DFCM Faculty Orientation Manual

UNIVERSITY OF TORONTO DEPARTMENT OF FAMILY &

COMMUNITY MEDICINE

FACULTY ORIENTATION MANUAL 2014

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Contents Section 1: About the Department of Family & Community Medicine ....................................................... 4 1.1 About DFCM ..........................................................................................................................................4 1.2 DFCM Vision, Mission and Values .........................................................................................................5 Section 2: DFCM Within the University of Toronto’s Organizational Structure ......................................... 7 2.1 The Faculty of Medicine ........................................................................................................................7 2.2 The University of Toronto .....................................................................................................................7 Section 3: Communicating and Connecting with the DFCM ...................................................................... 9 3.1 Contact Us .............................................................................................................................................9 3.2 Departmental Activities and Events......................................................................................................9 3.3 DFCM News – Keeping Up-to-Date .......................................................................................................9 3.4 DFCM Open .........................................................................................................................................10 3.5 Social Media ........................................................................................................................................10 Section 4: How the Department is Organized ......................................................................................... 11 Section 5: Programs, Divisions and Units Within the DFCM ................................................................... 14 5.1 Undergraduate Medical Education .....................................................................................................14 5.2 Postgraduate Medical Education ........................................................................................................15 5.3 Professional Development and Continuing Education .......................................................................17 5.4 Quality Improvement (QI) Program ....................................................................................................20 5.5 Research Program ...............................................................................................................................20 5.6 Global Health Program .......................................................................................................................22 5.7 Office of Educational Scholarship .......................................................................................................23 5.8 DFCM Divisions ...................................................................................................................................23 5.9 Departmental Committees .................................................................................................................24 Section 6: Teaching Sites ........................................................................................................................ 26 Section 7: Faculty Appointments, Promotions Processes ....................................................................... 29 7.1 DFCM Appointments, Promotions and Renewals Website ................................................................29 7.2 Junior Promotion (MD Faculty) ...........................................................................................................30 7.3 Senior Promotion ................................................................................................................................32 7.4 Job Categories: Academic Appointments ...........................................................................................34 7.5 Clinical Appointment Categories ........................................................................................................36 Section 8: Faculty Career Development.................................................................................................. 37 8.1 Academic Roles for Faculty Members ................................................................................................37 8.2 Research Roles for Faculty Members .................................................................................................37 8.3 Courses and Programs for Teachers ...................................................................................................38 8.4 Academic Fellowships and Graduate Programs .................................................................................38 8.5 Interprofessional Education................................................................................................................39 8.6 Leadership Development ....................................................................................................................39 Section 9: Resources for New Faculty..................................................................................................... 40

3 of 48 Section 10: UTORid, the Portal and WebCV............................................................................................ 42 Section 11: Faculty Opportunities and Supports .................................................................................... 43 11.1 Mentorship .......................................................................................................................................43 11.2 Funding Available to Faculty .............................................................................................................43 11.3 Library Services .................................................................................................................................43 11.3 Other Resources ...............................................................................................................................45 Section 12: University Standards, Policies & Procedures ........................................................................ 46 12.1 Policy for Clinical Faculty ..................................................................................................................46 12.2 Standards of Professional Behaviour for Medical Clinical Faculty ....................................................46 12.3 Procedures Manual for Policy for Clinical Faculty ............................................................................47 12.4 Conflict of Interest and Close Personal Relations .............................................................................47 12.5 Sexual Harassment Protocol .............................................................................................................47 12.6 Employee Work/Life and Health and Safety .....................................................................................47 12.7 Undergraduate Teacher Handbook ..................................................................................................48

About This Manual This orientation manual is intended to help new faculty members integrate into and advance within the Department of Family and Community Medicine. It will help you understand the activities of the department, how it is organized and what resources and supports are available to help you succeed in your new role as a faculty member in an academic family medicine department.

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SECTION 1: ABOUT THE DEPARTMENT OF FAMILY & COMMUNITY MEDICINE 1.1 About DFCM The Department of Family & Community Medicine (DFCM) is an academic department within the Faculty of Medicine that is composed of family physicians and other health care professionals dedicated to leadership in teaching, research, service and the advancement of the discipline of family medicine locally, nationally and internationally.

Our geographical reach is wide and continues to grow. Since 2006, the Department has added five core teaching sites and now is comprised of 14 hospital-based family medicine teaching units as well as hundreds of communitybased family physician faculty members. Our Teaching Practices Program reaches as far north as Red Lake in the west, and Moose Factory/ Weeneebayko in the east.

