Undergraduate Teaching 2019-2020

UNDERGRADUATE TEACHING 2019-2020

OPPORTUNITIES IN MISSISSAUGA As of August, 2019

OVERVIEW

Trillium Health Partners (THP) is a learning organization dedicated to providing high-quality patient-centered care, and committed to educating the next generation of physicians and health professionals. Physicians and interprofessional team members have many opportunities to participate in a wide range of exciting experiences across multiple teaching locations, including all THP sites, the Terrence Donnelly Health Sciences Complex (TDHSC) at the University of Toronto Mississauga (UTM), St. George Campus of the University of Toronto (UTSG), and community offices.

MD PROGRAM

Through THP’s affiliation with the University of Toronto For information on the Years 1 and 2 Foundations (UofT), we are part of a Medical Education Campus curriculum or Years 3 and 4 Clerkship curriculum, together with the Mississauga Academy of Medicine please visit the University of Toronto’s website: (MAM). Accordingly, we have a mandate to provide all https://www.md.utoronto.ca/curriculum. four years of undergraduate medical education to learners from MAM. We also provide elective For teaching support, please refer to the Academic opportunities to undergraduate learners from other Calendar found on the University of Toronto’s universities. By participating in direct teaching to website: https://md.calendar.utoronto.ca/. This medical learners and providing regular clinical Calendar offers a guide to essential aspects of the supervision, your support will enhance our MD Program. collaborative approach to delivering education at THP.

FACULTY APPOINTMENT

Physicians who teach medical trainees are https://medicine.utoronto.ca/faculty-staff/faculty- required to hold an academic appointment with appointments-and-promotions their appropriate department at the University of Toronto (UofT) to evaluate learners, meet The Education Office will facilitate the application accreditation standards and facilitate teaching process for Trillium Health Partners (THP) payments. physicians. For assistance in obtaining a faculty appointment, please email or call Kim Bradley at For further information on a UofT faculty [email protected] or 905-848-7580 ext. 1749. appointment, please visit:

Further information can be obtained through the Education Office by emailing [email protected]. Thank you for your continued support!

CONTENTS

DIRECT TEACHING OPPORTUNITIES ACROSS MD PROGRAM ...... 4 2019-20 COURSE BREAKDOWN YEARS 1 and 2 - FOUNDATIONS ...... 5 FOUNDATIONS COURSE OVERVIEW ...... 6 CASE-BASED LEARNING (CBL) ...... 7 CLINICAL SKILLS – YEARS 1 AND 2 ...... 9 ENRICHING EDUCATIONAL EXPERIENCES (EEE) ...... 10 ETHICS AND PROFESSIONALISM ...... 11 FAMILY MEDICINE LONGITUDINAL EXPERIENCE (FMLE) – YEAR 2 ...... 12 HEALTH IN COMMUNITY (HC) – YEARS 1 AND 2 ...... 13 HEALTH SCIENCE RESEARCH (HSR) – YEAR 1 AND 2 ...... 14 PORTFOLIO - YEARS 1 AND 2 ...... 15 REMEDIATION ...... 16 SEMINARS/WORKSHOPS ...... 17 CONTACTS – YEARS 1 and 2 ...... 18 HOSPITAL-BASED ADMINISTRATIVE CONTACTS EDUCATION OFFICE, TRILLIUM HEALTH PARTNERS .... 18 CLINICAL SKILLS 1 & 2 ...... 18 2019-20 COURSE BREAKDOWN YEARS 3 and 4 - CLERKSHIP ...... 19 TRANSITION TO CLERKSHIP (TTC) COURSE (YEAR 3) ...... 20 CLERKSHIP TEACHING OPPORTUNITIES (YEARS 3 AND 4) ...... 21 PORTFOLIO COURSE (YEARS 3 AND 4) ...... 22 CLERKSHIP & POSTGRADUATE SCHEDULING COORDINATORS ...... 23 EDUCATION PROGRAM CONSULTANTS ...... 23 EDUCATION OFFICE – TRILLIUM HEALTH PARTNERS ...... 23 HOSPITAL-BASED ADMINISTRATIVE CONTACTS ...... 23 POSTGRADUATE MEDICAL EDUCATION ...... 24 INTERPROFESSIONAL EDUCATION ...... 25 OPPORTUNITY FOR INVOLVEMENT ...... 25 TEACHING INTEREST ...... 27

DIRECT TEACHING OPPORTUNITIES ACROSS MD PROGRAM

Within each course/year, the content is taught through a number of modalities.

