Office of Integrated Medical Education - PROCEEDINGS ei3 …oime.utoronto.ca/Assets/Root+Digital+Assets/proceedings... · Faculty!of!Medicine,!Officeof!theDean!–!Office!of!Integrated!Medical!Education!/!2!!

PROCEEDINGS

Faculty of Medicine

Summit on Educational Technology ..............................................................................................................

November 20, 2012 8am to 1pm 89 Chestnut Conference Centre, Toronto Colony Grand Ballroom, 2nd Floor

ei3: e-Learning Innovation, Integration, and Impact

Faculty of Medicine, Office of the Dean – Office of Integrated Medical Education / 1

Table of Contents

Page

Introduction 2 Agenda 4 Innovation Demonstrations 6 Top Ten Summit Recommendations 11 Next Steps 12 Appendices 13

A. Guest Speakers’ Biographies Dr. Anthony Levinson Dr. Victoria Owen Dr. Chi-‐Ming Chow Dr. Adil Shamji

B. List of Participants with Contact Information 15

C. Advertisement 21

D. Dr. Sarita Verma: PowerPoint Slides 22

E. Summary of Evaluations 31


Introduction

The pace of change in medical education has increased dramatically, driven by exponential increases in knowledge and the need to train large groups of learners using limited resources. New diagnostic and therapeutic modalities coupled with recent developments in information science have challenged educators to adopt new strategies for training students efficiently, effectively and realistically. Technology is widely touted as the solution to these increasing educational demands and is almost universally accepted as a positive and necessary step to improve the training of new physicians. However, when is it appropriate to use technology in supporting medical education? What are some of the opportunities for using technology to deliver our curriculum? How can faculty learn about using educational technologies? What are the challenges of using such technologies? What are some of the exemplars at the University of Toronto Faculty of Medicine? We attempt to answer these questions by exploring and sharing the experiences from faculty members who have expertise in developing innovating curriculum using educational technology from the University of Toronto and McMaster University. Under the leadership of Deputy Dean Sarita Verma and Vice-‐Dean Postgraduate Medical Education Sal Spadafora, the Office of Integrated Medical Education (OIME) convened its 2nd Annual Summit on November 20, 2012 to explore educational technology and its power in innovation, integration, and impact. The purpose of this event was three-‐fold: to develop a better understanding of innovations in educational (teaching) technologies in the Faculty of Medicine at the University of Toronto; to provide a platform to harness our collective advantage across the Faculty of Medicine and our full and community-‐based affiliates in the area of educational technology; and, to build opportunities for future innovation, integration and collaboration in the development of educational technologies at the University of Toronto. There has been a growing demand and appetite for utilizing educational technology in health professions education. The Future of Medical Education in Canada (FMEC) report lists ‘improving the use of technology’ as one of the five enabling recommendations for the future of medical education. The Lancet Commission’s 2010 report on education of health professionals for the 21st century states, “We focus on the transformative learning power of the IT revolution. The effect of electronic learning is likely to be revolutionary, although how precisely it will revamp professional education is unknown.” At the 2011 University of Toronto Council of Health Sciences Educational Subgroup (CHSES) summit, faculty leaders shared the desire to collaborate and share their experiences in using technology to transform our health professions education curriculum. Some academic departments in the Faculty of Medicine are developing a faculty champion position on e-‐learning.


The OIME established the position of Academic Lead in Educational Technology in 2011. Since then, it has been my role to act as a faculty resource to enable technology-‐related curriculum redesign projects at the Faculty of Medicine. At the summit, we showcased some of the projects supported by the OIME, such as: integrating virtual patient case in the first semester of first year medical curriculum (Drs. Jean Hudson and Mike Wiley), piloting the replacement of didactic lectures on epidemiology with e-‐learning modules for the Determinants of Community Health course (Dr. Fran Scott), developing short video-‐based student-‐informed just-‐in-‐time online faculty development modules (Drs. Karen Leslie and Marcus Law), establishing a 10-‐month asynchronous online study group for geriatric psychiatrists who are sitting for the new Royal College geriatric psychiatry subspecialty examination (Dr. Mark Rapoport), and developing a digital emergency medicine radiology teaching database (Drs. Ivy Cheng and Nazanin Meshkat). In addition, many grass roots projects—some with support from the Faculty of Medicine Educational Development Fund and other sources—were demonstrated. Twenty academic posters—many presented nationally and internationally but never shared locally amongst an audience from various departments and hospitals—helped us identify and build new initiatives and partnerships aimed at implementing and enhancing the integration project at the Faculty of Medicine. Most importantly, I believe we showed our educator participants the benefits of collaboration, and the risks of investing in educational technology in silos.