Combined, the Department counts over 1,400 faculty members, making us one of the largest family medicine departments in the world. We produce almost 40% of Ontario’s family physicians and through our expansion have played, and continue to play an important role in addressing the chronic shortage of family physicians in the country.

We are mindful that with the Department’s size and strength come responsibility and leadership. At this time in Ontario, family medicine has been given an extraordinary opportunity to reshape primary care. We are leading the way in the development of innovative interprofessional models of care through initiatives such as the transformation of our 14 core Family Medicine Teaching Units into Academic Family Health Teams, the creation of a Department-wide EMR Users’ Group and the establishment of a new Quality Improvement (QI) Program.

At the same time, DFCM researchers are generating new knowledge to improve quality of care and finding better ways to help physicians translate that knowledge into effective clinical practice.

Underlying all of these achievements is a deep commitment to social justice and equity – values reflected in the Department’s involvements at the local, national and international level.

5 of 48 Within the Department are a number of distinct educational programs and divisions: o Undergraduate o Postgraduate o Professional Development and Continuing Education o Quality Improvement o Research o Global Health o Emergency Medicine o Palliative Care o Physician Assistant

1.2 DFCM Vision, Mission and Values Vision Excellence in research, education and innovative clinical practice to advance high quality patient-centered care.

Mission We teach, create and disseminate knowledge in primary care, advancing the discipline of family medicine and improving health for diverse and underserved communities locally and globally.

To fulfill our mission we: • Provide comprehensive, compassionate and continuous care to patients in the context of their families and communities • Teach the principles and practices of family medicine to undergraduate and postgraduate trainees and learners from other health professions • Promote scholarship through professional development of teachers of family medicine and continuing education of primary care practitioners • Conduct research to promote quality and effective practice in primary care and to contribute to evidence-informed health policy • Engage in international health care through research, education and knowledge exchange Core Values We are guided by the four principles of family medicine: • • • •

The family physician is a skilled clinician.

Family medicine is a community-based discipline.

The family physician is a resource to a defined practice population.

The patient-physician relationship is central to the role of the family physician.

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And the following values: • • • • • • • •

Integrity in all of our endeavors Commitment to innovation and academic and clinical excellence Lifelong learning and critical inquiry Promotion of social justice, equity and diversity Advocacy for access and quality patient care and practice Multidisciplinary and interprofessional collaboration and effective partnerships Professionalism Accountability and transparency within our academic communities and with the public

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SECTION 2: DFCM WITHIN THE UNIVERSITY OF TORONTO’S ORGANIZATIONAL STRUCTURE The DFCM is part of the Faculty of Medicine at the University of Toronto and is one of 26 departments and institutes including 11 other clinical departments (see Figure 1).

2.1 The Faculty of Medicine The Faculty of Medicine is one of 20 faculties at the University of Toronto. The Faculty coordinates its medical education delivery across its academic units through these two offices: • •

Undergraduate Medical Education Program (MD Program) Postgraduate Medical Education (Post-MD Training)

Founded in 1843 as a school of medicine, the Faculty of Medicine offers health professions and research training programs across the breadth of basic, biomedical and life sciences. The Faculty of Medicine also engages heavily in undergraduate education in biomedical science. These programs are delivered across the University campus, the nine fully affiliated hospitals and 18 community affiliated sites and several other clinical care and laboratory sites. The Faculty’s education and research programs serve nearly 7,000 students, over 3,000 residents and clinical fellows and employ more than 7,000 faculty. The Faculty’s research enterprise – valued at $919 million – spans a remarkable continuum from the basic sciences to clinical investigation to community/public health and the rehabilitation sciences.

For more information visit: www.medicine.utoronto.ca

2.2 The University of Toronto Established in 1827, the University of Toronto is Canada's largest university, recognized as a global leader in research and teaching. U of T's distinguished faculty, institutional record of groundbreaking scholarship and wealth of innovative academic opportunities continually attract outstanding students and academics from around the world. U of T is committed to providing a learning experience strengthened by close-knit learning communities made possible through its college system and academic divisions on a scale almost unparalleled in North America. Located in and around Toronto, one of the world's most diverse regions, U of T's vibrant academic life is defined by a unique degree of cultural diversity in its learning community. The University is sustained environmentally by three green campuses, where renowned heritage buildings stand beside award-winning innovations in architectural design.

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Figure 1: The Relationship of the DFCM to the University

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SECTION 3: COMMUNICATING AND CONNECTING WITH THE DFCM 3.1 Contact Us On the top right of every page of the DFCM website there is a “Contact Us” link.