Role Scheduled Teaching Days Targeted Recruitment

Case-Based Learning (CBL) Year 1 – Thursday pm Sub-specialists based on Tutor weekly content and Generalists Year 2 – Wednesday am (UTM-based)

Clinical Skills Tutor (CS) Year 1 – Friday am Generalists with support from sub-specialists based on (Hospital-based and Community Year 2 – Thursday am weekly content Offices)

Health in the Community (HC) Year 1 – Tuesday pm Community-focused clinicians Tutor (co-tutor format with a health Year 2 – Thursday pm (UTM-based) care professional)

Health Science Research (HSR) Year 2 – Wednesday pm Physicians and/or health Tutor professionals with a focus on (UTM-based) research

Portfolio Academy Scholar Year 1 – Tuesday pm Physicians with a skill in engaging trainees and earning (Years 1 and 2 - UTM-based) Year 2 – Wednesday pm their trust, while providing (Years 3 and 4 - Hospital-based) Year 3 – Thursday 4-6 pm honest and helpful feedback Year 4 - Thursday 4-6 pm (3 (co-facilitation format with a sessions only in early 2019) resident or another physician)

Lecturer Year 1 – Monday am/Friday pm Sub-specialists based on weekly content (UTM-based) Year 2 – Friday am/Wednesday pm

Seminar / Workshop Leader Varied Subject experts based on (UTM-based) weekly content

Clerkship Seminars Varied and dependent on Subject experts rotation and specialty

2019-20 COURSE BREAKDOWN YEARS 1 and 2 -

FOUNDATIONS

FOUNDATIONS COURSE OVERVIEW

There are five courses that run throughout the two years:

Introduction to Medicine

11 weeks in Year 1 Introduces basic and social sciences relevant to medicine, cognitive science, clinical skills and community health

Concepts, Patients, and Communities 1

13 weeks in Year 1 Instruction on health and the diagnosis and treatment of disease relevant to all of the body’s systems

Concepts, Patients and Communities 2 Foundations Course Directors: 9 weeks in Year 1 Instruction on health and the diagnosis and Dr. Anne McLeod treatment of disease relevant to all of the body’s Introduction to Medicine– Year 1 systems (cont’d) Dr. Lori Albert Concepts, Patients & Communities 1 – Year 1 Concepts, Patients and Communities 3 Dr. David Chan 16 weeks in Year 2 Concepts, Patients & Communities 2 – Year 1 Instruction on health and the diagnosis and Dr. Evelyn Rozenblyum treatment of disease relevant to all of the body’s Concepts, Patients & Communities 3 – Year 2 systems (cont’d) Dr. Hosanna Au Life Cycle – Year 2 Life Cycle Dr. James Owen 9 weeks in Year 2 Complexity and Chronicity – Year 2 Instruction on health and disease from conception, development, birth, infancy, childhood, adolescence, aging, and for patients who are dying

Complexity and Chronicity 11 weeks in Year 2 Consolidation of the program with emphasis on chronic disease management, and complex problems with preparation for clerkship

CASE-BASED LEARNING (CBL)

Student’s Experience of a CBL Case: MAM CBL TOPIC Group Leaders: This is a virtual patient online module that outlines Year 1 the case of the week. A group of 8-10 students will go through the CBL module together, without Dr. Robert Goldberg a faculty tutor. The students follow the journey of Dr. Ahmed Hassan a patient (or a family) navigating the health care Dr. Christopher McColl system in the case. They will explore the trigger Dr. Tanzil Rahman questions, patient-directed questions, resources, Dr. Matthew Robinson videos, imaging, EMR screenshots, and lab results Dr. Naveed Syed findings, etc. in the case. In addition, there are Year 2 around 10-15 questions that the group will have to answer and submit to the faculty tutor by the Dr. Pearl Behl end of this self-guided group session. Dr. Jamsheed Desai During the week, the students will independently Dr. Stephen McKenzie explore the resources (e.g., guidelines, clinical Dr. Ahmad Muinuddin skills videos, etc.) embedded in the CBL module to Dr. Melanie Spring solidify their understanding. Dr. Corey Stein A few days later, the same group will attend a 2.5- hour CBL session with a faculty tutor (note: each MAM Foundations Course Coordinator: group will have a longitudinal relationship with a Elizabeth Day few faculty tutors.). The faculty will review the answers with the group, challenge their thinking, answer questions (tutor-guide for the case will be provided by the content experts), and present other similar cases to help the students transfer their knowledge to other contexts. The tutors will also identify any confusing or challenging concepts remaining at the end of the session and inform the central teaching team. These concepts will be discussed with students further at a later time in the Integrated Summary and Application Lecture (see page 17).