130 educators and leaders from the Faculty of Medicine attended the well-‐received event. The lessons learnt from the summit were tweeted and re-‐tweeted (#ei32012) by our audience and their followers. The highlight of the event includes a synthesis of the summit by Vice-‐Dean Spadafora. He reminded us that the goals of transformative learning are centered on our learners and their learning outcomes, and that “as seductive as the technology may be, we must resist being ‘wowed’ and not blindly follow the crowd”. Indeed, technology is just one of the many factors that can enable our faculty to redesign the curriculum to improve learner engagement and outcomes. Deputy Dean Verma closed the event by challenging the audience to further explore the revolutionary power of educational technology and launching a new competitive funding to support the innovation of our faculty members (see page 13). It is imperative that our faculty across departments and hospitals collaborate on new ways to educate our health professional students of the 21st century.

Marcus Law, MD MBA MEd CCFP Academic Lead, Educational Technology [email protected]


Agenda

8:00-‐8:15 Continental Breakfast and Registration

8:15-‐8:25 Welcome Sarita Verma Deputy Dean, Faculty of Medicine and Associate Vice Provost Health Professions Education

8:25-‐9:10 Keynote Session An Overview of e-‐Learning for Medical Education: Theory and Practice

Anthony Levinson Director, Division of e-‐Learning Innovation, Michael G. DeGroote School of Medicine at McMaster University

9:10-‐9:55

Facilitated Discussion with Panel & Question from the Audience

Victoria Owen UTSC Head librarian Chi-‐Ming Chow Associate Professor, Department of Medicine Adil Shamji PGY2, Department of Family & Community Medicine

9:55-‐10:00 Introduction to Innovation Demonstrations

Marcus Law Academic Lead, Educational Technology Wes Robertson Director, Discovery Commons

10:00-‐10:10 Refreshments at Colony West 10:10-‐12:35 Innovation Demonstrations Colony Centre D1: COIL -‐ Collaborative Online Interprofessional Learning Dennis Cheung Colony East D2: Online Faculty Development -‐ Accessible Resource for Teaching (ART) Karen Leslie Lombard D3: Digital Lab Medicine Aaron Pollett

Elm D4: Asynchronous Online Study Group for Geriatric Psychiatry Royal College Certification Mark Rapoport

Carlton D5: Mobile Applications in the Cardiovascular World -‐ Tools to Enhance Adoption of Practice Guidelines Chi-‐Ming Chow

St. George D6: Physician Assistant Program: Yes, You can Teach Medicine Online Maureen Gottesman Colony Centre D7: Online Determinants of Community Health course Fran Scott Colony East D8: Functional Neuroanatomy Patricia Stewart Lombard D9: Pre-‐Clerkship Integrated Virtual Patient Case (Mr. G. B.) Jean Hudson Elm D10: Virtual Interactive Case for Family Medicine key topics Gordon Tait

Carlton D11: Emergency Medicine Radiology Database (EMRAD) Ivy Cheng, Nazanin Meshkat

St. George D12: eDOT Electronic Direct Observation Tool: Building a Web-‐based Tool to Facilitate Feedback on Clinical Skills Rodrigo Cavalcanti

12:40-‐12:50 Reflections Sal Spadafora Vice-‐Dean, Postgraduate Medical Education

12:50-‐12:55 Closing Address and Lunch Sarita Verma Deputy Dean, Faculty of Medicine and Associate Vice Provost Health Professions Education



Innovation Demonstrations

Dr. Dennis Cheung, Bridgepoint Health COIL-‐Collaborative Online Interprofessional Learning

COIL (Collaborative Online Inter-‐professional Learning), is an innovative program that bridges together different healthcare professionals in improving patient care through state of the art technology and human collaboration. COIL allows for the integration of clinical knowledge and practice through two main components: background reference material and collaborative case studies as outlined below.

1) Background reference material -‐ comprised of media rich and interactive modules, webquests and multiple choice questions to guide the learners;

2) Collaborative "build a case" sessions -‐ interactive synchronous sessions with other inter-‐professional learners to solidify and make practical sense of the material that is being learned. Using the modified build a case method, a guided template and facilitators, learners create a patient case together over 10 weeks. This allows learners to consider who their patient was pre-‐morbidly and the factors contributing to their illness, as well as how their illness impacts their life throughout the continuum of care. Both factors are important in the management of complex chronic illness.

Currently there are two courses, traumatic brain injury and diabetes. The learning modules provide clinicians the knowledge required in providing care; while the case study at the end of each module provides clinicians the chance to collaborate with other healthcare professionals in coordinating care. The impact then, results in increased inter-‐professional collaboration across a number of healthcare providers in coordinating care across the spectrum of Canada’s healthcare system. COIL also seeks to heighten clinicians’ awareness of the challenges that socially vulnerable populations face with complex chronic disease.

Participation in COIL has been shown to increase awareness in inter-‐professional in case management. As well, research has shown increased richness of learning through the use of the collaborative sessions when comparing individual to group learners in COIL. Theoretically, the advantages of online collaborative learning are potentially very powerful. Inter-‐professional learners can co-‐create solutions to real life issues. Using computers, linkages between other healthcare providers, patients, and evidence based information on the internet can occur conveniently from various locations. In a healthcare system with increasing patient complexity and comorbidities, this type of complex problem solving among professionals is desirable. However, the challenges of providing this type of learning, particularly in an online environment, are also complex. COIL provides a platform to observe and analyse this form of learning in healthcare.

