2018-2019 UNDERGRADUATE TEACHING - OPPORTUNITIES IN MISSISSAUGA - MD Program
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UNDERGRADUATE TEACHING
2018-2019
OPPORTUNITIES IN MISSISSAUGA
As of May, 2018
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 Science 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 In 2017-18, UofT medical students fully
(UofT), we are part of a Medical Education Campus transitioned to the new Foundations curriculum.
together with the Mississauga Academy of Medicine Further information can be found on the University
(MAM). Accordingly, we have a mandate to provide all of Toronto’s website:
four years of undergraduate medical education to https://www.md.utoronto.ca/curriculum.
learners from MAM. We also provide elective
opportunities to undergraduate learners from other For teaching support, please refer to 2017-18
universities. By participating in direct teaching to Academic Calendar
medical learners and providing regular clinical https://md.calendar.utoronto.ca/. This Academic
supervision, your support will enhance our Calendar offers a guide to essential aspects of the
collaborative approach to the delivery of education at MD Program.
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 meet accreditation standards The Education Office will facilitate the application
and facilitate teaching payments. process for Trillium Health Partners (THP)
physicians. For assistance in obtaining a faculty
For further information on a UofT faculty appointment, please email or call Kim Bradley at
appointment, please visit: kim.bradley@thp.ca or 905.848-7580 ext. 1749.
Further information can be obtained through the Education Office by emailing abeera.abbasi@thp.ca.
Thank you for your continued support!
CONTENTS
2018-19 COURSE BREAKDOWN YEARS 1 & 2 - FOUNDATIONS ........................................................ 4
COURSE OVERVIEW............................................................................................................................................................ 5
CONTENT OVERVIEW ......................................................................................................................................................... 6
2018 ..............................................................................................................................................................6
2019 ..............................................................................................................................................................7
DIRECT TEACHING OPPORTUNITIES ACROSS MD PROGRAM ................................................................................ 8
CASE-BASED LEARNING (CBL) ........................................................................................................................................ 9
CLINICAL SKILLS – YEAR 1 AND 2 ................................................................................................................................. 10
ENRICHING EDUCATIONAL EXPERIENCES (EEE) ...................................................................................................... 11
ETHICS AND PROFESSIONALISM .................................................................................................................................. 12
FAMILY MEDICINE LONGITUDINAL EXPERIENCE (FMLE) – YEAR 2...................................................................... 13
HEALTH IN THE COMMUNITY (HC) – YEARS 1 AND 2 ............................................................................................. 14
HEALTH SCIENCE RESEARCH (HSR) – YEAR 1 AND 2 .............................................................................................. 15
PORTFOLIO - YEARS 1 AND 2 ........................................................................................................................................ 16
SEMINARS/WORKSHOPS ............................................................................................................................................... 17
CONTACTS – YEARS 1 & 2 ................................................................................................................... 18
HOSPITAL-BASED ADMINISTRATIVE CONTACTS EDUCATION OFFICE, TRILLIUM HEALTH PARTNERS .... 18
CLINICAL SKILLS 1 & 2 ..................................................................................................................................................... 18
2018-19 COURSE BREAKDOWN YEARS 3 & 4 - CLERKSHIP ............................................................. 19
TRANSITION TO CLERKSHIP (TTC) COURSE (YEAR 3) ............................................................................................. 20
CLERKSHIP TEACHING OPPORTUNITIES (YEARS 3 & YEAR 4) .............................................................................. 21
PORTFOLIO COURSE (YEARS 3 & 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
TEACHING OPPORTUNITIES .............................................................................................................. 27
3
2018-19 COURSE BREAKDOWN
YEARS 1 & 2 - FOUNDATIONS
4
COURSE OVERVIEW
There are five courses that run throughout the UofT Course Directors:
two years:
TBD
Introduction to Medicine Introduction to Medicine– Year 1
11 weeks in Year 1 Dr. Lori Albert
Introduces basic & social sciences relevant to Concepts, Patients, Communities 1 – Year 1
medicine, cognitive science, clinical skills &
Dr. David Chan
community health.