Refer to the following for an example of a virtual case: http://emodules.med.utoronto.ca/UME/191/013/ story.html Faculty information to support case-based teaching can be found in the Appendix – A Primer for Case-Based Learning (CBL) tutors.

Summary of TOPIC CBL Years 1 and 2 Teaching Requirements:

Day of the Week: Year 1: Thursday PM Duration and 2.5 hours Year 2: Wednesday AM Interval Weekly (Sept – May)

Total # of Tutorials 72 across the two year curriculum

Faculty Support/ Yes # Tutors 6 Development Required/Session

Assessments Review of Student # of 9 Assignment required Students/Group prior to the CBL session

Teacher Qualifications CBL tutors can be generalists, specialists, or clinician scientists – there is an opportunity for all medical faculty who are interested in teaching through analysis of clinical cases. Generalist physicians from many disciplines may be able to take on more cases to provide longitudinal continuity, but sub- specialists will also provide added support.

CLINICAL SKILLS – YEARS 1 AND 2

The Clinical Skills portion of the ICE component is MD Program Director, Clinical Skills: hospital-based and provides students with Dr. Mirek Otremba instruction on how to take a patient’s history and Clinical Skills Site Coordinators: perform physical examinations. Year 1: This teaching runs across the first two years of Dr. Suleman Remtulla (CVH) the MD Program. Dr. Christopher Gilchrist (MH) Year 2: Dr. Shelley Kraus (CVH) Dr. Lori Coman-Wood (MH)

THP Preclerkship Coordinators: René deHooge (CVH) Paty Callaghan (MH)

Summary of Clinical Skills Teaching Requirements:

Day of the Year 1: Friday AM Duration and 4 hours weekly Week: Year 2: Thursday AM Interval 8 am–12 noon (Sept – May)

Total # of Approximately 33 Total Teaching Year 1: Approx. 132 hours of Tutorials weeks in Year 1. Time teaching encompassing full year - Approximately 36 shared commitment between weeks in Year 2 physicians. taught by generalists, Year 2: Approx. 144 hours of and subspecialties. teaching spread throughout the year – shared commitment.

Faculty Yes # Tutors Approximately 9 across sites for Support/ Required/ Session each year Development

Assessments Evaluations, Case # of 6-7 Reports + OSCE Students/Group

Teacher This teaching opportunity is attractive to generalists – any physician who enjoys Qualifications teaching the basics will enjoy teaching Clinical Skills. For Year 2, specialists are recruited for sessions requiring content experts, such as Psychiatry, Paediatrics, Geriatrics and Neurology. Many tutors commit to returning year-over-year. Postgraduate medical trainees and Clinical Fellows with program permission can also be recruited as required.

ENRICHING EDUCATIONAL EXPERIENCES (EEE)

Students must complete 36 hours in the first 2 years of the MD Program. The experiences EEE Director: include “shadowing”, with at least one experience involving exposure to a designated population. Dr. Laila Premji While, at this time, the experience doesn’t have to be organized specifically around a designated THP Preclerkship Coordinators: population, it must expose the student to a René deHooge (CVH) preceptor working with that population in some Paty Callaghan (MH) manner. When students register an experience, they will indicate if it satisfies the “designated population” requirement - these experiences will be student-driven and student-reported.

Summary of EEE Teaching Requirements:

Day of the Week: Year 1: Wednesdays or during Duration and As agreed upon other free time Interval between supervising physician and Year 2: Tuesdays or during other student free time

Total # of N/A Total Teaching Negotiable Tutorials Time

Faculty Support/ No # Tutors N/A Development Required/Session

Assessments No # of N/A Students/Group

Teacher Physician support for accepting observership experiences is required in order to Qualifications meet the student’s curriculum needs. The location for observerships can be hospital-based or clinic/office-based.

