Faculty of Medicine Summit on Educational Technology

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1 PROCEEDINGS Faculty of Medicine Summit on Educational Technology... November 20, am to 1pm 89 Chestnut Conference Centre, Colony Grand Ballroom, 2 nd Floor ei 3 : e-learning Innovation, Integration, and Impact

2 Table of Contents Page Introduction Agenda Innovation Demonstrations Top Ten Summit Recommendations Next Steps Appendices A. Guest Speakers Biographies Dr. Anthony Levinson Dr. Victoria Owen Dr. Chi- Ming Chow Dr. Adil Shamji B. List of Participants with Contact Information 15 C. Advertisement 21 D. Dr. Sarita Verma: PowerPoint Slides 22 E. Summary of Evaluations 31 Faculty of Medicine, Office of the Dean Office of Integrated Medical Education / 1

3 Introduction The pace of change in medical education has increased dramatically, driven by exponential increases in knowledge and the need to train large groups of learners using limited resources. New diagnostic and therapeutic modalities coupled with recent developments in information science have challenged educators to adopt new strategies for training students efficiently, effectively and realistically. Technology is widely touted as the solution to these increasing educational demands and is almost universally accepted as a positive and necessary step to improve the training of new physicians. However, when is it appropriate to use technology in supporting medical education? What are some of the opportunities for using technology to deliver our curriculum? How can faculty learn about using educational technologies? What are the challenges of using such technologies? What are some of the exemplars at the University of Faculty of Medicine? We attempt to answer these questions by exploring and sharing the experiences from faculty members who have expertise in developing innovating curriculum using educational technology from the University of and McMaster University. Under the leadership of Deputy Dean Sarita Verma and Vice- Dean Postgraduate Medical Education Sal Spadafora, the Office of Integrated Medical Education (OIME) convened its 2nd Annual Summit on November 20, 2012 to explore educational technology and its power in innovation, integration, and impact. The purpose of this event was three- fold: to develop a better understanding of innovations in educational (teaching) technologies in the Faculty of Medicine at the University of ; to provide a platform to harness our collective advantage across the Faculty of Medicine and our full and community- based affiliates in the area of educational technology; and, to build opportunities for future innovation, integration and collaboration in the development of educational technologies at the University of. There has been a growing demand and appetite for utilizing educational technology in health professions education. The Future of Medical Education in Canada (FMEC) report lists improving the use of technology as one of the five enabling recommendations for the future of medical education. The Lancet Commission s 2010 report on education of health professionals for the 21 st century states, We focus on the transformative learning power of the IT revolution. The effect of electronic learning is likely to be revolutionary, although how precisely it will revamp professional education is unknown. At the 2011 University of Council of Health Sciences Educational Subgroup (CHSES) summit, faculty leaders shared the desire to collaborate and share their experiences in using technology to transform our health professions education curriculum. Some academic departments in the Faculty of Medicine are developing a faculty champion position on e- learning. Faculty of Medicine, Office of the Dean Office of Integrated Medical Education / 2

