Teaching and Learning

  • Encompasses undergraduate, graduate and post-graduate training programs (residents and fellows) as well as education scholarship, faculty development for teaching and engagement of communities
  • Includes the learning environment (resources, technology, tools, supports, etc.) and learner experience, expanding innovative education programs
  • Encourages interdisciplinary and interprofessional learning

Five-year vision (December 31, 2025)

  • Optimal governance structure and configuration exists for effective operation of educational programs in the FoMD that are aligned with our commitment to social accountability by meeting the needs of the communities that we serve
  • Our diverse student population is provided with relevant competency-based training/education in a positive and safe learning environment, which prepares them for success
  • 80 per cent of all teaching faculty report engagement and satisfaction
  • All programs (virtual and/or in person) are responsive and adaptable to meet the needs of the learners, communities we serve and employers
  • The research and health-care needs of communities we serve (particularly rural and Indigenous) guide program planning for the FoMD

Three-year picture (December 31, 2023)

  • Organizational structure established to support teaching and learning across the FoMD programs
  • Pathway programs (including support during training) are in place to ensure that the learners in our training and education programs reflect the diversity needed for the FoMD to fulfill our social accountability mandate
  • Bursaries and financial assistance increased by 50 per cent to support under-represented learners and those in financial need
  • Learner feedback about curriculum, instructional delivery, and assessment is regularly reviewed by a panel of educators and learners to ensure a safe, welcoming, and supportive learning environment
  • Reports by learners of intimidation and harassment continually addressed, with establishment of a positive learning environment, where students feel safe to speak up and there is no room for student mistreatment
  • Compliance with completion of course evaluations increased to 80 per cent
  • All teaching faculty have opportunities for participation in a relevant professional/faculty development course each year, based on the needs identified in teaching evaluations and/or through self-reflection
  • FEC standards place equal value on teaching and research contributions
  • All program evaluation reports ensure curriculum, instruction and assessment processes meet learner and instructor needs and satisfy accreditation requirements (where applicable)
  • Novel and effective teaching and assessment practices adopted to ensure course delivery is innovative and varied
  • Learners distributed into programs based on community and employer needs
  • Significant year-to-year progress demonstrated in meeting TRC and the AFMC Joint Commission on Indigenous Health expectations

Possible activities to help us deliver Vision 2025

  • Conduct environmental scan of all teaching and learning across the FoMD to determine optimal organization structure
  • Identify specific areas for improvement related to learner harassment and intimidation
  • Improve communications between clinical and non-clinical teaching faculty and programs at the University
  • Needs assessment conducted with educators and learners to identify professional development needs related to all aspects of teaching in the FoMD
  • Develop multifaceted evaluation tool to capture multiple aspects of the student experience
  • Revise course evaluations to capture multifaceted feedback for educators; separate evaluation of course content from evaluation of teaching effectiveness
  • Evaluate whether faculty development has offerings for all educators in FoMD (clinical, basic sciences, research, graduate studies)
  • Create baseline report on engagement and satisfaction in both clinical and non-clinical teaching faculty
  • Where appropriate, invite patients, family and community members to be part of FoMD education committees
  • Work with FoMD Communications to develop an intentional and targeted approach to sharing educational innovations and accomplishments
  • Assess feasibility for a Simulation Centre and related virtual teaching programs
  • Create a plan and process to track employment of graduates from all programs at one and five years
  • Establish a systematic approach to identifying the current and anticipated needs of the community and industry
  • To identify needs, create partnerships with communities, especially those that are underserved (rural, Indigenous, inner city)
  • Examine current report card on making changes to meet the TRC and the AFMC Joint Commission on Indigenous Health expectations to identify areas to target
  • Establish a rebuilt Indigenous Health Initiatives Program (IHIP) to meet above needs