ETHICS AND PROFESSIONALISM

The Ethics and Professionalism theme is designed to Faculty Lead: provide students with the opportunity to grapple with Dr. Erika Abner ethical and professional dilemmas drawn from both student and faculty experiences, and the bioethics and MAM Physician Coordinator: professionalism literatures. The teaching for this Dr. Rob Boyko content runs across Years 1 and 2.

MAM Foundations Course Coordinator:

Elizabeth Day

Summary of Ethics Teaching Requirements:

Day of the Week: Year 1: Thursday morning Duration and 1.5 – 3 hours (varied) or Friday afternoon Interval Year 2: Monday morning or afternoon (Sept – May)

Total # of Seminars Year 1: 2 Total Teaching Time 21 hours Year 2: 5

Faculty Support/ Yes # Tutors 3 Development Required/Session

Assessments No # of Students/Group 18

Teacher Sessions are facilitated by two tutors who have an interest/experience in Qualifications Ethics and Professionalism – a clinical ethicist is paired with a clinician.

FAMILY MEDICINE LONGITUDINAL EXPERIENCE (FMLE) – YEAR 2

This 2nd year course is managed centrally by the supplied by the University. DFCM. Interested Family Medicine physicians should contact the FMLE Coordinator The FMLE provides students an opportunity to ([email protected] or 416-946-5249) if experience clinical care in the community-based, they are interested in supporting this course. primary care setting. Students have the opportunity to participate in the daily activities of Students participate in six community-based a clinic and find out what it’s really like to be a family medicine clinics over a three to four month family physician, practice and hone their interview period. Students are assigned preceptors through and physical examination skills while discovering a match process, after which the six clinic dates the incredible options that a future in family will be arranged and agreed on jointly by the medicine offers. student and preceptor, from a list of dates

HEALTH IN COMMUNITY (HC) – YEARS 1 AND 2

HC teaches the fundamental principles of community health. There is currently a HC Course Director: combination of academy-based sessions, field Dr. Fok-Han Leung visits to community agencies and patient home visits. Academy-based tutorial sessions review the HC Course Site Coordinator: principles of community health Dr. Maria Upenieks learned/highlighted in the field visits. These sessions are co-tutored with an allied health care MAM Administrative Coordinator: professional at UTM. Starting in the Spring of Year Frances Rankin 1, students and tutors are assigned to a community partner agency. Students work to develop and complete their community based service learning component (CBSL) during 2nd year.

Summary of HC Teaching Requirements:

Day of the Week: Year 1: Tuesday (1:30-4:30 pm) Duration and Year 1: 3 Interval hours/session Year 2: Thursday (1:30-4:30 pm) Year 2: 3 hours/session (September – May)

Total # of Year 1: 5 sessions Total Teaching Time Year 1 = 15 hours Tutorials Year 2: 4 sessions plus Year 2 = 12 hours Community Forum event

Faculty Support/ Yes # Tutors 8 physicians + 8 allied Development Required/Session health professionals

Assessments Yes # of 7-8 Students/Group

Teacher Physician tutors are community-focused clinicians who are paired as co-tutor Qualifications with an allied health care professional.

HEALTH SCIENCE RESEARCH (HSR) – YEAR 1 AND 2

With the development of the Foundations activities, scholarly activities and clinical curriculum, HSR was re-conceptualized as a two- practice and the care of patients. year component, however tutor-based teaching is 4. allowing students to build up their scientific required only in the second year with the first year research knowledge, develop research being lecture-based. competencies such as critical-thinking, problem-solving, life-long learning, The HSR component is an introduction to the hypothesis formulation, methodology principles of research, directed at helping students delineation, results interpretation and data understand and use research to contribute to communication both orally and textually. improving the health of people and populations, 5. developing positive attitudes towards including First Nations, Inuit and Metis peoples, in research and encouraging productive Canada and globally. The change from a one year engagement in undergraduate research course to a two-year longitudinal component is activities. aimed at:

1. integrating research knowledge and skills at HSR Director: the start of the student’s medical education. Dr. Debra Katzman

2. allowing for a robust curriculum to be taught, processed and assimilated over a 2-year Associate Course Director: Dr. Tony D’Urzo period. 3. providing a solid foundation in research MAM Administrative Coordinator: knowledge and skills for prospective research Frances Rankin

Summary of HSR Teaching Requirements:

Day of the Week: Year 2: Wednesday PM Duration and Interval 2 hours/session (Sept – May)

Total # of Tutorials Year 2: 8 Total Teaching Time Approx. 22 hours across two years

Faculty Support/ Yes # Tutors 9 Development Required/Session

Assessments Yes – Evaluations # of Students/Group 10-12

Teacher • Must be MD, PhD, or MD/PhD and actively engaged in research Qualifications • Effective teacher who is enthusiastic about health science research and the importance of developing life-long skills in this area • Expertise in 1 or more Canadian Institutes of Health Research (CIHR) pillars • Experience supervising / mentoring students on independent research • Comfortable meeting the individual needs of students who have entered medical school with a wide range of research experiences • In short, tutors should be a “hybrid” faculty person – one who is both an excellent educator/teacher and researcher.