4 The OIME established the position of Academic Lead in Educational Technology in Since then, it has been my role to act as a faculty resource to enable technology- related curriculum redesign projects at the Faculty of Medicine. At the summit, we showcased some of the projects supported by the OIME, such as: integrating virtual patient case in the first semester of first year medical curriculum (Drs. Jean Hudson and Mike Wiley), piloting the replacement of didactic lectures on epidemiology with e- learning modules for the Determinants of Community Health course (Dr. Fran Scott), developing short video- based student- informed just- in- time online faculty development modules (Drs. Karen Leslie and Marcus Law), establishing a 10- month asynchronous online study group for geriatric psychiatrists who are sitting for the new Royal College geriatric psychiatry subspecialty examination (Dr. Mark Rapoport), and developing a digital emergency medicine radiology teaching database (Drs. Ivy Cheng and Nazanin Meshkat). In addition, many grass roots projects some with support from the Faculty of Medicine Educational Development Fund and other sources were demonstrated. Twenty academic posters many presented nationally and internationally but never shared locally amongst an audience from various departments and hospitals helped us identify and build new initiatives and partnerships aimed at implementing and enhancing the integration project at the Faculty of Medicine. Most importantly, I believe we showed our educator participants the benefits of collaboration, and the risks of investing in educational technology in silos. 130 educators and leaders from the Faculty of Medicine attended the well- received event. The lessons learnt from the summit were tweeted and re- tweeted (#ei32012) by our audience and their followers. The highlight of the event includes a synthesis of the summit by Vice- Dean Spadafora. He reminded us that the goals of transformative learning are centered on our learners and their learning outcomes, and that as seductive as the technology may be, we must resist being wowed and not blindly follow the crowd. Indeed, technology is just one of the many factors that can enable our faculty to redesign the curriculum to improve learner engagement and outcomes. Deputy Dean Verma closed the event by challenging the audience to further explore the revolutionary power of educational technology and launching a new competitive funding to support the innovation of our faculty members (see page 13). It is imperative that our faculty across departments and hospitals collaborate on new ways to educate our health professional students of the 21st century. Marcus Law, MD MBA MEd CCFP Academic Lead, Educational Technology Faculty of Medicine, Office of the Dean Office of Integrated Medical Education / 3

5 Agenda 8:00-8:15 8:15-8:25 8:25-9:10 9:10-9:55 9:55-10:00 10:00-10:10 10:10-12:35 Continental Breakfast and Registration Welcome Keynote Session An Overview of e- Learning for Medical Education: Theory and Practice Facilitated Discussion with Panel & Question from the Audience Introduction to Innovation Demonstrations Refreshments at Colony West Innovation Demonstrations Sarita Verma Deputy Dean, Faculty of Medicine and Associate Vice Provost Health Professions Education Anthony Levinson Director, Division of e- Learning Innovation, Michael G. DeGroote School of Medicine at McMaster University Victoria Owen UTSC Head librarian Chi- Ming Chow Associate Professor, Department of Medicine Adil Shamji PGY2, Department of Family & Community Medicine Marcus Law Academic Lead, Educational Technology Wes Robertson Director, Discovery Commons Colony Centre D1: COIL - Collaborative Online Interprofessional Learning Dennis Cheung Colony East D2: Online Faculty Development - Accessible Resource for Teaching (ART) Karen Leslie Lombard D3: Digital Lab Medicine Aaron Pollett Elm Carlton D4: Asynchronous Online Study Group for Geriatric Psychiatry Royal College Certification D5: Mobile Applications in the Cardiovascular World - Tools to Enhance Adoption of Practice Guidelines Mark Rapoport Chi- Ming Chow St. George D6: Physician Assistant Program: Yes, You can Teach Medicine Online Maureen Gottesman Colony Centre D7: Online Determinants of Community Health course Fran Scott Colony East D8: Functional Neuroanatomy Patricia Stewart Lombard D9: Pre- Clerkship Integrated Virtual Patient Case (Mr. G. B.) Jean Hudson Elm D10: Virtual Interactive Case for Family Medicine key topics Gordon Tait Carlton St. George 12:40-12:50 12:50-12:55 D11: Emergency Medicine Radiology Database (EMRAD) D12: edot Electronic Direct Observation Tool: Building a Web- based Tool to Facilitate Feedback on Clinical Skills Reflections Closing Address and Lunch Ivy Cheng, Nazanin Meshkat Rodrigo Cavalcanti Sal Spadafora Vice- Dean, Postgraduate Medical Education Sarita Verma Deputy Dean, Faculty of Medicine and Associate Vice Provost Health Professions Education Faculty of Medicine, Office of the Dean Office of Integrated Medical Education / 4