Given the busy schedules of clinicians today, it is important that education offerings be easily accessible, integrated with clinical workflow and integrated closely with best practices across the different healthcare providers. We also feel collaborative learning is the key to translating education into inter-‐professional, practical, efficient and quality care. COIL hopes to continue to examine and expand this type of learning to other inter-‐professional healthcare providers.


Dr. Karen Leslie, Centre for Faculty Development, University of Toronto Online Faculty Development – Accessible Resource for Teaching (ART)

The Centre for Faculty Development, University of Toronto at St. Michael's has created the Accessible Resource for teaching online learning tool to provide additional ways for individuals and groups to participate in faculty development. The goal of ART is to bring faculty development to the teaching practice through the use of short, focused modules. Each module focuses on a particular teaching and learning topic that can be applied in the teaching context and practice. Each module of the program incorporates teaching videos, reflection questions and resources and is designed to be completed within about 15 minutes. Providing effective feedback, small group facilitation, digital professionalism and privacy, effective role modeling and more.

Dr. Aaron Pollett, Department of Lab Medicine and Pathology, University of Toronto Digital Lab Medicine

The Department of Laboratory Medicine & Pathology is currently undertaking an ambitious initiative in Digital Laboratory Medicine. This exciting project will be key to transforming the educational capabilities of the department.

Dr. Mark Rapoport, Department of Psychiatry, University of Toronto Asynchronous Online Study Group for Geriatric Psychiatry Royal College Certification

Starting in 2013, experienced Canadian geriatric psychiatrists who are “practice eligible” will be expected to pass a Royal College examination in geriatric psychiatry in order to meet qualifications for the new subspecialty. To prepare the subspecialty for this important change and examination, and to consolidate advanced knowledge of geriatric psychiatry, the Canadian Academy of Geriatric Psychiatry (CAGP) assembled two CME initiatives.

An intensive two-‐day review course was held in Banff, Alberta with 10 speakers covering 14 topics in geriatric psychiatry. Following that, a 10-‐month asynchronous online study group covers a broader array of 22 topics in greater depth, with a new module every two weeks. In small groups, up-‐to-‐date review papers are studied, empiric papers are critiqued, sample short answer questions are discussed, broader controversial areas are reflected upon, and challenging cases are grappled with.

Dr. Chi-‐Ming Chow, Department of Medicine, University of Toronto Mobile Applications in the Cardiovascular World – Tools to Enhance Adoption of Practice Guidelines

Dr. Chi-‐Ming Chow and his team have created multiple medical educational mobile apps. For example, The CCS Atrial Fibrillation Guidelines app is a tool developed by the Canadian Cardiovascular Society (CCS) to provide a clear and concise summary of the Atrial Fibrillation guidelines published in 2011 and the 2012 update. The CCS Heart Failure Guidelines App is based on the updated 2012 society guidelines.


This app facilitates the adoption of the CCS Heart Failure guidelines into daily clinical practice by healthcare professionals.

Dr. Maureen Gottesman, Family & Community Medicine, University of Toronto Physician Assistant Professional Degree Program: Yes, You can Teach Medicine Online

The Physician Assistant (PA) profession is relatively new to Ontario. The Physician Assistant Professional Degree Program in the Faculty of Medicine, University of Toronto is adapted from our undergraduate medical education. Situated within the Department of Family and Community Medicine, the curriculum is delivered as the Consortium of PA Education, in collaboration with the Northern Ontario School of Medicine and The Michener Institute for Applied Health Sciences.

The 24-‐month blended distance and distributed PA program includes both academic and clinical components. The innovation is the delivery of an entire medical program in an integrated, mostly online curriculum. We train mid-‐level healthcare providers in a relatively short period of time. In doing so, we challenge the idea that all medical education needs to be delivered within the four walls of the institution.

Dr. Fran Scott, Dalla Lana School of Public Health, University of Toronto Online Determinants of Community Health Course

The Epidemiology online resources developed by the University of Toronto, is a series of interactive e-‐modules to teach first year medical students about basic epidemiology. Although the primary audience is first year medical students, the modules will be useful for review by all health sciences students. The six module sections include an introduction to basic epidemiology, including definitions, formula, application of indicators and rates. Study designs, measures of association and screening test attributes are also covered.

Dr. Patricia Stewart, Department of Surgery, University of Toronto Functional Neuroanatomy

Designed as a student reference, Functional Neuroanatomy is an interactive atlas that facilitates the identification of structures and pathways within the human central nervous system, and provides information about their functions. This digital format has been selected because it can incorporate three-‐dimensional models, animations, interactive images, and audio. These elements can assist in achieving a more comprehensive understanding of neuroanatomical concepts.

