Teaching and Learning - DRAFT

  • Encompasses both undergraduate, graduate and postgraduate training programs
  • Includes the learning environment (resources, technology, tools, supports et) and learner experience, expanding innovative education programs
  • Interdisciplinary and inter-professional learning
  • Spans educational scholarship, faculty development and engagement of communities

5-year vision

March 31, 2025

  1. All Teaching & Learning endeavours of the FoMD are mission-relevant, allowing for coordination of planning and resources.
  2. LEARNERS
    Learners get the right competency-based training/education and are successful in obtaining employment.
  3. FACULTY
    80% of faculty report engagement and satisfaction with being involved in teaching.
  4. PROGRAMS
    All programs (virtual and/or in person) meet learner, community, and industry needs.
  5. COMMUNITY
    The healthcare and research needs of community and industry are met by the graduates of our programs.

3-year picture

March 31, 2023

  1. Vice Dean Education portfolio includes only areas related to Teaching & Learning.
  2. Pathway programs are implemented to increase diversity of learners coming in to our training and education programs.
  3. 50% increase in bursaries and financial assistance to support under-represented learners in our training and education programs.
  4. Curriculum, instructional delivery, and assessment are regularly revised based on student feedback to ensure a safe welcoming, supportive learning environment.
  5. Significant reduction in reports by learners of intimidation and harassment due to establishment of a positive learning environment that exists across all learning experiences, where students feel safe to speak up and there is no room for student mistreatment.
  6. Increase compliance with completion of course evaluations to 80%.
  7. All teaching faculty take part in at least one professional/faculty development course each year, based on needs identified in teaching evaluations.
  8. All programs undergo regular program evaluation cycles to ensure that curriculum, instruction, and assessment processes are meeting learner and instructor needs, and satisfy accreditation requirements (where applicable).
  9. Course delivery is innovative and varied, adopting novel and effective teaching and assessment practices.
  10. Distribution of learners into programs is based on community and industry needs.
  11. Demonstrate significant year to year progress in meeting the TRC and the AFMC Joint Commission on Indigenous Health expectations.

1-year plan

March 31, 2021

  1. Environmental scan of all Teaching and Learning across the FoMD to determine what should be in Vice Dean, Teaching and Learning portfolio.
  2. Create a plan and process to track employment of graduates from our programs at 1 and 5 years.
  3. Needs Assessment conducted to identify professional development needs related to all aspects of teaching in the FoMD.
  4. Ensure all career skills/professional development courses targeted to learners address diverse career needs and capture clinical learners as well.
  5. Develop a multifaceted evaluation tool to capture multiple aspects of the student experience.
  6. Environmental scan to identify where there are specific areas for improvement related to learner harassment and intimidation.
  7. Course evaluations revised to capture multifaceted feedback for educators, and separate evaluation of course content from evaluation of teaching effectiveness.
  8. Faculty development examined to evaluate whether it has offerings for all educators in FoMD (clinical, basic sciences, research, graduate studies).
  9. Where appropriate, patients, family, and community members are invited to be part of FoMD education committees.
  10. Online delivery of courses evaluated to determine quality and gaps.
  11. Work with Communications to develop an intentional and targeted approach to sharing educational innovations and accomplishments.
  12. Establish a systematic approach to identifying community and industry current and anticipated needs.
  13. Create partnerships with communities to identify needs, especially those that are underserved (rural, Indigenous, inner city).

  14. 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.