6 Faculty of Medicine, Office of the Dean Office of Integrated Medical Education / 5

7 Innovation Demonstrations Dr. Dennis Cheung, Bridgepoint Health COIL- Collaborative Online Interprofessional Learning COIL (Collaborative Online Inter- professional Learning), is an innovative program that bridges together different healthcare professionals in improving patient care through state of the art technology and human collaboration. COIL allows for the integration of clinical knowledge and practice through two main components: background reference material and collaborative case studies as outlined below. 1) Background reference material - comprised of media rich and interactive modules, webquests and multiple choice questions to guide the learners; 2) Collaborative "build a case" sessions - interactive synchronous sessions with other inter- professional learners to solidify and make practical sense of the material that is being learned. Using the modified build a case method, a guided template and facilitators, learners create a patient case together over 10 weeks. This allows learners to consider who their patient was pre- morbidly and the factors contributing to their illness, as well as how their illness impacts their life throughout the continuum of care. Both factors are important in the management of complex chronic illness. Currently there are two courses, traumatic brain injury and diabetes. The learning modules provide clinicians the knowledge required in providing care; while the case study at the end of each module provides clinicians the chance to collaborate with other healthcare professionals in coordinating care. The impact then, results in increased inter- professional collaboration across a number of healthcare providers in coordinating care across the spectrum of Canada s healthcare system. COIL also seeks to heighten clinicians awareness of the challenges that socially vulnerable populations face with complex chronic disease. Participation in COIL has been shown to increase awareness in inter- professional in case management. As well, research has shown increased richness of learning through the use of the collaborative sessions when comparing individual to group learners in COIL. Theoretically, the advantages of online collaborative learning are potentially very powerful. Inter- professional learners can co- create solutions to real life issues. Using computers, linkages between other healthcare providers, patients, and evidence based information on the internet can occur conveniently from various locations. In a healthcare system with increasing patient complexity and comorbidities, this type of complex problem solving among professionals is desirable. However, the challenges of providing this type of learning, particularly in an online environment, are also complex. COIL provides a platform to observe and analyse this form of learning in healthcare. Given the busy schedules of clinicians today, it is important that education offerings be easily accessible, integrated with clinical workflow and integrated closely with best practices across the different healthcare providers. We also feel collaborative learning is the key to translating education into inter- professional, practical, efficient and quality care. COIL hopes to continue to examine and expand this type of learning to other inter- professional healthcare providers. Faculty of Medicine, Office of the Dean Office of Integrated Medical Education / 6

8 Dr. Karen Leslie, Centre for Faculty Development, University of Online Faculty Development Accessible Resource for Teaching (ART) The Centre for Faculty Development, University of at St. Michael's has created the Accessible Resource for teaching online learning tool to provide additional ways for individuals and groups to participate in faculty development. The goal of ART is to bring faculty development to the teaching practice through the use of short, focused modules. Each module focuses on a particular teaching and learning topic that can be applied in the teaching context and practice. Each module of the program incorporates teaching videos, reflection questions and resources and is designed to be completed within about 15 minutes. Providing effective feedback, small group facilitation, digital professionalism and privacy, effective role modeling and more. Dr. Aaron Pollett, Department of Lab Medicine and Pathology, University of Digital Lab Medicine The Department of Laboratory Medicine & Pathology is currently undertaking an ambitious initiative in Digital Laboratory Medicine. This exciting project will be key to transforming the educational capabilities of the department. Dr. Mark Rapoport, Department of Psychiatry, University of Asynchronous Online Study Group for Geriatric Psychiatry Royal College Certification Starting in 2013, experienced Canadian geriatric psychiatrists who are practice eligible will be expected to pass a Royal College examination in geriatric psychiatry in order to meet qualifications for the new subspecialty. To prepare the subspecialty for this important change and examination, and to consolidate advanced knowledge of geriatric psychiatry, the Canadian Academy of Geriatric Psychiatry (CAGP) assembled two CME initiatives. An intensive two- day review course was held in Banff, Alberta with 10 speakers covering 14 topics in geriatric psychiatry. Following that, a 10- month asynchronous online study group covers a broader array of 22 topics in greater depth, with a new module every two weeks. In small groups, up- to- date review papers are studied, empiric papers are critiqued, sample short answer questions are discussed, broader controversial areas are reflected upon, and challenging cases are grappled with. Dr. Chi- Ming Chow, Department of Medicine, University of Mobile Applications in the Cardiovascular World Tools to Enhance Adoption of Practice Guidelines Dr. Chi- Ming Chow and his team have created multiple medical educational mobile apps. For example, The CCS Atrial Fibrillation Guidelines app is a tool developed by the Canadian Cardiovascular Society (CCS) to provide a clear and concise summary of the Atrial Fibrillation guidelines published in 2011 and the 2012 update. The CCS Heart Failure Guidelines App is based on the updated 2012 society guidelines. Faculty of Medicine, Office of the Dean Office of Integrated Medical Education / 7

