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January 20 - 21, 2012

The Northern Ontario School of Medicine’s first annual Faculty Development Conference was held on January 20 - 21, 2012. The conference marked a new chapter for faculty development activities at NOSM with over 135 participants representing preceptors and educational staff from the majority of NOSM teaching sites. The conference was designed to further develop faculty for their varying roles and responsibilities. Workshops gave faculty multiple forums to share experiences and challenges along with opportunities to improve specific skills in the areas teaching and preceptoring, educational and administrative leadership, along with scholarly and research activities. The conference was a rich educational experience with a choice of 18 workshops in the offering. The sentiments of those in attendance were well summarized by a faculty member who stated: “Conferences like this light a fire in me to move forward with new ideas in my workplace. There were solid ideas that I will implement in my day as a teacher, faculty advisor, physician, and even as a parent.”
 

Presentations 

Developing Authentic Self-Awareness
Presenter: Peter Dickens, PhD (Cand) 

  • This session will help participants develop an understanding of the true nature of who they are and what they bring to the role of teaching and leadership. We will engage in a critical reflection on personal values as well as the assumptions and stories we have about the world and their implications for how participants engage with students, each other, and the broader medical community. Self-awareness is key to understanding the root of many sources of conflict and agreement. We will also explore the notion of transformative learning as a basis for really effective teaching and communicating.
  • Presentation   

Grant Writing
Presenter: Anne-Marie Mes-Masson, PhD 

  • NOSM faculty are at risk of losing their right or ability to supervise graduate students because some faculty members: i) are not meeting minimum publishing requirements as set out by the universities in order to retain their graduate appointments, and/or ii) they are not garnering sufficient funding to support graduate research projects. This makes scholarship and grantsmanship an important faculty development issue. Topics to be covered include: funding opportunities, attributes of competitive and noncompetitive research grant applications, mentoring new researchers and establishing new research programs, critical resources for promoting scholarship, and successful grantsmanship. 
  • Presentation   

Influencing Change
Presenter: Peter Dickens, PhD (Cand) 

  • Often physicians and faculty find themselves in complex projects that require process or structural change and the challenge of “overcoming resistance can be daunting. This highly interactive session will provide a model for rethinking how we use potential attractors that increase both energy for change and likelihood of sustained success. 
  • Presentation   

Innovative and Change Leadership 
Presenter: Brian Golden, PhD 

  • Many of the changes in medical education are best led, or must be led, by physician leaders. Leading change through innovation is both an art and science to be developed and better understood at multiple levels. You will learn to develop strategies to motivate, implement, and sustain change within the medical education system. You will learn how to operationalize change management theories and overcome opposition to change. A central them is aligning people within NOSM to build a shared vision and commitment to act. 
  • Presentation Part 1  
  • Presentation Part 2   

Learner in Difficulty: Strategies for Identifications and Educational Intervention 
Presenter: James Goertzen, MD, MClSc, CCFP 

  • Most students and residents will successfully complete their educational programs. Some will run into difficulties creating challenges for preceptors due to their deficiencies. Although most preceptors can indentify learners in difficulty, they often lack strategies to clarify the educational diagnosis and develop an intervention. This interactive workshop will give participants an opportunity to reflect on their experiences working with learners in difficulty. A review of the literature will provide participants with several frameworks which can be used to clarify an educational diagnosis. Building on this foundation, participants will develop educational interventions for learners in difficulty. 
  • Presentation Part 1   
  • Presentation Part 2   

Myers Briggs Type Indicator (MBTI) 
Presenter: Peter Dickens, PhD (Cand)  

  • The Myers Briggs Type Indicator is a widely used and validated assessment of personality type in use today. Participants are guided through a process of self-identification. With clarity around their intuitive preferences, they can then begin to explore the implications for their preferred teaching and leadership style. They can also understand how different learning styles emerge from different types, so they can reflect on their own teaching style in order to communicate more effectively with their learners.
  • Presentation  

Practical Approaches to Learner Feedback and Assessment 
Presenters: Tom Crichton, MD, CCFP and Cathy Cervin, MD, CCFP 

  • The workshop will include brief presentations on the evidence for assessment and outlines of practical strategies to be used in busy clinical settings. Participants will work in small groups using case scenarios to develop feedback and assessment skills. 
  • Presentation  

Procrastination and Research Writing
Presenter: Cecile Badenhorst, MA, PhD 

  • Many faculty are challenged by the task of writing a manuscript for publication consideration. Often procrastination is one of the road blocks. Participants will explore how procrastination can stymie writing efforts along with strategies to overcome this potential road block. 
  • Presentation  

 

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