Please join us for the fourth Celebration of Education Scholarship event, presented by the DFCM Office of Education Scholarship. On January 31 and February 1, 2017 Dr. Glenn Regehr will join us for an exciting series of presentations, seminars and discussions about education scholarship in family medicine.
WHO IS INVITED? Any faculty members who are interested in learning more about education scholarship. If you’re just curious and want to know more, this is the perfect opportunity to learn, meet others in this community, and perhaps start to think about your own project idea. If you’re already involved in an education scholarship activity, this event will support and encourage you in your work. Come and be inspired!
You are invited to attend any or all of the sessions. All sessions will be webcast.
Questions? Email Rachel Ellis at
Full daysession / Date: Tuesday, January 31, 2017
Start time: Light breakfast at 8:30am, program begins at 9:00am
End time: 4:30pm
Location: 263 McCaul Street, Room 402
Refreshments: a light breakfast and lunch will be provided
Evening
reception / Date: Tuesday, January 31, 2017
Time: 5:30-7:30pm (presentation by Glenn Regehr at 6:30pm)
Location: The Faculty Club, 41 Willcocks Street
Seminar / Date: Wednesday, February 1, 2017
Time: 9:00-10:30am
Location: 500 University Ave., Room 303
Registration: by January 23 via our online form
Webcast: All sessions will be webcast:
Jan 31 – http://uoftfamilymedicine.adobeconnect.com/r84i0h2k3d1/
Feb 1 - http://uoftfamilymedicine.adobeconnect.com/r4ga6n15gmn/
Questions? Email Rachel Ellis at
DR. GLENN REGEHR is Senior Scientist and Associate Director of Research at the Centre for Health Education Scholarship and Professor, Department of Surgery, University of British Columbia. He also holds a cross appointment with the UBC Faculty of Education. Many of us had the privilege of working with Glenn and learning from him in Toronto in his role as cofounder and Associate Director at the Wilson Centre for Research in Health Professional Education. Dr. Regehr has published over 200 peer reviewed papers and chapters on a range of topics including: OSCE measures, authentic clinical assessment, professionalism, professional identity formation, self-assessment, self-regulation, and feedback. As an academic leader, he served for over a decade on the editorial boards of Academic Medicine and Medical Education, and as associate editor for Advances in Health Sciences Education. In addition to over 20 awards for individual papers and presentations, his seven career awards include the National Board of Medical Examiners Hubbard Award (2007), the Canadian Association for Medical Education Ian Hart Award for Distinguished Contribution to Medical Education (2013), and the inaugural Meredith Marks Mentorship Award sponsored by Memorial University (2016).
ABOUT THE PROGRAM (see below for Dr. Regehr’s comments on all presentations)
Tuesday, January 31, 2017
· 9:00 am - Grand Rounds: “The dangerous pursuit of independence”
· 10:30 am - Seminar: “Kids these days: Reconsidering our conversations about Generation ME”
· 12:30 pm - Journal Club
· 2:00 pm - PEARLS: Personally Arranged Learning Sessions.
This is an opportunity for applicants to the Art of the Possible grant program to discuss their project ideas in a friendly small group format and receive support and feedback from other faculty. If you’re an AOP applicant, this is a terrific resource and not to be missed. If you’re not an AOP applicant, we welcome your participation, feedback and ideas.
· 5:30 pm - Reception and presentation: “What if they aren’t playing our game?: Education theories, curriculum intent and learner goals re-examined”
Wednesday, February 1, 2017
· 9:00 am - Seminar: “It’s not rocket science: Rethinking research in health professions education”
You are invited to attend any or all of the sessions. All sessions will be webcast.
Questions? Email Rachel Ellis at
DR. GLENN REGEHR’S COMMENTS ON EACH OF THE PRESENTATION TOPICS
“The dangerous pursuit of independence” (Jan 31, 9:00 am, 263 McCaul St.)
The notion of independent practice as a goal for expert clinicians is embedded in many of our educational and clinical approaches. It is explicit in our model of training as “progressive independence”. It is implicit in our efforts to instill in our learners the skills and attitudes of independent self-regulation. And it is deeply embedded in our students’ construction of the hallmark clinician as the “go to” person who is asked the hard questions and has all the answers. However this drive to independence has many potentially negative influences on training and practice. At the individual level, it produces reluctance to ask for help and creates a high risk for isolation and burnout. At the system level, it leads to silos of expert practice with little attention to the gaps between these silos, where errors and inefficiencies thrive. In the context of learning, it leads to our treatment of feedback from others as threats to autonomy rather than opportunities to improve. This session will describe the multiple ways in which the construct of independence is manifested in health care training and practice, it will reconsider several previously identified issues in health care education and practice in light of the “independence problem”, and it will begin to explore how we might better represent the hallmark expert as a fully participating partner in a health care system rather than as a “fully independent practitioner”.
“Kids these days: Reconsidering our conversations about Generation ME” (Jan 31, 10:30 am, 263 McCaul St.)
The hallways of our health care institutions and the pages our health care journals echo with various versions of the refrain, “Kids these days…”. Concerns are being expressed about the next generation’s lack of professionalism, respect, commitment, and even ability to take feedback. While some concerns may be legitimate, it may also be the case that these generational differences are the most powerful forces of change in our professions. This session is targeted at those who are engaged in training the next generation of health care professionals. At the end of the session, it is hoped that participants will be able to describe and discuss:
1) the social forces that shape the characteristics of successive generations;
2) the role of successive generations in promoting the evolution of our professions; and
3) the difference between the enduring core values of the profession and the ever changing practices that express those core values.
The goal of the session is to promote and enable productive conversations between generations about professional behaviours and values that will harness generational differences as positive forces for change.
“What if they aren’t playing our game?: Education theories, curriculum intent and learner goals re-examined” (Jan 31, 5:30 pm, The Faculty Club, 41 Willcocks Street)
As education theorists and innovators, we carefully construct curricular strategies and practices based on our goals regarding what we want students to acquire and on our understanding of what will maximize that acquisition. Most of these strategies and practices are designed with the assumption that students appreciate our goals and adopt them as their own … that students are willing participants in our plans for them and play along. It is likely, however, that several social and environmental factors of our own making lead our students to a different set of goals that are focused around efficiently and effectively accomplishing the tasks they perceive as necessary to succeed in the system. If we are trying to make teaching and assessment more relevant to our goals for the students, therefore, perhaps the question we should be challenging ourselves with is not what educational strategies would ideally maximize the acquisition of these goals, but rather how do we create willing partners in our students, and what do our grand educational strategies reduce to if they don’t play along?
“It’s not rocket science: Rethinking research in health professions education” (Feb 1, 9:00 am, 500 University Ave., Room 303)
The health professional education community has been struggling with a number of issues regarding the place and value of research in the field, including: the role of theory building vs applied research; the relative value of generalizable vs. contextually rich localized solutions; and the relative value of local vs. multi-institutional research. In part, these debates have been limited by the fact that the health professional education community has been deeply entrenched in the physical sciences as a model for “ideal” research. The resulting emphasis on the goal of “prediction and control” and the attendant “imperative of proof” in our research approaches have translated poorly to the domain of education with a resulting denigration of the domain as “soft” and “unscientific” and a distrust of the knowledge acquired to date. Similarly, our adoption of the physical sciences “imperative of generalizable simplicity” has created difficulties for our ability to represent well the complexity of the social interactions that shape education and learning at a local level. Using analogies to the scientific paradigms associated with physics, this talk will reconsider the place of the outcomes-based, predictive, generalizability-driven goals of research in the production and evolution of “scientific” knowledge, and will explore the implications for enhancing the value of research in health professional education.