9 This app facilitates the adoption of the CCS Heart Failure guidelines into daily clinical practice by healthcare professionals. Dr. Maureen Gottesman, Family & Community Medicine, University of Physician Assistant Professional Degree Program: Yes, You can Teach Medicine Online The Physician Assistant (PA) profession is relatively new to Ontario. The Physician Assistant Professional Degree Program in the Faculty of Medicine, University of is adapted from our undergraduate medical education. Situated within the Department of Family and Community Medicine, the curriculum is delivered as the Consortium of PA Education, in collaboration with the Northern Ontario School of Medicine and The Michener Institute for Applied Health Sciences. The 24- month blended distance and distributed PA program includes both academic and clinical components. The innovation is the delivery of an entire medical program in an integrated, mostly online curriculum. We train mid- level healthcare providers in a relatively short period of time. In doing so, we challenge the idea that all medical education needs to be delivered within the four walls of the institution. Dr. Fran Scott, Dalla Lana School of Public Health, University of Online Determinants of Community Health Course The Epidemiology online resources developed by the University of, is a series of interactive e- modules to teach first year medical students about basic epidemiology. Although the primary audience is first year medical students, the modules will be useful for review by all health sciences students. The six module sections include an introduction to basic epidemiology, including definitions, formula, application of indicators and rates. Study designs, measures of association and screening test attributes are also covered. Dr. Patricia Stewart, Department of Surgery, University of Functional Neuroanatomy Designed as a student reference, Functional Neuroanatomy is an interactive atlas that facilitates the identification of structures and pathways within the human central nervous system, and provides information about their functions. This digital format has been selected because it can incorporate three- dimensional models, animations, interactive images, and audio. These elements can assist in achieving a more comprehensive understanding of neuroanatomical concepts. Dr. Jean Hudson, Family & Community Medicine, University of Pre- Clerkship Integrated Virtual Patient Case (Mr. G. B) Most Canadian medical schools employ didactic teaching in the preclinical years, often separated into courses or blocks. At the University of, the first semester has three courses that cover anatomy Faculty of Medicine, Office of the Dean Office of Integrated Medical Education / 8

10 and physiology, clinical skills and community health. Integration of these areas of knowledge is seen as a skill developed with clinical experience in clerkship. Virtual patients allow educators to deliver clinical encounters that cater to students clinical experience. Leveraging this technology allows students in early pre- clerkship to develop clinically- oriented thinking and integrate knowledge across courses. A virtual case was constructed to simulate a patient encounter, consisting of an interview, chart summary, video clips and interactive examination. Students were required to work through the case and complete a series of short answer questions designed to stimulate integration of basic science concepts with clinical and social factors. The short answer questions are assessed by an experienced physician who also provides feedback to the students. Dr. Gordon Tait, Department of Anesthesia, University of Virtual Interactive Case for Family Medicine Teaching clinical expertise and the cognitive processes involved in clinical reasoning that physicians use to arrive at a diagnosis has been a challenge since medicine began to be taught as a discipline. There seems to be a growing consensus that at least one important aspect of diagnostic acumen is pattern recognition. The development of pattern recognition requires exposure to a large number of cases. However, there are increasingly limited opportunities for students to get this exposure, and the experience they get is restricted to what happens to turn up in their clinical rotations. Supplementing these clinical experiences with simulated clinical cases, or virtual patients provides the opportunity for exposing students to a wider variety and a greater number of cases than they would otherwise encounter. Virtual patients can also demonstrate different ways that the same disease can be manifested, and even deliberately creating the conditions that often result in diagnostic error. Feedback on the student s performance provided by the program will improve their skill in applying their knowledge to the solution of diagnostic problems. Dr. Ivy Cheng and Dr. Nazanin Meshkat Emergency Medicine Radiology Database (EMRAD) EMRaD is a digital teaching file of emergency medicine radiology images and videos in accordance to the Royal College of Physicians Emergency Medicine curriculum. A library of normal and abnormal images, internet links on "how to learn" and emergency ultrasound is provided. The CEUS (Canadian Emergency Ultrasound) links are bilingual. Dr. Rodrigo Cavalcanti, Department of Medicine, University of edot Electronic Direct Observation Tool The edot is an online tool for facilitating direct observation and feedback on clinical skills for medical trainees. The assessment form is based on the CanMEDS physician competency framework of the Royal College of Physicians and Surgeons of Canada. Using edot allows training programs to optimize direct observation by providing a user- friendly platform for direct observation of clinical skills, data collection and collation. It allows for specific feedback to be ed to the trainee after the assessment. It Faculty of Medicine, Office of the Dean Office of Integrated Medical Education / 9