Concepts, Patients, Communities 2 – Year 2
Dr. Hosanna Au
Concepts, Patients, & Communities 1 Life Cycle – Year 2
25 weeks in Year 1
Dr. James Owen
Instruction on health and the diagnosis and
Complexity & Chronicity – Year 2
treatment of disease relevant to all of the body’s
systems
MAM CBL TOPIC Group Leaders:
Concepts, Patients & Communities 2
Year 1
16 weeks in Year 2
Instruction on health and the diagnosis and TBD (1 vacancy)
treatment of disease relevant to all of the body’s Dr. Jennifer Everson
systems Dr. Robert Goldberg
Dr. Ahmed Hassan
Dr. Tanzil Rahman
Life Cycle Dr. Naveed Syed
9 weeks in Year 2
Instruction on health & disease from conception, Year 2
development, birth, infancy, childhood,
TBD (1 vacancy)
adolescence, aging, and for patients who are
dying Dr. Pearl Behl
Dr. Jamsheed Desai
Dr. Stephen McKenzie
Complexity & Chronicity
Dr. Melanie Spring
11 weeks in Year 2
Consolidation of the program with emphasis on Dr. Corey Stein
chronic disease management, & complex
problems with preparation for clerkship MAM Foundations Course Coordinator:
Elizabeth Day
5
Content Overview
The following provides a very brief list of the 2018-19 unit topics covered across the 72 week curriculum.
2018
Year 1 CBL Topic Date Year 2 CBL Topic Date
Genes 30-Aug-18 Orthopaedic Trauma 29-Aug-18
Chromosomes 06-Sep-18 Rheumatology 05-Sep-18
Molecules 13-Sep-18 Peripheral Nervous System and Spinal Cord Diseases 19-Sep-18
Regional Musculoskeletal Summary & Application and 23-Sep-18
Cell Biology 20-Sep-18
Paediatric Disorders
Motor System and Somatosensation I: Pyramidal 26-Sep-18
Tissues and Organs 27-Sep-18
System, Somatosensation and Stroke
Motor System and Somatosensation II: Extrapyramidal 03-Oct-18
Embryology 04-Oct-18
and Cerebellar Systems and their Disorders
Growing Up 11-Oct-18 Pain, Headache and Epilepsy 10-Oct-18
Lifestyle Medicine 18-Oct-18 Neuro-ophthalmology, Multiple Sclerosis and Sleep 17-Oct-18
Consciousness, Higher Cortical Functions and 31-Oct-18
Drugs I 01-Nov-18
Cognitive Impairment
Psychosis Personality Disorders, and Attention- 07-Nov-18
Drugs II 08-Nov-18
Deficit/Hyperactivity Disorder
Investigations 15-Nov-18 Anxiety and Mood Disorders 14-Nov-18
Microbiology I 22-Nov-18 Addiction and Substance-related Disorders 21-Nov-18
Neuropsychiatry of Traumatic Brain Injury/Concussion 28-Nov-18
Microbiology II 20-Nov-18
and Somatic Symptom & Related Disorders
Immunology I 06-Dec-18 Ophthalmology - Anterior Segment and Red Eye 05-Dec-18
Posterior Segment and Ophthalmological Causes of 12-Dec-18
Immunology II 13-Dec-18
Visual Loss
Blood I 20-Dec-18 Otolaryngology and Head & Neck Surgery 19-Dec-18
6
2019
Year 1 CBL Topic Date Year 2 CBL Topic Date
Blood II 10-Jan-19 Gynecology I 9-Jan-19
Sex & Gender Based Medicine & 16-Jan-19
Dermatology 17-Jan-19
Gynecology II
Cardiovascular I 24-Jan-19 Obstetrics I 23-Jan-19
Cardiovascular II 31-Jan-19 Obstetrics II 30-Jan-19
Cardiovascular III 07-Feb-19 Neonate & Infant 06-Feb-19
Cardiovascular IV 14-Feb-19 Child 13-Feb-19
Respirology I 21-Feb-19 Adolescent 20-Feb-19
Respirology II 28-Feb-19 Geriatric 27-Feb-19
Respirology III 07-Mar-19 Palliative Care 06-Mar-19
Endocrine I 21-Mar-19 Pain n/a
Endocrine II 28-Mar-19 Intersectionality & Equality 27-Mar-19
Endocrine III 04-Apr-19 Medical Psychiatry 03-Apr-19
Endocrine IV 11-Apr-19 Surgery 10-Apr-19
Gastrointestinal I 18-Apr-19 Trauma 17-Apr-19
Gastrointestinal II 25-Apr-19 Complexity I - Diabetes 24-Apr-19
Gastrointestinal III 02-May-19 Complexity II - HIV 01-May-19
Complexity III – Developmental 08-May-19
Gastrointestinal IV 9-May-19
Disability / Transition in Care
Kidney and Urinary Tract I 16-May-19 Cancer 15-May-19
Kidney and Urinary Tract II 23-May-19 Global Health 22-May-19
Kidney and Urinary Tract III 30-May-19 Infectious Disease Outbreak 29-May-19
7
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 Year 1 – Friday am Generalists with support from
sub-specialists based on