PORTFOLIO - YEARS 1 AND 2

Portfolio offers an opportunity for guided mentor and advisor to each student on two reflection on what students are learning and occasions during the academic year, to review the incorporates frequent, low to moderate stakes Learner Chart compiled by the student, consisting assessment exercises, including written tests, of formal assessments, student’s reflections and clinical skills observations, clinical application learning plan related to these assessments. This exercises, among others. Results of these teaching in Years 1 and 2 takes place at UTM. assessments are gathered by students in a Learner Chart throughout the year, and are regularly Portfolio Director: reviewed with faculty mentors to ensure students Dr. Nirit Bernhard are staying on track, and receiving help where it is Associate Course Director: needed. Dr. Susanna Talarico Physicians supporting this course are referred to MAM Physician Site Coordinator: as Academy Scholars. Academy Scholars will Dr. Sarah McClennan facilitate and guide group discussion about experiences as medical students and will give MAM Administrative Coordinator: longitudinal feedback to students. The Scholar is a Frances Rankin

Summary of Portfolio Requirements:

Day of the Week: Year 1: Tuesday PM Duration and 2 hours for 6 sessions

Interval Year 2: Wednesday PM and (Sept – May) 5 hours for 2 sessions

Total # of Tutorials 6 + 2 individual meetings Total Teaching Approx. 30 hours/year of 30 minutes/student Time

Faculty Support/ Yes # Tutors Required/ 12 across the two years – Development Session 6/year (there is a potential for 2 physicians to share commitment)

Assessments Yes - Reflections # of Students 3-5

Teacher Academy Scholars are respected teachers in their clinical departments, with Qualifications comfort and skill in engaging trainees and earning their trust, while providing honest and helpful feedback in a supportive fashion. Physician Academy Scholars co-facilitate this teaching with a Junior Scholar (generally a resident).

REMEDIATION

AACE-IT (Achieving Academic & Clinical MAM Physician Site Lead: Excellence in Training) and SCORE (Structured Clinical Observation, Reflection and Dr. Mini Joshipura, MD, FRCPC Evaluation)

Physicians may be recruited to support MAM Administrative Supports: students who are experiencing challenges within Paty Callaghan (MH) the MD Program curriculum. While there is some René deHooge (CVH) compensation available to support MAM students requiring additional academic or clinical practice, the overall student requirements and the payment allocated will be clearly defined each time a physician is engaged by the MAM Physician Site Lead to support a specific need.

SEMINARS/WORKSHOPS

Clinical Decision-Making workshops (CDM) how to communicate about the situation to the provide active learning opportunities for students patient and family (e.g., ECG workshops, to practice applying their knowledge and skills to a Ultrasound teaching, etc.). variety of clinical cases, reinforce what was Longitudinal theme seminars are led by a faculty covered in the other modalities, and build their or a panel of experts including non-physician clinical decision making skills. experts (e.g., ethics, leadership). Specific Skills-based workshops assist the students in information on Ethics and Professionalism is learning/practicing a specific clinical skill within a provided below. clinical context including, when relevant, learning

Summary of TOPIC Seminar/Workshops Teaching Requirements:

Day of the Week: Varies Duration and 2-3 hours Interval (September – May) Dependent on content requirements

Total # of Seminars Year 1: 8-10 Total Teaching Varies Time Year 2: 8-10

Faculty Support/ Yes # Tutors 3

Development Required/Session

Assessments No # of 18 or smaller Students/Group

Teacher Qualifications Seminars/workshops are taught by content experts.