11 provides clinical tutors and program directors with timely information on clinical performance that can be followed over time, tracking improvements in clinical skills. The edot tool is designed so you can access it easily on a portable device (tablet or smartphone) or on any web enabled device and allows sign in by either trainee or evaluator. Faculty of Medicine, Office of the Dean Office of Integrated Medical Education / 10

12 Top Ten Summit Recommendations: Dr. Salvatore Spadafora Dr. Salvatore Spadafora, Vice Dean of Postgraduate Medical Education in the Faculty of Medicine at the University of, provided us with his reflections at the end of the Summit. They are as follows: 1. The University of s Faculty of Medicine must remain learner focused. 2. We must be evidence driven and outcome oriented. 3. As seductive as the technology may be, we must resist being wowed and not blindly follow the crowd. 4. Our learners may not be as impressed with the technology as we are since it is second nature to many of them. 5. Copyright issues can be easily overcome if they are planned for from the start including attribution, credit and distribution. 6. We cannot replace the learner interaction with the human face. If we neglect this we run the risk of the learner experience being lessened. 7. We need to integrate and break down the silos across our own Faculty of Medicine and with other Faculties at the University of. 8. We must systematically recognize this domain of activity in our practice plans and departments and incorporate it into criteria for remuneration and promotion. We must value legitimate academic contribution. 9. A built- in peer review process is key to creating high quality instructional technology and we must endeavour to find a home or repository to share this material. 10. Tweeting can keep an audience member very alert during presentations. Faculty of Medicine, Office of the Dean Office of Integrated Medical Education / 11

13 Next Steps Many ideas were tweeted and discussed amongst the educators and leaders at the OIME summit. There are three priority items to be carried out by the OIME in 2013 following the event. First, Dr. Sarita Verma, the Deputy Dean at the Faculty of Medicine and Associate Vice- Provost of Health Professions Education at the University of, made the announcement at the closing of the event that an educational technology and innovation competitive grant will be launched at the Faculty of Medicine in Summer This grant will support our faculty to create innovative curriculum or teaching tools using educational technology. Grant application information will be announced by the OIME in Spring Second, an Advisory Committee on E- learning will be established in the Faculty of Medicine to inform the Faculty of the best practices in e- learning that will enhance our learners educational experiences. Academic and hospital leaders who attended the event were invited to suggest faculty and hospital representatives who may be interested in joining the advisory committee. Third, the Faculty of Medicine recognizes the need to continue to showcase our faculty s innovative work using educational technology. During the event, the Faculty of Medicine e- learning resource website jointly created by the Discovery Commons and the Academic Lead in Educational Technology was launched (http://elearning.med.utoronto.ca). In the next few months, the website/platform will be further developed to allow faculty to submit their work for posting. It is our hope that faculty from our fully and community affiliated partners will be able to easily access the online resources created at the Faculty of Medicine, use them as teaching tools for classroom or bedside teaching, and approach the creators for further collaboration. Faculty of Medicine, Office of the Dean Office of Integrated Medical Education / 12