(Hospital-based & 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 & 2 - UTM-based) Year 2 – Wednesday pm
their trust, while providing
(Years 3 & 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
8CASE-BASED LEARNING (CBL)
Student’s Experience of a CBL Case: group will have a longitudinal relationship with a
few faculty tutors.). The faculty will review the
This is a virtual patient online module that outlines
answers with the group, challenge their thinking,
the case of the week. A group of 8-10 students
answer questions (tutor-guide for the case will be
will go through the CBL module on campus,
provided by the content experts), and present
without a faculty tutor. The students follow the
other similar cases to help the students transfer
journey of a patient (or a family) navigating the
their knowledge to other contexts. The tutors will
health care system in the case. They will explore
also identify any confusing or challenging
the trigger questions, patient-directed questions,
concepts remaining at the end of the session and
resources, videos, imaging, EMR screenshots, and
inform the central teaching team. These concepts
lab results findings, etc. in the case. In addition,
will be discussed with students further at a later
there are around 10-15 questions that the group
time in the Integrated Summary & Application
will have to answer and submit to the faculty tutor
Lecture (see page 17).
by the end of this self-guided group session.
Refer to the following for an example of a virtual
During the week, the students will independently
case:
explore the resources (e.g., guidelines, clinical
http://emodules.med.utoronto.ca/UME/191/013/
skills videos, etc.) embedded in the CBL module to
story.html
solidify their understanding.
Faculty information to support case-based
A few days later, the same group will attend a 2.5-
teaching can be found in the Appendix – A Primer
hour CBL session with a faculty tutor (note: each
for Case-Based Learning (CBL) tutors.
Summary of TOPIC CBL Year 1 and 2 Teaching Requirements:
Day of the Week: Year 1: Thursday PM Duration & Interval 2.5 hours
Year 2: Wednesday AM 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.
See pages 6 and 7 for weekly content areas.
9CLINICAL SKILLS – YEAR 1 AND 2
The Clinical Skills portion of the ICE component is Clinical Skills Director:
hospital-based and provides students with Dr. David Wong
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 & 4 hours weekly
Week: Year 2: Thursday AM Interval 8 am–12 noon
(Sept – May)
Total # of Approximately 36 Total Teaching Year 1: Approx. 140 hours of
Tutorials weeks in year 1. Time teaching encompassing full year -
Approximately 20 shared commitment between
weeks in year 2 physicians.
taught by generalists. Year 2: Approx. 80 hours of 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
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.
10ENRICHING EDUCATIONAL EXPERIENCES (EEE)
Students must complete 24 hours in 2 years. The
experiences include “shadowing”, with at least
EEE Director:
one experience involving exposure to a designated
population. While, at this time, the experience Dr. Jon Novick
doesn’t have to be organized specifically around a
designated population, it must expose the student THP Preclerkship Coordinators:
to a preceptor working with that population in René deHooge (CVH)
some manner. When students register an Paty Callaghan (MH)
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 & As agreed upon
other free time Interval between supervising
physician & student
Year 2: Tuesdays or during other
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.
11ETHICS AND PROFESSIONALISM
The ethics curriculum is designed to provide students Faculty Lead:
with the opportunity to grapple with ethical and Dr. Erika Abner
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 & Interval 1.5 – 3 hours (varied)
or Friday afternoon
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 paired with a clinician.