Dr. Jean Hudson, Family & Community Medicine, University of Toronto Pre-‐Clerkship Integrated Virtual Patient Case (Mr. G. B)

Most Canadian medical schools employ didactic teaching in the preclinical years, often separated into courses or blocks. At the University of Toronto, the first semester has three courses that cover anatomy


and physiology, clinical skills and community health. Integration of these areas of knowledge is seen as a skill developed with clinical experience in clerkship. Virtual patients allow educators to deliver clinical encounters that cater to students’ clinical experience. Leveraging this technology allows students in early pre-‐clerkship to develop clinically-‐oriented thinking and integrate knowledge across courses.

A virtual case was constructed to simulate a patient encounter, consisting of an interview, chart summary, video clips and interactive examination. Students were required to work through the case and complete a series of short answer questions designed to stimulate integration of basic science concepts with clinical and social factors. The short answer questions are assessed by an experienced physician who also provides feedback to the students.

Dr. Gordon Tait, Department of Anesthesia, University of Toronto Virtual Interactive Case for Family Medicine

Teaching clinical expertise and the cognitive processes involved in clinical reasoning that physicians use to arrive at a diagnosis has been a challenge since medicine began to be taught as a discipline. There seems to be a growing consensus that at least one important aspect of diagnostic acumen is pattern recognition. The development of pattern recognition requires exposure to a large number of cases. However, there are increasingly limited opportunities for students to get this exposure, and the experience they get is restricted to what happens to turn up in their clinical rotations.

Supplementing these clinical experiences with simulated clinical cases, or “virtual patients” provides the opportunity for exposing students to a wider variety and a greater number of cases than they would otherwise encounter. Virtual patients can also demonstrate different ways that the same disease can be manifested, and even deliberately creating the conditions that often result in diagnostic error. Feedback on the student’s performance provided by the program will improve their skill in applying their knowledge to the solution of diagnostic problems.

Dr. Ivy Cheng and Dr. Nazanin Meshkat Emergency Medicine Radiology Database (EMRAD)

EMRaD is a digital teaching file of emergency medicine radiology images and videos in accordance to the Royal College of Physicians Emergency Medicine curriculum. A library of normal and abnormal images, internet links on "how to learn" and emergency ultrasound is provided. The CEUS (Canadian Emergency Ultrasound) links are bilingual.

Dr. Rodrigo Cavalcanti, Department of Medicine, University of Toronto eDot Electronic Direct Observation Tool

The eDOT is an online tool for facilitating direct observation and feedback on clinical skills for medical trainees. The assessment form is based on the CanMEDS physician competency framework of the Royal College of Physicians and Surgeons of Canada. Using eDOT allows training programs to optimize direct observation by providing a user-‐friendly platform for direct observation of clinical skills, data collection and collation. It allows for specific feedback to be emailed to the trainee after the assessment. It


provides clinical tutors and program directors with timely information on clinical performance that can be followed over time, tracking improvements in clinical skills. The eDOT tool is designed so you can access it easily on a portable device (tablet or smartphone) or on any web enabled device and allows sign in by either trainee or evaluator.


Top Ten Summit Recommendations: Dr. Salvatore Spadafora

Dr. Salvatore Spadafora, Vice Dean of Postgraduate Medical Education in the Faculty of Medicine at the University of Toronto, provided us with his reflections at the end of the Summit. They are as follows:

1. The University of Toronto’s Faculty of Medicine must remain learner focused. 2. We must be evidence driven and outcome oriented. 3. As seductive as the technology may be, we must resist being “wowed” and not blindly follow the

crowd. 4. Our learners’ may not be as impressed with the technology as we are since it is second nature to

many of them. 5. Copyright issues can be easily overcome if they are planned for from the start including

attribution, credit and distribution. 6. We cannot replace the learner interaction with the human face. If we neglect this we run the

risk of the learner experience being lessened. 7. We need to integrate and break down the silos across our own Faculty of Medicine and with

other Faculties at the University of Toronto. 8. We must systematically recognize this domain of activity in our practice plans and departments

and incorporate it into criteria for remuneration and promotion. We must value legitimate academic contribution.

9. A built-‐in peer review process is key to creating high quality instructional technology and we must endeavour to find a “home” or repository to share this material.

10. Tweeting can keep an audience member very alert during presentations.


Next Steps

Many ideas were tweeted and discussed amongst the educators and leaders at the OIME summit. There are three priority items to be carried out by the OIME in 2013 following the event.

First, Dr. Sarita Verma, the Deputy Dean at the Faculty of Medicine and Associate Vice-‐Provost of Health Professions Education at the University of Toronto, made the announcement at the closing of the event that an educational technology and innovation competitive grant will be launched at the Faculty of Medicine in Summer 2013. This grant will support our faculty to create innovative curriculum or teaching tools using educational technology. Grant application information will be announced by the OIME in Spring 2013.