14 Appendix A: Guest Speakers Biographies Dr. Anthony J. Levinson Dr. Anthony J. Levinson is a full- time Associate Professor, member of the Program for Educational Research and Development (PERD) and the Director, Division of e- Learning Innovation for the Michael G. DeGroote School of Medicine at McMaster University. One of the youngest endowed research chairs in the country, his work as the John R. Evans Chair in Health Sciences Educational Research focuses on the integration and testing of new learning technologies to improve knowledge translation, health education and training for health care professionals and the public. He holds several grants and awards, and has co- authored one of the seminal systematic reviews of web- based learning published in JAMA, in addition to other publications on medical education. He was the Chair of the e- curriculum working group of the Council of Ontario Faculties of Medicine (e- COFM), and is a member of the Association of Faculties of Medicine of Canada s Informatics Resource Group and Health Education Commons Steering Committee. Together with Dr. Sarah Garside and his research and development team, he also directs the School of Medicine s Medportal, the online Continuing Health Education portal machealth.ca, as well as the patient education website machealthpublic.ca. Victoria Owen Victoria Owen is Head Librarian at the University of Scarborough Library. Her background is in library administration in academic, special and public libraries. She holds a Master s degree in library science and a Master s in Law, specializing in intellectual property, from Osgoode Hall Law School. Victoria is interested in information policy and access to knowledge issues. She is a member of the copyright committees of Canadian Library Association and chair of the International Federation of Library Associations Copyright and Other Legal Matters Committee. She contributes to the development of local expertise in intellectual property matters among colleagues and is a strong proponent for reasonable policies and procedures as they relate to access and preservation. Dr. Chi- Ming Chow Dr. Chi- Ming Chow is an attending staff cardiologist at St. Michael s Hospital,, Canada. He is an Associate Professor in the Department of Medicine, University of. He has an undergraduate degree in computer science from Brown University, USA. He completed his Doctor of Medicine (1990) at McGill University (Montréal, Québec) and a Master s of Science in Epidemiology at McGill University (1997). He completed his training in Family Medicine, Internal Medicine and Cardiology at McGill University. He then pursued his clinical and research echocardiography fellowship at Massachusetts General Hospital, USA. He has won multiple local and national teaching awards to recognize his teaching and innovation in medical education. He is a winner of the Ruedy Award for Innovation in Medical Education presented by the Association of Faculties of Medicine of Canada and Dalhousie University Faculty of Medicine and the 2009 William Goldie Prize for Innovation by the Department of Medicine, University of. Faculty of Medicine, Office of the Dean Office of Integrated Medical Education / 13

15 Dr. Chow is currently a board member and a media spokesperson for the Heart and Stroke Foundation of Ontario. He participates actively in health promotion and research among ethnic Chinese. To recognize his service to the Heart and Stroke Foundation of Ontario, he won the Award for Volunteer Excellence in 2007 and the Rick Gallop Award for Pioneering Leadership in He was recently awarded the Best Community Service Award by the Association of Chinese Canadian Entrepreneurs in Dr. Adil Shamji Dr. Adil Shamji is a Year 2 Postgraduate Family Medicine resident who also graduated from University of Faculty of Medicine. He has experience as a learner in developing technology enabled educational resources. He advocates for the involvement of learners in curriculum reform using technology inside and outside of the classroom. Faculty of Medicine, Office of the Dean Office of Integrated Medical Education / 14