12FAMILY 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
(fmle.recruit@utoronto.ca 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
13HEALTH IN THE 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 and 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
MAM Administrative Coordinator:
healthprofessional at UTM. Starting in the Spring
Frances Rankin
of Year 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- Duration & Interval Year 1: 3
4:30 pm) hours/session
Year 2: Thursday (1:30- Year 2: 3
4:30 pm) hours/session
(September – May)
Total # of Tutorials Year 1: 5 sessions Total Teaching Time Year 1 = 15 hours
Year 2: 4 sessions plus Year 2 = 12 hours
Community Forum event
Faculty Support/ Yes # Tutors 9 physicians + 9 allied
Development Required/Session health professionals
Assessments Yes # of Students/Group 6
Teacher Physician tutors are community-focused clinicians who are paired as co-tutor
Qualifications with a health care professional.
14HEALTH SCIENCE RESEARCH (HSR) – YEAR 1 AND 2
With curriculum renewal and the development of activities, scholarly activities and clinical
the Foundations curriculum, HSR has been re- practice and the care of patients.
conceptualized as a two-year component. The 4. Allowing students to build up their scientific
first year of the two-year component will research knowledge, develop research
commence in September of 2017. 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:
period. Dr. Tony D’Urzo
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 & 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.
15PORTFOLIO - 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 an
Learner Chart throughout the year, and are Portfolio Director:
regularly reviewed with faculty mentors to ensure Dr. Nirit Bernhard
students are staying on track, and receiving help
Associate Course Director:
where it is 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 & Interval 2 hours for 6 sessions
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).
16SEMINARS/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 & Interval 2-3 hours
(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 Yes (sometimes) # of 18 or smaller
Students/Group
Teacher Qualifications Seminars/workshops are taught by content experts.
Integrative Summary and Application Lecture
17CONTACTS – YEARS 1 & 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: elizabeth.day@utoronto.ca Email: frances.rankin@utoronto.ca
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: paty.callaghan@thp.ca Email: rene.dehooge@ thp.ca
For a full list of the Education Office staff and their contact information, please visit the thpHUB:
http://thphub/MedicalEducation/Pages/ContactInformation.aspx
182018-19 COURSE BREAKDOWN
YEARS 3 & 4 - CLERKSHIP
19TRANSITION TO CLERKSHIP (TTC) COURSE (YEAR 3)
Transition to Clerkship (TTC) is a two week course and urgent response. Students are divided into small
that runs at the beginning of clerkship in thethird 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: 1) Students also take part in additional workshops
The Intrinsic CanMEDS roles, emphasis on and seminars during TTC, which include topics on
teamwork, patient safety, managing information, professional relations, poverty & health, imaging
interprofessional care, and medical-legal issues. 2) and patient saftey. Details relating to all teaching
Medical Expert roles such as therapeutics, nutrition, sessions that are available during TTC are listed
medical imaging, 3) The care of priority populations below.
(those living in poverty, and diversity groups 4)
Specific skills needed for clerkship, explored within Course Director:
the Academy Days of TTC. Dr. Tatiana Freire-Lizama
The three hospital-based academy days during TTC MAM Physician Site Coordinator:
consist ofclinical skills days whichprovide Dr. Sarah McClennan
studentsan orientation to clinical skills procedures
TTC Session Preferred Specialty # of Tutors Duration Location Taught
Crisis Management Psychiatry/ Family Medicine 2 2 hrs TDHSC
Nutrition Registered Nurse/ Dietitian 4 3 hrs Mississauga Hospital
In the OR Surgery/ Anesthesiology 2 2 hrs Mississauga Hospital
In the ER Emergency Medicine 2 2 hrs Mississauga Hospital
On the Ward Internal Medicine 2 2 hrs Mississauga Hospital
In the Clinic Family Medicine 2 2 hrs Mississauga Hospital
Medicolegal Family Medicine/ Emergency Medicine 3 3 hrs TDHSC
Imaging Diagnostic Imaging 2 3 hrs TDHSC
Poverty & Health Family Medicine/ Mental Health 5 3 hrs TDHSC
20CLERKSHIP TEACHING OPPORTUNITIES (YEARS 3 & YEAR 4)
The year 3 & 4 curriculum is primarily comprised of The core clerkship program includes rotations in
clinical skills teaching. This allows for numerous Anaesthesia, Emergency Medicine, Family Medicine,
opportunities to participate as a supervising Medicine, Mental Health, Ob-Gyne,
physician across many programs. Trillium Health Ophthalmology, Otolaryngology, Paediatrics and
Partners provides over 90% of the 3rd year core Surgery. In addition to numerous opportunities to
clerkship teaching for the MAM students and supervise 3rd and 4th year medical students within
creates the opportunity for many elective and their clinical rotations, many programs have direct
selective experiences within the fourth year of teaching opportunities within their mandatory
clerkship as the medical students prepare for curriculum requirements.