Second, an Advisory Committee on E-‐learning will be established in the Faculty of Medicine to inform the Faculty of the best practices in e-‐learning that will enhance our learners’ educational experiences. Academic and hospital leaders who attended the event were invited to suggest faculty and hospital representatives who may be interested in joining the advisory committee.

Third, the Faculty of Medicine recognizes the need to continue to showcase our faculty’s innovative work using educational technology. During the event, the Faculty of Medicine e-‐learning resource website—jointly created by the Discovery Commons and the Academic Lead in Educational Technology—was launched (http://elearning.med.utoronto.ca). In the next few months, the website/platform will be further developed to allow faculty to submit their work for posting. It is our hope that faculty from our fully and community affiliated partners will be able to easily access the online resources created at the Faculty of Medicine, use them as teaching tools for classroom or bedside teaching, and approach the creators for further collaboration.


Appendix A: Guest Speakers’ Biographies

Dr. Anthony J. Levinson

Dr. Anthony J. Levinson is a full-‐time Associate Professor, member of the Program for Educational Research and Development (PERD) and the Director, Division of e-‐Learning Innovation for the Michael G. DeGroote School of Medicine at McMaster University. One of the youngest endowed research chairs in the country, his work as the John R. Evans Chair in Health Sciences Educational Research focuses on the integration and testing of new learning technologies to improve knowledge translation, health education and training for health care professionals and the public. He holds several grants and awards, and has co-‐authored one of the seminal systematic reviews of web-‐based learning published in JAMA, in addition to other publications on medical education. He was the Chair of the e-‐curriculum working group of the Council of Ontario Faculties of Medicine (e-‐COFM), and is a member of the Association of Faculties of Medicine of Canada’s Informatics Resource Group and Health Education Commons Steering Committee. Together with Dr. Sarah Garside and his research and development team, he also directs the School of Medicine’s Medportal, the online Continuing Health Education portal machealth.ca, as well as the patient education website machealthpublic.ca.

Victoria Owen

Victoria Owen is Head Librarian at the University of Toronto Scarborough Library. Her background is in library administration in academic, special and public libraries. She holds a Master’s degree in library science and a Master’s in Law, specializing in intellectual property, from Osgoode Hall Law School. Victoria is interested in information policy and access to knowledge issues. She is a member of the copyright committees of Canadian Library Association and chair of the International Federation of Library Associations’ Copyright and Other Legal Matters Committee. She contributes to the development of local expertise in intellectual property matters among colleagues and is a strong proponent for reasonable policies and procedures as they relate to access and preservation.

Dr. Chi-‐Ming Chow

Dr. Chi-‐Ming Chow is an attending staff cardiologist at St. Michael’s Hospital, Toronto, Canada. He is an Associate Professor in the Department of Medicine, University of Toronto. He has an undergraduate degree in computer science from Brown University, USA. He completed his Doctor of Medicine (1990) at McGill University (Montréal, Québec) and a Master’s of Science in Epidemiology at McGill University (1997). He completed his training in Family Medicine, Internal Medicine and Cardiology at McGill University. He then pursued his clinical and research echocardiography fellowship at Massachusetts General Hospital, USA. He has won multiple local and national teaching awards to recognize his teaching and innovation in medical education. He is a winner of the Ruedy Award for Innovation in Medical Education presented by the Association of Faculties of Medicine of Canada and Dalhousie University Faculty of Medicine and the 2009 William Goldie Prize for Innovation by the Department of Medicine, University of Toronto.


Dr. Chow is currently a board member and a media spokesperson for the Heart and Stroke Foundation of Ontario. He participates actively in health promotion and research among ethnic Chinese. To recognize his service to the Heart and Stroke Foundation of Ontario, he won the Award for Volunteer Excellence in 2007 and the Rick Gallop Award for Pioneering Leadership in 2008. He was recently awarded the Best Community Service Award by the Association of Chinese Canadian Entrepreneurs in 2010.

Dr. Adil Shamji

Dr. Adil Shamji is a Year 2 Postgraduate Family Medicine resident who also graduated from University of Toronto Faculty of Medicine. He has experience as a learner in developing technology enabled educational resources. He advocates for the involvement of learners in curriculum reform using technology inside and outside of the classroom.


Appendix B: List of Participants with Contact Info

Surname First Name Title/Institution E-‐mail Address

Abrahams Caroline Director, Policy and Analysis, Post Graduate Medical Education, University of Toronto [email protected]

Alam Fahad Department of Anesthesia, University of Toronto [email protected]

Alfonsi Jeff Division of Neurology, Department of Medicine, University of Toronto [email protected]

Anderson Geoffrey Professor, IHPME, University of Toronto [email protected]

Bahr Tamara Post Graduate Medical Education, University of Toronto [email protected]

Bajcar Jana Faculty Development Director, University of Toronto [email protected]

Bandiera Glen Associate Dean, Postgraduate Medical Education, University of Toronto [email protected]

Bantthish Michelle Pediatrics, Division of Rheumatology, University of Toronto [email protected]

Bell Allison

Coordinator, Reference & Research Unit, Gerstein Science Information Centre, University of Toronto [email protected]