16 Appendix B: List of Participants with Contact Info Surname First Name Title/Institution E- mail Address Director, Policy and Analysis, Post Graduate Abrahams Caroline Medical Education, University of Alam Alfonsi Fahad Jeff Department of Anesthesia, University of Division of Neurology, Department of Medicine, University of Anderson Geoffrey Professor, IHPME, University of Bahr Bajcar Bandiera Bantthish Bell Bindoo Bohnen Boutis Bush Butcher Cameron Cao Cavalcanti Chan Cheng Tamara Jana Glen Michelle Allison Mitzi John Kathy Leslie Robyn Teddy Kathy Rodrigo Sam Ivy Post Graduate Medical Education, University of Faculty Development Director, University of Associate Dean, Postgraduate Medical Education, University of Pediatrics, Division of Rheumatology, University of Coordinator, Reference & Research Unit, Gerstein Science Information Centre, University of Program Lead, Medical Education, Medical Education Office, The Credit Valley Hospital and Trillium Health Centre Vice Dean, Clinical Affairs, Dean's Office, University of Department of Pediatrics, University of Assistant Vice- Provost, Health Sciences, University of Librarian, Family and Community Medicine, University of Project Manager, Postgraduate Medical Education, Faculty of Medicine, University of Department of Ophthalmology, University of Department of Medicine, University of Associate Director, Applications, Discovery Commons, University of Department of Medicine, University of Cheung Dennis Bridgepoint Health Faculty of Medicine, Office of the Dean Office of Integrated Medical Education / 15

17 Surname First Name Title/Institution E- mail Address Chiodo Albino Director of Undergraduate Education, Department of Otolaryngology- Head & Neck Surgery, East General Hospital Chow Chi- Ming Department of Medicine, University of Cino Clements Coates Conn Cooper Corner Cronin Dawe DeSousa Devito Devitt Dionne Fantus Feldman Maria Kathleen Pamela David Mary Anne Elizabeth Gary Ian Susan Isabella Rob Amy George Mark Department of Gastroenterology, University of Director, Medical Education Office, The Credit Valley Hospital and Trillium Health Centre Academy Director, Paediatrics, Mississauga Academy of Medicine Vice President, Education, and Director, Centre for Education Director, Peters- Boyd Academy, Sunnybrook Health Sciences Centre Director, Medical & Academic Affairs, Lakeridge Health Department of Anesthesia, University of Physician- in- Chief, Ontario Shores Centre for Mental Health Sciences Department of Anesthesia, University of Director, Undergraduate Education- Anesthesia, Mount Sinai Hospital President and CEO, East General Hospital Manager, Centre for Faculty Development, St. Michael's Hospital / University of Associate Dean, Research, Faculty of Medicine Research Office, University of Hospital for Sick Children & St. Joseph's Health Centre a Fishman Maxim elearning Producer, St. Michael s Hospital Francisco Jennifer Graduate Affairs Administrator, University of French Michelle Department of Physiology, University of Friedman Zeev Department of Anesthesia, Mount Sinai Hospital Fung Albert Department of Anesthesia, University of Gao Lu University of Faculty of Medicine, Office of the Dean Office of Integrated Medical Education / 16

18 Surname First Name Title/Institution E- mail Address Gillan Caitlin Associate Director - Curriculum, MRS Programs, Department of Radiation Oncology, University of Gitterman Manuel Director of Operations, CAMH Gottesman Maureen Family & Community Medicine, University of Guppy Barry Vice- President, Medical & Academic Affairs, Lakeridge Health Hamilton Page Michelle Social Media Manager, CAMH Michelle.Hamilton- Hanna Elizabeth Speech Language Pathology, University of Hanson Harnett Hegele Hohol Houston Howard Hudson Iverson James Judelman Kanofsky Mark Nicole Richard Marika Patricia Frazer Jean Sandy Jacqueline Saul Sharona Associate Dean, Admissions and Student Finance, University of Director, MRS Graduate Programs, Radiation Oncology, University of Professor & Chair, Laboratory Medicine & Pathobiology, Faculty of Medicine, University of Division of Neurology, Department of Medicine, University of Vice President, Education, St. Michael's Hospital Project Coordinator, Evaluations, Undergraduate Medical Education, University of Family & Community Medicine, University of Manager, Library and Information Services, St Michaels Hospital Vice President Education, Mount Sinai Hospital Department of Anesthesia, University of Academic Coordinator, BScPA Program, University of Kee Nohjin Physiology, University of Kennedy Mathew elearning Education Manager, UHN Khan Zaka Faculty of Family and Community Medicine (Physician Assistant Program), University of Krock Kronick Kubasik Murray Jonathan Wendy Corporate Nursing Education Leader, St. Michael's Hospital Chief of Education, The Learning Institute, SickKids Hospital Manager, Office of Integrated Medical Education, University of Faculty of Medicine, Office of the Dean Office of Integrated Medical Education / 17