residency. The following is a summary of contact information
for each of these programs:
THP MEO
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 Kay Pantarotto
Medicine Dr. Amna Karabegovic
Dr Azi Moaveni , Undergraduate Dr. Ruby Alvi
Family Suroor Khan (MH)
Director & Clerkship Director Dr. Jennifer Everson
Medicine Sylvia Muir (CVH)
Dr. Kimberly Kent
Dr. Katherine Monkman
Medicine Dr. Luke Devine Renata Leko
Dr. Sumontra Chakrabarti
Psychiatry Dr. Raed Hawa Dr. Ariel Shafro Renata Leko
Dr. Scott Tigert
Ob-Gyne Dr. Rajiv Shah Kay Pantarotto
Dr. Ronnie Hakim
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
Dr. Abdollah Behzadi
Surgery Dr. Jeremy Hall Yvonne McVeigh
Dr. Philippe Garzon
21PORTFOLIO COURSE (YEARS 3 & 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.
Summary of Portfolio Years 3 and 4 Teaching Requirements:
Day of the Week: Thursday afternoon Duration & 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
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
22EDUCATION 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 & Pediatric Diagnostic Imaging, Medicine & Psychiatry
Otolaryngology & Surgery Tel: (905) 848-7580 x1738 Tel: 905-848-7580 x1728
Tel: (905) 848-7580 x3312 Email: nicole.gaertner@thp.ca Email: keith.leungr@ thp.ca
Email: lorraine.ferraro@ thp.ca
CLERKSHIP & POSTGRADUATE SCHEDULING COORDINATORS
Keri Fernandes Suroor Khan Renata Leko
Scheduling Coordinator & Student Scheduling Coordinator & Student Liaison, Scheduling Coordinator & Student Liaison,
Liaison, LInC & Psychiatry Trillium-Summerville Family Medicine Medicine (including Oncology), Psychiatry
Tel: 905-848-7100 x1751 Teaching Unit (FMTU) & Diagnostic Imaging / Radiology
Email: keri.fernandes@thp.ca Family Medicine - Mississauga Hospital Tel: 905-848-7580 x1728
Tel: 905-272-9900 x248 Email: renata.leko@ thp.ca
Email: suroor.khan@ thp.ca
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: yvonne.mcveigh@ thp.ca Email: sylvia.muir@ thp.ca Email: kay.pantarotto@thp.ca
For a full list of the Education Office staff and their contact information, please visit the thpHUB:
http://thphub/MedicalEducation/Pages/ContactInformation.aspxPOSTGRADUATE 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
24INTERPROFESSIONAL
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
25FACULTY 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 Dr. Jana Lazor, EdD, Director of Faculty Development,
Faculty Development - jana.lazor@utoronto.ca or Lori Innes, Faculty Development Coordinator -
lori.innes@utoronto.ca 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:
26TEACHING OPPORTUNITIES
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)
Preclerkship - Foundations Curriculum
Simulation
Case-Based Learning (CBL) – at UTM Interprofessional Education (IPE)
Clinical Skills (CS) - in hospital Research
Health in the Community (HC) – at UTM Physician Assistant (PA) Supervision
Health Science Research (HSR) – at UTM
Portfolio– at UTM or in hospital
Student Success
Seminars – at UTM
Canadian Resident Matching Service
Lectures – at UTM
(CaRMS)
Enriching Educational Experience (EEE) aka
MD Program Years 3 and 4 Shadowing or Observership
Clerkship Mentorship
Clinical Teaching – preceptor Remediation
(hospital/community practice) Examiner (iOSCE, Oral Exams)
Seminars – in hospital
I would like to book a one-on-one meeting to discuss teaching opportunities (optional).
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