Integrative Summary and Application Lecture

CONTACTS – YEARS 1 and 2

MISSISSAUGA ACADEMY OF MEDICINE (MAM) CONTACTS (BASED AT UTM)

Elizabeth Day Frances Rankin Foundations Course Coordinator Foundations Administrative Coordinator Tel: 905-569-4618 Tel: 905-569-4602 Email: [email protected] Email: [email protected] Manages: CBL, Ethics, Seminars / Manages: HC, HSR, Portfolio Workshops, Lectures at UTM

HOSPITAL-BASED ADMINISTRATIVE CONTACTS EDUCATION OFFICE, TRILLIUM HEALTH PARTNERS CLINICAL SKILLS 1 & 2

Paty Callaghan René deHooge Preclerkship Coordinator & Preclerkship Coordinator & Student Liaison - Mississauga Student Liaison – Credit Valley Hospital Hospital Tel: 905-848-7580 x3587 Tel: 905-813-1100 x4856 Email: [email protected] Email: [email protected]

For a full list of the Education Office staff and their contact information, please visit the thpHUB: http://thphub/MedicalEducation/Pages/ContactInformation.aspx

2019-20 COURSE BREAKDOWN YEARS 3 and 4 - CLERKSHIP

TRANSITION TO CLERKSHIP (TTC) COURSE (YEAR 3)

Transition to Clerkship (TTC) is a two week course urgent response. Students are divided into small that runs at the beginning of clerkship in the third groups and rotate throughout various stations year of the undergraduate medical program. This where specific skills are taught.These skills include:

course strives to assist students in developing the • ABGs (mannequin arms are used for this) knowledge, skills and attitudes they require to • Airway management and NGT placement successfully progress from their role as a student to (taught in the Simulation Centre) a member of the healthcare team as a clinical clerk. • Gloving and gowning for the OR TTC is delivered for the MAM at the Terrence • Gloving and gowning for infection prevention Donnelly Health Science Complex (TDHSC) at UTM, and control with clinical days (otherwise known as Academy • IVs (mannequin arms are used for this) Days) occuring at THP. Faculty are recruited for all • ECGs (2 machines are available with small group learning sessions. standardized patients on whom to obtain the There are four focus areas with which the medical ECGs)

learner will be provided an opportunity to learn: Students also take part in additional seminars 1) The Intrinsic CanMEDS roles, emphasis on during TTC, which include topics on professional teamwork, patient safety, managing information, relations, poverty and health, imaging and patient interprofessional care, and medical-legal issues; saftey. Details relating to all teaching sessions 2) Medical Expert roles such as therapeutics, that are available during TTC are listed below. nutrition, medical imaging; 3) The care of priority Course Director: populations (those living in poverty, and diversity Dr. Tatiana Freire-Lizama groups; and 4) Specific skills needed for clerkship,

explored within the Academy Days of TTC. MAM Physician Site Coordinator:

Dr. Sarah McClennan The three hospital-based academy days during TTC

consist ofclinical skills days which provide students MAM Coordinator:

an orientation to clinical skills procedures and Jonathan Hersh

TTC Session Preferred Specialty # of Tutors

Crisis Management Psychiatry/ Family Medicine 2

Nutrition Registered Nurse/ Dietitian 4

In the OR Surgery/ Anesthesiology 2

In the ER Emergency Medicine 2

On the Ward Internal Medicine 2

In the Clinic Family Medicine 2

Medicolegal Family Medicine/ Emergency Medicine 3

Imaging Diagnostic Imaging 2

Poverty and Health Family Medicine/ Mental Health 5

CLERKSHIP TEACHING OPPORTUNITIES (YEARS 3 AND 4)

The Years 3 and 4 curriculum primarily comprises The core clerkship program includes rotations in clinical teaching. This allows for numerous Anaesthesia, Emergency Medicine, Family Medicine, opportunities to participate as a supervising Medicine, Mental Health, Ob-Gyn, Ophthalmology, physician across many programs. Trillium Health Otolaryngology, Paediatrics and Surgery. In addition Partners provides over 90% of the 3rd year core to numerous opportunities to supervise 3rd and 4th clerkship teaching for the MAM students and year medical students within their clinical rotations, creates the opportunity for many elective and many programs have direct teaching opportunities selective experiences within the fourth year of within their mandatory curriculum requirements. clerkship as the medical students prepare for The following is a summary of contact information residency. for each of these programs:

THP EO THP Clerkship Site Program UofT Course Director Scheduling Supervisor(s) Coordinator

Dr. Christopher Flynn Anaesthesia Dr. Ahtsham Niazi Yvonne McVeigh Dr. Augustine Rhee