19 Surname First Name Title/Institution E- mail Address Lam Wai- Ching Department of Ophthalmology, University of Langlands Sandra Director, Gerstein & Acting Director, Science Libraries, University of Langlois Sylvia Faculty Lead Curriculum, Centre for Interprofessional Education, University of Lansang Latter Law Lazarou Lee Leslie Levine Lising Maggi Perla David Marcus Jason Liesly Karen Mark Dean Julie Assistant Professor, Dermatology, Faculty of Medicine, University of Director of Clinical Fellowship Program, St. Michael's Hospital Academic Lead, Educational Technology, Office of Integrated Medical Education, University of Director of Education UHN/MSH Neurology, Mount Sinai Hospital Associate Professor of Medicine, Sunnybrook HSC Centre for Faculty Development, University of Program Director, Department of Anesthesiology, University of Manager of Academic Affairs, St. Michael's Hospital Director, Postgraduate Medical Education, St. Michael's Hospital Maharaj Asha Manager, CAMH Manayathu Martin Matlow McKee McNaughton McRitchie Meineri Meshkat Miles Moaveni Jason Ray Anne Pat Nancy Project Manager, Education and Medical Affairs, St. Michael's Hospital Vice President Medical and Academic Affairs, Humber River Hospital Vice President, Education, Women's College Hospital Occupational Science and Occupational Therapy, University of Associate Director Standardized Patient Program Vice- President, Medical & Academic Affairs, Donna North York General Hospital Department of Anesthesia, University of Massimiliano Nazanin Sasha Azi Department of Medicine, University of Manager of Academic Affairs & Manager of Student Centre, St. Michael's Hospital Clerkship Director, Dept. of Family and Community Medicine, University of Faculty of Medicine, Office of the Dean Office of Integrated Medical Education / 18

20 Surname First Name Title/Institution E- mail Address Director, Operations, Post Graduate Medical Muharuma Loreta Education, University of Murray Newbold Brian Ellen Director, Department of Medicine, Integrated Medical Education, University of Physiotherapy Education Leader, St. Michael's Hospital Faculty of Medicine, Office of the Dean Office of Integrated Medical Education / 19 Newman Pam University of Nickell Leslie Associate Dean, Health Professions Student Affairs, Faculty of Medicine, University of Parikh Sagar Professor and Director of Continuing Mental Health Education Paton Pattern Penciner Pinnock Morag Alison Rick Patient Education Specialist Administrative and Project Manager, University of Project Manager, Learner Systems Integration, Post Graduate Medical Education, University of Director of Medical Education, North York General Hospital Patient Education Specialist, Clinical Education, St. Michael's Hospital Pollett Aaron Department of Lab Medicine and Pathology, University of Punnett Angela SickKids Hospital Rapoport Mark Department of Psychiatry, University of Redpath Sydney Senior Director, Academic Planning & Operations, Michener Institute Reid Robertson Rock Sarmah Schneider Schreiber Scott Smart Spadafora Denise Wes Susan Anita Rayfel Martin Fran Nancy Salvatore Occupational Science and Occupational Therapy, University of Director of IT, Discovery Commons, University of Director, CEPD, Faculty of Medicine, University of Department of Anesthesia, University of Associate Chair, Education, Department of Pediatrics, University of Director UME Curriculum, University of Dalla Lana School of Public Health, University of Clinical Affairs Administrator, Office of the Dean, Faculty of Medicine, University of Vice Dean, Post Graduate Medical Education, University of

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