Friday, March 27 - Saturday, March 28, 2015
Constellations 2015 was marked by a record attendance of 257 participants which
included faculty members from all three divisions along-side NOSM staff and
learners. Energized faculty members
engaged in conversations about their academic roles, networked and connected on
a personal basis, and were inspired by both keynote and workshop
presenters. Themes from the three
plenaries included training for generalism: preparing our graduates for broad
based comprehensive care; slowing down: a component of expert clinical
judgement which provides opportunities for self-reflection; and the civility
paradigm: a framework for creating comfortable and energizing workplaces. The 37 workshops allowed conference participant
to attend a unique set of educational sessions specific to their unique
interests and learning goals. Optional
conference related activities included wellness sessions, research
consultations, affiliated meetings, and postgraduate retreats.
the Northern Constellations Friday Dinner, faculty and learner achievements
were celebrated with the Faculty Promotions Ceremony, Faculty and Learner Peer
Awards of Excellence, and the PCTA Leadership Awards. Click here
to view the Northern Constellations 2015 final program.
faculty engagement – Why you should say “I do”
Barb Zelek MD, CCFP, FCFP; Chris Rossi MD, CCFP
Faculty are one of the most important assets
of a medical school. Engaged faculty care about the future of their medical
school and are willing to invest discretionary efforts to ensure that it
succeeds. NOSM’s distributed model of education presents unique advantages and
challenges for engaging clinical faculty. Literature related to faculty
engagement will be reviewed and participants will be encouraged to share their experiences.
- Review literature
related to faculty engagement.
- Define enablers and
barriers to clinical faculty engagement unique to the NOSM distributed model of
Creating community-based research collaborations: Speed dating for a healthier
Marion Maar PhD; Maurianne Reade MD, CCFP (EM), FCFP
Although there is increasing interest among
Northern Ontario clinicians to participate in research, clinical demands create
challenges. University-based researchers know how to initiate research projects
but may need community engagement and clinical perspectives to improve their
understanding of health issues. How does one connect and get started?
Principles of contact theory will be used to foster inter-professional research
collaborations between clinicians and researchers from all disciplines
providing opportunities to establish connections for future research projects.
- Describe models for the
development of community-based research that builds on the complementary skills
of clinical and research oriented faculty at NOSM.
- Jointly identify
aspirations, barriers and facilitators for community-based inter-professional
research connecting human, medical and clinical sciences faculty at NOSM.
to CFPC MainPro and accrediting your education event through NOSM CEPD
Hirvi MD, CCFP; Julie Colquhoun
The College of Family Physicians of Canada
(CFPC) Maintenance of Proficiency Program (MainPro) is evolving into MainPro+
with many changes that will affect all members of the CFPC. These changes will
be reviewed along with
strategies for maintaining proficiency competence through relevant continuing
professional development that meet CFPC requirements. Participants will also
learn about the NOSM CEPD Office and the process to follow for accrediting CME
events in their own communities.
- Describe MainPro+ including credit
eligible activities, credit requirements, and the role of an impact assessment
on learning activities.
- Describe the process and
requirements for obtaining accreditation for a CME event through NOSM CEPD
Assessment principles and practices
Stacey Ritz PhD; Tara Baldisera MD, CCFP
Effective assessment has many
dimensions including measurement, global ratings, observational evaluation,
psychometrics, writing exam questions, marking student work, along with
formative and summative uses of assessment. Participants will review principles
of assessment in medical education. This workshop will be of particular
relevance to faculty involved in assessment of learners and educational
activities in the undergraduate program although the principles will have
applicability to all faculty members.
- Describe key aspects of assessment
in medical education.
- Select appropriate assessment
methods to suit different educational circumstances.
Teaching EBM on the run
David Allen MD, CCFP (EM); Sam Stone MD, CCFP
Although EBM is an important part
of the NOSM undergraduate and postgraduate curriculums, preceptors sometimes
express concerns about their own EBM skills. Practicing clinicians use EBM
skills every day to care for their patients, but may not be aware of techniques
and resources to obtain the best available information. Strategies to
incorporate EBM into bedside teaching will be reviewed including developing
PICO questions and educational prescriptions. Resources available for teaching
EBM skills will be identified.
- Apply one minute, five minute and
thirty minute strategies to incorporate EBM into day-to-day teaching.
