I am an associate professor in the Department of Pediatrics.
I would describe myself as a clinical educator and teacher. My job description spent in education related activities is 15%, with 10% workplace, and 5% classroom. This is probably an underestimate as my clinical work (50%) is a designated teaching site for the 3rd year medical students who are with me 90% of the time in clinic.
As Program Director for Genera Pediatrics for six years, I was actively involved in curriculum development, wrote many remediation plans, and designed new test questions (written and oral).
I have always believed that learning, and teaching, should be fun. To attain that goal, it is important to take a few moments to get to know the learners, understand their personal goals, and create a safe learning environment with regular, helpful feedback. Whenever possible, I try to have teaching sessions outside of the regular environment, eg we have students tour the Food Bank and local shelters to learn about health advocacy.
Didactic Teaching: About 4 hours per year to pediatric residents (n=30) in their Academic Half Day, where I try to use iClickers to help inform me of how the residents are learning during the session, and to keep them engaged.
Ward-Based Teaching (CTU): About 4 weeks per year, I am the preceptor for a multilevel, multi-disciplinary group (students, off-service juniors and pediatric junior and senior residents). CTU can be overwhelming with a variety of patients/problems, so I create a formative take-home SAQ exam they complete towards the end of their rotation that is based on the patients we have seen/problems we have discussed. I also meet with the learners at the beginning of their rotation and ask them to specify 1 or 2 key learning goals they want to achieve, and how I can help them with any specific skills. I create time for exit-interviews and have face-to-face evaluations with the learners where I ask them to first reflect on what they learned and did they achieve their goals.
Clinic-Based Teaching: I work with 3rd year medical students 1:1, sometimes, two at a time, in my outpatient general pediatric clinic. They are usually present with me for 3 weeks, and like CTU, I try to take a few moments at the beginning of the rotation to learn their background, their long-term career goals, and what they would like to achieve on their clinic rotation. I observe them directly performing histories and physical exams, and provide them with feedback immediately afterwards. We debrief at the end of every day on what they learned, how they performed and how they could improve.
Exam Development: I have written many OSCE stations, and MCQ and SAQ exam questions, used locally, and nationally. I am also a national examiner for the FRCPC Pediatrics exam, and exam the residents locally for their consultant abilities (“STACERS”).
Curriculum Development: I have re-designed our entire AHD curriculum, and have modified existing rotations and created new ones, which involved new assessment tools. Currently I am working on how best to prepare our program for Competency-By-Design.