Use this link to find a directory of professional and administrative staff, and faculty members with roles at the central DFCM. To find contacts at our affiliated hospitals (family medicine teaching units), use the Affiliated Hospitals link under the About section on the website.

3.2 Departmental Activities and Events Below are some of the annual events and academic conferences that take place at the DFCM. For more information about these and other family medicine events, visit the News section of the DFCM website.

Fall • • •

Faculty Recognition Event Undergraduate Education Workshop Basics for New Faculty

Winter • Teaching Residents to Teach Spring • DFCM Conference and Walter Rosser Research Day • Primary Care Today • Beyond Basics • Leadership Basics

3.3 DFCM News – Keeping Up-to-Date The Website The DFCM website (www.dfcm.utoronto.ca) has a wealth of information to help new faculty members find their way around. A quick way to find what you are looking for is to use the Search box at the top right of every screen. Links to contacts and to login pages can also be found on every page of the website.

10 of 48 Listserv The Department sends out regular communications to all faculty and staff, and new faculty members are automatically added to this mailing list (called the ‘Listserv’). If your email address changes, please email dfcm.communications@utoronto.ca to make sure you continue to receive DFCM communications.

News Digest DFCM also send out an electronic News Digest with news, events, deadlines, faculty recognition and media mentions, new and credible online resources and more. See the archive.

3.4 DFCM Open The DFCM Open is an open access website that was launched in April 2013 to share clinical, educational and research material that is created, peer-reviewed and submitted by DFCM faculty members and their collaborators. Sign up to contribute and benefit from this resource at www.dfcmopen.com.

3.5 Social Media LinkedIn Follow the DFCM’s company page to show your affiliation to the department, connect with colleagues and receive news updates from the department. Follow the company page by searching University of Toronto, Department of Family and Community Medicine.

Twitter This is a great way to stay in touch on the go and to see what your peers are thinking, in live time. It’s also a convenient way to receive news, events and opportunities from the DFCM in 140 characters or less. Follow the DFCM on Twitter at @UofTFamilyMed. YouTube The DFCM YouTube channel is the home for all videos created and hosted by the DFCM. It is also an opportunity to access and share videos on the latest developments in Family Medicine.

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SECTION 4: HOW THE DEPARTMENT IS ORGANIZED The DFCM is responsible for a range of activities. The organizational charts on the next page give an overview of the academic and professional administration of the department.

To contact a member of DFCM’s leadership or staff, visit the Contact Us page of the DFCM website for specific contact information.

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Figure 2: DFCM Administrative Organizational Chart as of September 2014

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Figure 3: The Chair oversees all activities across the DFCM, in collaboration with faculty members and professional and administrative staff in the Chair’s Office and in the seven DFCM programs.

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SECTION 5: PROGRAMS, DIVISIONS AND UNITS WITHIN THE DFCM 5.1 Undergraduate Medical Education The goals of the Undergraduate Program are: 1. To assist students in meeting the Faculty of Medicine’s Undergraduate Program goals and objectives which are based on the four Principles of Family Medicine and the CanMEDS 2000 Documents.

2. To provide students with a continuum of formal and informal educational experiences in family medicine throughout the four-year curriculum and thereby facilitating career exploration.

3. To enhance student appreciation for the role of the family physician in the delivery of health care regardless of future career path.

4. To promote family medicine as a career option among medical students.

5. To maintain DFCM involvement in the administration and governance of the Faculty of Medicine’s Undergraduate Education Program, in particular: involvement in the admissions process, curriculum development, policy and promotion.

6. To research, design and evaluate educational initiatives that foster faculty development and improve student learning.

7. To continue to contribute to the scholarly mission of the University of Toronto by disseminating our findings, i.e. scholarly presentations and publications.

8. To promote family medicine as an academic discipline within the Faculty of Medicine.

The DFCM provides a number of opportunities for undergraduate medical students to learn about family medicine, including: •

Year One: The Family Medicine Observership Week is a clinical shadowing elective experience, taking place in the family doctor’s office.

•

Year Two: The Family Medicine Longitudinal Experience (FMLE) course allows students to more closely experience clinical care in the doctor’s office, and to put their new history-taking and physical examination skills into practice. This mandatory program has proven to be very successful in helping students link their basic science courses (e.g., Physiology, Biochemistry) to the clinical context.

