Accepted Type
Oral
Code
OH1-1-4
Acceptance Declaration
Accept
Additional Information
I declare I have no actual or potential conflict of interest in relation to this program.
Was this work accepted for CCME 2020?
no
Category
General Call (Workshop, Oral Presentation, Poster Presentation)
Type
Oral
Sub Type
Education Innovation
Will the presenter be a:
Other
Presenter Other
Faculty Member
Affiliation
Considered for Poster
yes
Title
ALONG CAME COVID: LESSONS LEARNED AS A LONGITUDINAL INSTRUCTIONAL DEVELOPMENT PROGRAM WENT VIRTUAL
Length of Presentation
Background/Purpose
The Master Teacher Program is the University of Toronto, Department of Medicine's 2-year certificate course which provides advanced training for clinician-teachers to enhance their teaching effectiveness. With the COVID-19 pandemic, university regulations based on public health policy did not allow for large gatherings, so the program urgently needed to go virtual.
Summary of the Innovation
Course Directors contended with four thematic decisions to enable this:
1) "To Pause or To Continue": There was a sense of responsibility toward participants who expected to advance their teaching skills and provide evidence of teaching scholarship to their academic leaders. 2) "To Use or Not to Use": A virtual platform was optimized based on cost, availability, administrative support, and technical/educational features. 3) "To Have or Not to Have": Content delivery and instructional design were impacted in a virtual format. Interactivity needed to be maintained. 4) "To do or Not to do": The usual class format, including a brief collaborative reflective discussion of participants' recent teaching experiences, was modified to share personal experiences/reflections in a challenging time.
Conclusion
Five key messages emerged for faculty developers engaged in longitudinal virtual curriculum delivery and teaching:
1) Be humble: acknowledge limitations for both teachers and learners.
2) Be flexible: adapt teaching methodologies, instructional design, and modify curriculum.
3) Be collaborative: involve learners in curriculum planning and virtual session structure.
4) Be responsible: cancellations impact learners, ongoing learning is vital.
5) Be nurturing: a virtual faculty development community is a supportive environment for learning, teaching, and educational practice in a challenging time.
Keyword 1
Virtual Teaching
Keyword 2
Longitudinal Instructional Development
Keyword 3
Virtual Curriculum Delivery
Level of Training
CPD (faculty development, CME)
Abstract Themes
Faculty Development
Additional Theme (First choice)
Continuing Medical Education
Additional Theme (Second Choice)
Leadership
Additional Theme (Third Choice)
Authors
Presenter
Danny Panisko
Term 1
Yes
Term 2
Yes
Term 3
Yes
Term 4
Yes
Term 5
Yes