Emergency Dr. Michael Cohen Dr. Laura Hans Keri Fernandes Medicine Dr. Amna Karabegovic

Dr. Ruby Alvi Bernice Baumgart Family Dr Azi Moaveni, Undergraduate Dr. Jennifer Everson (MH) Medicine Director and Clerkship Director Dr. Azra Premji Sylvia Muir (CVH)

Dr. Nausheen Pirzada Medicine Dr. Luke Devine Carleene Burrell Dr. Sumontra Chakrabarti

Psychiatry Dr. Raed Hawa Dr. Ariel Shafro Keri Fernandes

Dr. Scott Tigert Ob-Gyn Dr. Dini Hui Kay Pantarotto Dr. Peter Scheufler

Ophthalmology Dr. Daniel Weisbrod Dr. Devesh Varma Yvonne McVeigh

Dr. Jeffrey Mendelsohn Otolaryngology Dr. Allan Vescan Yvonne McVeigh Dr. Amandeep Grewal

Dr. Joanna Humphreys Paediatrics Dr. Angela Punnett Kay Pantarotto Dr. Katarzyna Gwiazda

Surgery Dr. Jeremy Hall Dr. Abdollah Behzadi Yvonne McVeigh

PORTFOLIO COURSE (YEARS 3 AND 4)

The Portfolio Program in Years 3 and 4 is Course Director: hospital-based. This course provides structured Dr. Nirit Bernhard guidance to medical students in their 3rd and 4th year. The current curriculum has not changed with the implementation of the Foundations Associate Course Director: curriculum – it is designed to use self-reflection Dr. Susanna Talarico as a means to assisting students with understanding the various experiences through MAM Physician Site Coordinator: their clinical rotations. Two facilitators are paired Dr. Sarah McClennan together to meet with small groups of 6-9 students to discuss the uncertainties of their new MAM Administrative Assistant: role as a junior clinician – the highs and lows on Frances Rankin each rotation; the messages they get form supervisors, patients, and peers.

All sessions take place on Thursdays between

4-6 pm, with the exception of the Year 4 on April

th 6 session where it will take place Monday 4-6 pm.

Summary of Portfolio Years 3 and 4 Teaching Requirements:

Day of the Week: Thursday afternoon Duration and Interval Year 3 = 2 hours monthly (Sept – May) Year 4 = Dec/Feb/Apr

Total # of Tutorials Year 3: 7 Total Teaching Time Year 3 = 14 hours Year 4: 3 Year 4 = 6 hours

Faculty Support/ Yes # Tutors 16 Development Required/Session (8 pairs who co-facilitate)

Assessments Yes - Reflections # of Students/Group 6-7

EDUCATION OFFICE – TRILLIUM HEALTH PARTNERS HOSPITAL-BASED ADMINISTRATIVE CONTACTS

EDUCATION PROGRAM CONSULTANTS

Lorraine Ferraro Nicole Gaertner Keith Leung Program Consultant Program Consultant Program Consultant Anesthesia, Emergency, Ophthalmology, Family Medicine, Ob/Gyne & Diagnostic Imaging, Medicine & Psychiatry Otolaryngology & Surgery Pediatrics Tel: 905-848-7580 x1728 Tel: (905) 848-7580 x3312 Tel: (905) 848-7580 x1738 Email: [email protected] Email: [email protected] Email: [email protected]

CLERKSHIP & POSTGRADUATE SCHEDULING COORDINATORS

Bernice Baumgart Keri Fernandes Carleene Burrell

Scheduling Coordinator & Student Liaison, Scheduling Coordinator & Student Scheduling Coordinator & Student Liaison, Trillium-Summerville Family Medicine Liaison, Emergency & Psychiatry Medicine (including Oncology) & Teaching Unit (FMTU) Tel: 905-848-7100 x1751 Diagnostic Imaging / Radiology Family Medicine - Mississauga Hospital Email: [email protected] Tel: 905-848-7580 x1752 Tel: 905-272-9900 x248 Email: [email protected] Email: [email protected]

