effective as Bedside Teaching? Proposal for a Validation Study |
2010 | Paula Ravitz | Psychiatry | Enhancing Supervison of Psychotherapy (ESP) Project |
2010 | Naveed Siddiqui | Anesthesia | The Impact of Simulator based Education on the Acquisition of Life-Saving Airway Procedure - Role of a Specialized Hybrid-High Fidelity Patient Simulator Model |
2010 | Khalil Sivjee | Medicine | Supporting International Medical Graduates Throughout Residency: Moving Beyond Orientations |
2010 | Joyce Nhyof-Young | Radiation Oncology | Implementation and Evaluation of an Experiential 'Elective' in Spirituality for Preclerkship Medical Students at the University of Toronto |
2010 | Lynfa Stroud | Medicine Division of General Internal Medicine | Integrating Communication and Procedural Skills Assessment in an Internal Medicine Residency Program |
2010 | Brian M. Wong | Medicine | Characterizing Facilitators and Barriers in Order to Promote the Successful Implementation of a Quality Improvement and Patient Safety Curriculum for Postgraduate Trainees and Medical Students |
2009 | Karen Leslie | Paediatrics | Preparing for a Career in Academic Medicine: Understanding the Process of Peer-Group Mentoring for Postgraduate Trainees |
2009 | Brian Simmons | Paediatrics | Interprofessional OSCE Development Simulation Tool |
2009 | Teodor Grantcharov | Surgery | The Impact of Bench Model Technical Skills Training on Cognitive Learning in the Operating Room |
2009 | Pat McKee | Occupational Science & Occupational Therapy | Enveloping Anatomy Learning System (Anatomy Glove and Video) |
2009 | Kenneth Locke | Medicine | The Utility of E-Portfolios for Documentation and Evaluation of the CanMEDS Scholar Domain in General Medicine and Rheumatology Post-graduate Medical |
2009 | Judith Peranson | Family & Community Medicine | Teaching an Interprofessional Approach to the Management of Musculoskeletal Problems in Primary Care |
2009 | Lynfa Stroud | Medicine Division of General Internal Medicine | Effects of a Re-structured Schedule on Internal Medicine Clinical Teaching Units: A Study of Attending Physicians, Residents, and Medical Students |
2009 | Jack Mandel | Dalla Lana School of Public Health | Global Health Education Initiative - Global Health Certificate Program for Postgraduate Trainees |
2009 | Allan Peterkin | Psychiatry | Narrative Means to Professional Ends: New Strategies for Teaching and Evaluating Professionalism in Canadian Medical Schools |
2009 | Clare L. Atzema | Medicine Division of Emergency Medicine | Does the use of Procedure Videos during Clinical Shifts Improve the Quality of Teaching of Emergency Medicine Procedures in the Emergency Department? |
2009 | Susan J. Wagner | Speech-Language Pathology | Evaluation of Care-Based Interprofessional Education (IPE) Sessions: Development and Implementation |
2009 | Sylvia Langlois | Occupational Science & Occupational Therapy | The Implementation and Evaluation of an Interprofessional Mentorship Program: Empowering Patients as Mentors for Our Students |
2008 | Kang Eric You-Ten | Anesthesia | Impact of High-Fidelity Patient Simulator-Based Education on the Acquisition of Non-Technical Skills During the Management of A Life Threatening Airways Crisis |
2008 | David Chan | Medicine | Videoconferenced Selection Interviews for Postgraduate Training Positions in Internal Medicine: A Head-to-Head Comparison with Traditional Face-to-Face Interviews |
2008 | Ann L. Fox | Nutritional Sciences | Needs Assessment of Employers of Students in the MScCH Public Health Nutrition Program |
2008 | Robyn Davies | Physical Therapy | Use of Remote Facilitation to Develop Clinical Reasoning Skills in Physical Therapy Students |
2008 | Tulin Cil | Surgery | Teaching the Sensitive Physical Exam: An Evaluation of Student Learning and Retention |
2008 | Margarita Lam-Antoniades Rahim | Medicine | Faculty Development for Ambulatory Care Teaching |
2008 | Heather Mac Neill | Medicine | Does Learning Disease Specific Content in an Interactive Process help foster Collaborative Practice and Improved Interprofessional Attitudes for Post-Licensure Learners? Online Application of the Build-a-Case Technique |
2007 | Yuna Lee | Medicine | Evaluation of Standardized Doctor's Order Sets as an Educational Tool for Undergraduate Medical Students |
2007 | Mireille Norris | Medicine | Hospitalized Older Persons' Education (HOPE) Curriculum: Enhancing Practice and Patient Safety |
2007 | Melinda Soloman | Paediatrics | The Cognitive-Behavioral Model for Teaching Communication Skills: A Pilot Project |
2007 | Zeev Friendman | Anesthesia | Teaching Emergency Life-Saving Skills through Simulation - High Fidelity Simulation vs. Traditional Bench Models for Teaching Residents Cricothyrotomy |
2007 | Rene Wong | Medicine | Online Simulations of Office Management - A Potential Way to Expose Medical Residents to the Competencies Required to run an Outpatient Practice |
2007 | Euson Yeung | Physical Therapy | Evaluation of an Online Self-Study Module in Screening for Vertebral Artery Dysfunction in Physical Therapy Practice |
2007 | Heather Carnahan | Occupational Science & Occupational Therapy | Model and Curriculum Development for Training Rehabilitation Specialists using Simulation |
2007 | Christopher Denny | Medicine | C.R.E.W.: Crisis Resources for Emergency Workers - Interprofessional Crisis Resource Management Team Training |
2007 | Annette Vegas | Anesthesia | Development of an Online Virtual Transesophageal Echcardiography Study as an Innovative Teaching Aid |
2007 | Shirley Tse | Paediatrics | Feasibility of an Interactive Web-Based Rheumatology Teaching Module for Pediatric Residents |
2007 | Shelley Brook | Psychiatry | The Toronto Addis Ababa Pschiatry Program (TAAPP): Educational Effects of an International Outreach Program on Psychiatry Residents |
2007 | Nicole Woods | Surgery | Documenting and Disseminating the Daily Educational Innovations of Clerks: A Pliot Project in Surgery |
2007 | Rob Madan | Psychiatry | Direct Observation - A Proposal for a Survery of Medical Teachers |
2007 | Bill MacKay | Physiology | Human Neurophysiology - Hoffman Reflect Simulation |