Bindoo Mitzi

Program Lead, Medical Education, Medical Education Office, The Credit Valley Hospital and Trillium Health Centre [email protected]

Bohnen John Vice Dean, Clinical Affairs, Dean's Office, University of Toronto [email protected]

Boutis Kathy Department of Pediatrics, University of Toronto [email protected]

Bush Leslie Assistant Vice-‐Provost, Health Sciences, University of Toronto [email protected]

Butcher Robyn Librarian, Family and Community Medicine, University of Toronto [email protected]

Cameron Teddy

Project Manager, Postgraduate Medical Education, Faculty of Medicine, University of Toronto [email protected]

Cao Kathy Department of Ophthalmology, University of Toronto [email protected]

Cavalcanti Rodrigo Department of Medicine, University of Toronto [email protected]

Chan Sam Associate Director, Applications, Discovery Commons, University of Toronto [email protected]

Cheng Ivy Department of Medicine, University of Toronto [email protected]

Cheung Dennis Bridgepoint Health [email protected]



Chiodo Albino

Director of Undergraduate Education, Department of Otolaryngology-‐Head & Neck Surgery, Toronto East General Hospital [email protected]

Chow Chi-‐Ming Department of Medicine, University of Toronto [email protected]

Cino Maria Department of Gastroenterology, University of Toronto [email protected]

Clements Kathleen Director, Medical Education Office, The Credit Valley Hospital and Trillium Health Centre [email protected]

Coates Pamela Academy Director, Paediatrics, Mississauga Academy of Medicine [email protected]

Conn David Vice President, Education, and Director, Centre for Education [email protected]

Cooper Mary Anne Director, Peters-‐Boyd Academy, Sunnybrook Health Sciences Centre

[email protected]

Corner Elizabeth Director, Medical & Academic Affairs, Lakeridge Health [email protected]

Cronin Gary Department of Anesthesia, University of Toronto [email protected]

Dawe Ian Physician-‐in-‐Chief, Ontario Shores Centre for Mental Health Sciences [email protected]

DeSousa Susan Department of Anesthesia, University of Toronto

Devito Isabella Director, Undergraduate Education-‐Anesthesia, Mount Sinai Hospital [email protected]

Devitt Rob President and CEO, Toronto East General Hospital [email protected]

Dionne Amy Manager, Centre for Faculty Development, St. Michael's Hospital / University of Toronto [email protected]

Fantus George

Associate Dean, Research, Faculty of Medicine Research Office, University of Toronto [email protected]

Feldman Mark Hospital for Sick Children & St. Joseph's Health Centre [email protected]

Fishman Maxim eLearning Producer, St. Michael’s Hospital [email protected]

Francisco Jennifer Graduate Affairs Administrator, University of Toronto [email protected]

French Michelle Department of Physiology, University of Toronto [email protected]

Friedman Zeev Department of Anesthesia, Mount Sinai Hospital [email protected]

Fung Albert Department of Anesthesia, University of Toronto [email protected]

Gao Lu University of Toronto [email protected]



Gillan Caitlin

Associate Director -‐ Curriculum, MRS Programs, Department of Radiation Oncology, University of Toronto [email protected]

Gitterman Manuel Director of Operations, CAMH [email protected]

Gottesman Maureen Family & Community Medicine, University of Toronto [email protected]

Guppy Barry Vice-‐President, Medical & Academic Affairs, Lakeridge Health [email protected]

Hamilton Page Michelle Social Media Manager, CAMH Michelle.Hamilton-‐[email protected]

Hanna Elizabeth Speech Language Pathology, University of Toronto [email protected]

Hanson Mark Associate Dean, Admissions and Student Finance, University of Toronto [email protected]

Harnett Nicole Director, MRS Graduate Programs, Radiation Oncology, University of Toronto [email protected]

Hegele Richard

Professor & Chair, Laboratory Medicine & Pathobiology, Faculty of Medicine, University of Toronto [email protected]

Hohol Marika Division of Neurology, Department of Medicine, University of Toronto [email protected]

Houston Patricia Vice President, Education, St. Michael's Hospital [email protected]

Howard Frazer

Project Coordinator, Evaluations, Undergraduate Medical Education, University of Toronto [email protected]

Hudson Jean Family & Community Medicine, University of Toronto [email protected]

Iverson Sandy Manager, Library and Information Services, St Michaels Hospital [email protected]

James Jacqueline Vice President Education, Mount Sinai Hospital [email protected]

Judelman Saul Department of Anesthesia, University of Toronto [email protected]

Kanofsky Sharona Academic Coordinator, BScPA Program, University of Toronto [email protected]

Kee Nohjin Physiology, University of Toronto [email protected] Kennedy Mathew eLearning Education Manager, UHN [email protected]

Khan Zaka

Faculty of Family and Community Medicine (Physician Assistant Program), University of Toronto [email protected]

Krock Murray Corporate Nursing Education Leader, St. Michael's Hospital [email protected]