- Identify strategies to support
learners in identifying and searching clinical questions as they arise.
the language of the Triple C Curriculum and how it applies to preceptors
Kim Varty MD, CCFP; Jessica Beaton MD, CCFP; Julie
Rendell BAH, Bed
Although we are taught to avoid
medical jargon with patient care, in medical education jargon seems bountiful.
Competency based training shifts time based rotations to the achievement of
desired competencies. NOSM is currently developing the roles of primary
preceptor (competency coach) and clinical preceptor (clinical coach). Both
preceptors have responsibilities to guide or “coach” residents through their
competency based training. Learning this lingo helps all preceptors provide
more comprehensive learning experiences and better structure their teaching and
- Review the Triple C
Curriculum domains of care and evolving professional competencies and
demonstrate how they guide evaluations of residents.
- Describe roles of
primary preceptor (competency coach) and clinical preceptor (clinical coach)
including their responsibilities in coaching residents.
movin’ on up: An introduction to the NOSM promotions process
Jack Haggarty MD, FRCPC; Barbara Zelek MD, CCFP,
An orientation to the NOSM
Promotions Policy and review of the promotions process will be provided. The
pivotal role that documentation provided by an applicant has on the review
process will be highlighted along with strategies to streamline the application
process. Workshop presenters will recommend ways that applicants can increase
their chances for success in seeking promotion at NOSM.
- Assess essential
elements of a successful application at each level from Assistant Professor to
- Define specific
requirements for promotion, to determine if one should seek promotion.
Team Observed Structured Clinical Encounters (TOSCEs)
Jackie Hummelbrunner MSc SLP; Gayle Adams-Carpino
Interprofessional Team Observed
Structured Clinical Encounter (TOSCE) was developed and validated as an
assessment tool of interprofessional team competencies in primary care. This
tool can be used as a mock educational experience or evaluation of team
function in clinical practice. Evaluation assesses team and interprofessional
collaboration skills. Feedback is provided in a formative and summative manner.
TOSCE is a useful way to engage and enhance interprofessional team function.
- Describe Team Observed
Structured Clinical Encounter including benefits and validated research.
- Demonstrate a Team
Observed Clinical Encounter including process for providing summative and
Competency based medical education: Lessons from the NOSM Anesthesiology
Anderson MD, FRCP, CCM; Cathy Cervin MD, MAEd, FCFP; Christina Tremblay BA
As the CFPC and RCPSC move toward
competency based medical education (CBME), residency programs are revising
their curriculums along with clarifying the impacts on their day to day
operations. Anesthesiology has been one of the early cohort of programs to
adopt CBME with the unique opportunity to develop competency assessment
structures through both colleges. Participants will discuss the changing
definitions, uncertain implementation, and culture change implications for
their educational programs.
- Describe the two models
of CBME that are being implemented in Canada: CFPC competency assessment
program and RCPSC competency by design.
- Build an assessment
framework which will support the use of milestones, entrustable professional
activities, and skill dimensions.
Learner evaluation: Strategies, tools, and pearls
James Goertzen MD, MClSc, CCFP
Evaluation is a critical component
of supervising students and residents. In order to be effective evaluations
require time, planning, along with the use of various tools and frameworks.
Evaluations clarify a learner’s progress, motivate their learning, and
reinforce the importance of attaining clinical competence. Engaging learners as
essential partners in the evaluation process can result in two way
conversations which provide important information to both the learner and
- Identify various methods
for collecting data on learner performance: field notes, check lists, critical
- Discuss core components
of effective evaluations: clarifying learning objectives, structuring clinical
activities, ongoing feedback, midpoint assessment, and final evaluation.
PubMed for busy healthcare professionals
Jennifer Dumond BA, MLIS; Sophie Regalado BA, MA,
important for busy healthcare professionals to learn efficient information
retrieval as part of evidence-based clinical practice. An overview of PubMed
will be provided including the database’s scope, content, and architecture, as
well as the built-in features to facilitate basic searching. Participants are
encouraged to bring their own laptop to facilitate a hands-on experience which
will include retrieving full-text articles through the Health Sciences Library.
- Effectively navigate the
PubMed interface and perform quick searches for specific authors or topics
- Use special features
like MyNCBI, clinical queries, and systematic reviews search functions.
Medical Director, Faculty Development