Yvonne McVeigh Sylvia Muir Kay Pantarotto Scheduling Coordinator & Student Scheduling Coordinator & Student Liaison, Scheduling Coordinator & Student Liaison, Liaison, Surgery, Anesthesia, ENT & Credit Valley FMTU, Family Medicine Obstetrics & Gynecology, Paediatrics, Ophthalmology – Credit Valley Hospital Emergency Medicine, Pathology/Genetics/Lab Tel: 905-848-7580 x1750 Tel: 905-813-1100 x5172 Tel: 905-848-7580 x1747 Email: [email protected] Email: [email protected] Email: [email protected]

For a full list of the Education Office staff and their contact information, please visit the thpHUB: http://thphub/MedicalEducation/Pages/ContactInformation.aspx

POSTGRADUATE MEDICAL EDUCATION

THP provides educational experiences for the respective Colleges. Every rotation at THP is based approximately 400 postgraduate trainees, including on personal objectives agreed upon between the residents, fellows, and some international trainees. supervising physician and the resident. With clinical training widely distributed amongst Our hospital acts as the site for two core family our sites, within our community and at our FMTU’s, medicine teaching units, along with opportunities for we offer a unique approach to postgraduate residents to participate in educational experiences medical education and will continue to support the within our clinical programs recognized by the Royal growth of our postgraduate trainees and medical College of Physicians and Surgeons of Canada and education within our hospital and the community the College of Family Physicians of Canada. Through of Mississauga. In addition to clinical supervision of our affiliation with UofT, clinical department chairs postgraduate trainees, there are also opportunities coordinate training programs for learners and the to deliver formal presentations as part of the family duration of training varies according to curriculum medicine residency academic program. guidelines and accreditation standards determined by

INTERPROFESSIONAL EDUCATION OPPORTUNITY FOR INVOLVEMENT

Interprofessional education is a worldwide Collaboration constructs. Please visit UofT’s CIPE initiative that aims to improve the standards of website for more information on current patient/client care, health provider satisfaction curriculum requirements: and foster the highest quality of collaborative http://ipe.utoronto.ca/interprofessional- practice. The skills that students learn as part of education-curriculum. this curriculum will enable them to be collaborative practice-ready healthcare A calendar of all IPE elective offerings currently professionals. available at THP can be found on the Education Guided through the leadership of the Curriculum page on the THP website (Link: Portfolio, the IPE Curriculum has seen major https://trilliumhealthpartners.ca/education/Docu developments in the past three years. In the IPE ments/IPE-Calendar.pdf).

Curriculum, students are able to advance through If you are interested in facilitating an IPE elective the developmental levels - Exposure, Immersion or in creating an IPE elective opportunity for and Competence (See UofT IPE Competency learners, please contact Dr. Dhanjit Litt, Framework) with competencies identified in the Interprofessional Education Physician Lead. Values and Ethics, Communication and

FACULTY DEVELOPMENT

The Office of Faculty Development, MD Program, offers a variety of opportunities to help medical educators prepare for their teaching roles in the MD Program at the University of Toronto. Medical educators can receive support to assist with development, and delivery of the various components of the Foundations and Clerkship curricula. To find self-directed learning resources and/or register for in-person education activities, visit the Office of Faculty Development website (click on logo below). On this website you have access to:  events (e.g. academy specific workshops, webinars)  resources (e.g. print material, videos, eLearning modules) For additional information, please contact Jennifer Bell, Faculty Development Coordinator – [email protected], Office of Faculty Development, MD Program, Faculty of Medicine, University of Toronto, 1 King’s College Circle, Toronto ON, M5S 1A8; 416-978-1699. Website links:

TEACHING INTEREST

Physician Name (Last, First):

Program:

Division:

Please indicate below which teaching activities you are interested in leading or learning more about:

MD Program Years 1 and 2 THP Education Office (EO) Foundations Curriculum  Simulation  Case-Based Learning (CBL) Tutor – at UTM  Interprofessional Education (IPE)  Clinical Skills (CS) Tutor – in hospital  Research  Health in Community (HC) Facilitator – at UTM  Health Science Research (HSR) Tutor – at UTM  Portfolio Facilitator – at UTM Student Success  Seminar/Workshop Leader – at UTM  Canadian Resident Matching Service  Lecturer – at UTM (CaRMS)  Enriching Educational Experience (EEE) aka Shadowing or Observership MD Program Years 3 and 4  Clerkship Mentorship  Remediation  Clinical Teaching - preceptor  Examiner (iOSCE, Oral Exams)  Seminar Lead - in hospital  Portfolio Facilitator - in hospital

 I would like to book a one-on-one meeting to discuss teaching opportunities (optional).