Kronick Jonathan Chief of Education, The Learning Institute, SickKids Hospital [email protected]

Kubasik Wendy Manager, Office of Integrated Medical Education, University of Toronto [email protected]



Lam Wai-‐Ching Department of Ophthalmology, University of Toronto [email protected]

Langlands Sandra Director, Gerstein & Acting Director, Science Libraries, University of Toronto [email protected]

Langlois Sylvia

Faculty Lead Curriculum, Centre for Interprofessional Education, University of Toronto [email protected]

Lansang Perla Assistant Professor, Dermatology, Faculty of Medicine, University of Toronto [email protected]

Latter David Director of Clinical Fellowship Program, St. Michael's Hospital [email protected]

Law Marcus

Academic Lead, Educational Technology, Office of Integrated Medical Education, University of Toronto [email protected]

Lazarou Jason Director of Education UHN/MSH Neurology, Mount Sinai Hospital [email protected]

Lee Liesly Associate Professor of Medicine, Sunnybrook HSC [email protected]

Leslie Karen Centre for Faculty Development, University of Toronto [email protected]

Levine Mark Program Director, Department of Anesthesiology, University of Toronto [email protected]

Lising Dean Manager of Academic Affairs, St. Michael's Hospital [email protected]

Maggi Julie Director, Postgraduate Medical Education, St. Michael's Hospital [email protected]

Maharaj Asha Manager, CAMH [email protected]

Manayathu Jason Project Manager, Education and Medical Affairs, St. Michael's Hospital [email protected]

Martin Ray Vice President Medical and Academic Affairs, Humber River Hospital [email protected]

Matlow Anne Vice President, Education, Women's College Hospital [email protected]

McKee Pat Occupational Science and Occupational Therapy, University of Toronto [email protected]

McNaughton Nancy Associate Director Standardized Patient Program [email protected]

McRitchie Donna Vice-‐President, Medical & Academic Affairs, North York General Hospital [email protected]

Meineri Massimiliano Department of Anesthesia, University of Toronto [email protected]

Meshkat Nazanin Department of Medicine, University of Toronto [email protected]

Miles Sasha Manager of Academic Affairs & Manager of Student Centre, St. Michael's Hospital [email protected]

Moaveni Azi Clerkship Director, Dept. of Family and Community Medicine, University of Toronto [email protected]



Muharuma Loreta Director, Operations, Post Graduate Medical Education, University of Toronto [email protected]

Murray Brian Director, Department of Medicine, Integrated Medical Education, University of Toronto [email protected]

Newbold Ellen Physiotherapy Education Leader, St. Michael's Hospital [email protected]

Newman Pam University of Toronto [email protected]

Nickell Leslie

Associate Dean, Health Professions Student Affairs, Faculty of Medicine, University of Toronto [email protected]

Parikh Sagar Professor and Director of Continuing Mental Health Education [email protected]

Paton Morag Administrative and Project Manager, University of Toronto [email protected]

Pattern Alison

Project Manager, Learner Systems Integration, Post Graduate Medical Education, University of Toronto [email protected]

Penciner Rick Director of Medical Education, North York General Hospital [email protected]

Pinnock

Patient Education Specialist

Patient Education Specialist, Clinical Education, St. Michael's Hospital [email protected]

Pollett Aaron Department of Lab Medicine and Pathology, University of Toronto [email protected]

Punnett Angela SickKids Hospital [email protected]

Rapoport Mark Department of Psychiatry, University of Toronto [email protected]

Redpath Sydney Senior Director, Academic Planning & Operations, Michener Institute [email protected]

Reid Denise Occupational Science and Occupational Therapy, University of Toronto [email protected]

Robertson Wes Director of IT, Discovery Commons, University of Toronto [email protected]

Rock Susan Director, CEPD, Faculty of Medicine, University of Toronto [email protected]

Sarmah Anita Department of Anesthesia, University of Toronto [email protected]

Schneider Rayfel Associate Chair, Education, Department of Pediatrics, University of Toronto [email protected]

Schreiber Martin Director UME Curriculum, University of Toronto [email protected]

Scott Fran Dalla Lana School of Public Health, University of Toronto [email protected]

Smart Nancy

Clinical Affairs Administrator, Office of the Dean, Faculty of Medicine, University of Toronto [email protected]

Spadafora Salvatore Vice Dean, Post Graduate Medical Education, University of Toronto [email protected]



Sparaggis Alexandra Academic Affairs Coordinator, Bridgepoint Health [email protected]

Springall Elena

Instruction & Liaison Librarian, Gerstein Science Information Centre, University of Toronto [email protected]

Stewart Patricia Department of Surgery, University of Toronto [email protected]

Stubbs Barbara

Director-‐ Professional Development, Family and Community Medicine, University of Toronto [email protected]

Tait Gordon Department of Anesthesia, University of Toronto [email protected]

Takahashi Susan Glover Post Graduate Medical Education, University of Toronto [email protected]

Telner Deanna Department of Family & Community Medicine, University of Toronto [email protected]

Tepper Joshua Vice-‐President Education, Sunnybrook Health Sciences Centre [email protected]

Tse Shirley Department of Pediatrics, Division of Rheumatology, University of Toronto [email protected]

Verma Sarita Deputy Dean, Faculty of Medicine, University of Toronto [email protected]

Wax Randy Medical Director, Lakeridge Health [email protected]

Whitehead Cynthia

Vice Chair, Education; Associate Professor, Family and Community Medicine, University of Toronto [email protected]

Wiljer David Senior Director of Patient and Family Education, CAMH [email protected]

Wilson Lynn Chair, Department of Family & Community Medicine, University of Toronto [email protected]

Zirkle Molly

Director, FitzGerald Academy; Department of Otolaryngology Head and Neck Surgery, University of Toronto [email protected]


Appendix C: Advertisement

Faculty of Medicine

Summit on Educational Technology ..............................................................................................................

November 20, 2012 8am to 1pm 89 Chestnut Conference Centre, Toronto Colony Grand Ballroom, 2nd Floor

ei3: e-Learning Innovation, Integration, and Impact Join us for our second Faculty of Medicine Office of Integrated Medical Education (OIME) summit where we will address contemporary issues related to the use of technology in enabling learning and teaching in undergraduate, postgraduate, continuing education, and faculty development. We will highlight the impact of selected innovations from our Faculty in areas such as virtual patients, online course delivery, and mobile learning.

ei3 will be a key meeting for all involved in health professional education including teachers, educators, researchers, and departmental/program leads in our Faculty. It will provide a platform to harness our collective advantage across the Faculty and our full and community-‐based affiliates in the area of educational technology.

Keynote speaker

Dr. Anthony Levinson

Director, Division of e-‐Learning Innovation

Michael G. DeGroote School of Medicine at McMaster University

Join the conversation on Twitter with #ei32012


Appendix C: Dr. Sarita Verma’s PowerPoint Slides










Appendix D: Summary of Evaluations

The second Toronto Integrated Medical Education (T-‐IME) Summit on Educational Technology was held on November 20, 2012 at the 89 Chestnut Residence and Conference Centre, University of Toronto. Just under 130 individuals attended the event, and were subsequently asked to complete an online evaluation. A response rate of 37% was achieved.

91.9% of the respondents strongly agreed or agreed that the event was excellent. 72.9% of respondents agreed that there was sufficient time allowed for audience participation and active learning, while 86.5% found the facilities satisfactory.

Participants were asked to evaluate the presentations and speakers for clarity, meeting objectives, balance and overall relevance. A keynote presentation was given by Dr. Levinson entitled “An Overview of e-‐Learning for Medical Education: Theory and Practice”. It was well received with 97.2% of respondents indicating that his presentation was clear and 94.1% felt that the overall relevance of his presentation was good. 91.4% of respondents also indicated that Dr. Levinson’s presentation met stated objectives and was balanced and unbiased.

Discussions were led by three speakers and participants were also asked to evaluate these for clarity, meeting objectives, balance and overall relevance. For Dr. Chi-‐Ming Chow’s response, 78.8% of respondents agreed that it was clear and 75.7% agreed that his discussion met stated objectives. 87.9% of respondents indicated that his response was balanced and unbiased and 84.4% felt it was relevant.

90.9% of respondents indicated that Dr. Adil Shamji’s discussion was clear, balanced and unbiased. 84.8% felt that it met sated objectives and 83.8% of respondents stated that his discussion was relevant.

The discussion given by Head Librarian Victoria Owen was considered by 88.2% of respondents to be clear and 79.4% felt that it met stated objectives. 91.1% of respondents indicated that her discussion was balanced and unbiased and 85.3% stated that the content was relevant.

Respondents also provided the organizers with some helpful suggestions and feedback, including:

• “Would like to have the content of IME distributed widely, also more information on open access. Thanks for all the hard work – excellent summit”.

• “This was a wonderfully organized, very intricate, and highly timely event. Kudos to Marcus and Wendy! I would like to encourage the Faculty to hold an annual or biennial event on educational technologies, and open the event up for wider registrations (perhaps with a small registration fee to help cover costs). Great work”.

• “The participants should be able to choose the innovation demonstrations they attend. Only the participant knows what is most relevant to them. The panel became 3 mini lectures rather than a Q&A as I think it was intended to be. Learned a lot, interesting”.

• “Overall very well organized – just wondering if it could be extended to a full-‐day event next time? That way perhaps everyone would be able to attend all of the demos and posters”.

• “It would be helpful to have a location where the attendee might try out the innovations”.

Documents

Office of Integrated Medical Education - PROCEEDINGS ei3 …oime.utoronto.ca/Assets/Root+Digital+Assets/proceedings... · Faculty!of!Medicine,!Officeof!theDean!–!Office!of!Integrated!Medical!Education!/!2!!