•

Year Three: Students participate in the core clerkship program in family medicine. This a mandatory six-week rotation at our teaching sites,

15 of 48 providing training in a multitude of family medicine environments, including office-based practice, family medicine teaching units and community practices, inpatient settings, the emergency room and the labour and delivery suite. Our family medicine clerkship provides a broad understanding of primary care and is beneficial to students regardless of their career path in medicine.

In addition to the above, many DFCM faculty teach in core Faculty of Medicine undergraduate courses such as Art and Science of Clinical Medicine (ASCM), Determinants of Community Health (DOCH) and other large and small group seminar sessions. Some of our faculty give lectures on common primary care problems to undergraduate medical students. Many provide selective (Transition to Residency) and elective experiences.

Learn more about our Undergraduate Program here: http://www.dfcm.utoronto.ca/programs/undergraduateprogram.htm

5.2 Postgraduate Medical Education The goals of the Postgraduate Program are: 1. To prepare our graduates to practice comprehensive family medicine in a variety of clinical settings, guided by the four principles of family medicine as defined by the College of Family Physicians of Canada.

2. To foster the development of leadership and innovation in family medicine scholarship and health care delivery.

3. To sensitize residents to the concept that health and illness exist within a social and political context and to promote social accountability and advocacy of individual and community needs.

4. To foster in our residents a spirit of critical inquiry into all aspects of their professional work.

5. To enable our graduates to meet the standards of certification of the College of Family Physicians of Canada.

6. To provide residents with the tools and strategies for personal and professional growth.

7. To support residents in acquiring skills as teachers.

8. To design and evaluate educational initiatives in order to improve our teaching and student learning opportunities.

9. To contribute to the scholarly mission of the University of Toronto by disseminating our findings in scholarly presentations and publications.

The DFCM provides training in the two-year Family Medicine Residency Program at 15 sites, including the Rural Residency Program. Our residents are enrolled in a program with block rotations or a horizontal program. In a block program, residents rotate around their core rotations in four or eight-week blocks, including family medicine. As well, they participate in a weekly half-day back at their family

16 of 48 medicine teaching unit. In a horizontal program, residents spend three half-days per week in the family medicine teaching unit for the entire two-year program.

The rest of the week is filled with specialty-based learning experiences. There are no family medicine block months for these residents.

Some residents are enrolled in one of the five downtown academic sites (“fully affiliated” with the university). These sites may offer experiences that include inner city health for disadvantaged or marginalized people, including homeless, addiction medicine, mental health, LGBT, and HIV populations. The rest are enrolled in one of the nine community sites (“community affiliated”) where they encounter the wide spectrum of family medicine experiences. The majority of our family medicine residents are taught in academic family health teams, which feature interprofessional primary care teams and electronic medical records.

Other comprehensive family medicine teaching settings include community health centres and solo or group community-based family medicine practices.

The DFCM has worked closely with the College of Family Practice of Canada (CFPC) in developing a “Competency-based Curriculum” within the CanMEDSFM framework that carefully defines the expected learning experiences for the residents at all sites. A leader in curriculum development, the DFCM is helping develop the family medicine programs for the country.

In addition the DFCM offers PGY3 Enhanced Skills training in a large number of programs, designed for those new graduates who want to further develop their skills and knowledge in a focused area of family medicine. These vary in length from three to twelve months. These programs are led by clinical and knowledge experts within the DFCM and cover the following areas: • • • • • • • • • • • • • • •

Emergency Medicine Palliative Care Care of the Elderly Low-risk Obstetrics Hospital Medicine Global Health and Care of Vulnerable Populations Indigenous Health Women’s Health Addiction Medicine GP Anesthesia Family Medicine Research (Clinician Scholar Program) Sports Medicine HIV Medicine LGBTQ Medicine Environmental Medicine

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5.2.1 Accreditation The College of Family Practice of Canada accredits the DFCM’s postgraduate teaching program and all 15 sites. Although we are reviewed as a single program, significant problems at any site can impact accreditation status of the entire DFCM program.

The CFPC conducts accreditation of the DFCM every six years, with the most recent having occurred in April 2013. The DFCM has a responsibility to train the best possible doctors to serve the needs of society. To accomplish this, robust training programs are needed, and accreditation is the mechanism to ensure the quality of these programs and their ongoing quality improvement.

The “Specific Standards for Family Medicine Training Programs Accredited by the College of Family Physicians of Canada” (also known as the Red Book) is a document that outlines the standards used by the CFPC to accredit family medicine training programs.

The Red Book can be accessed here: http://www.cfpc.ca/uploadedFiles/Red%20Book%20English.pdf The DFCM’s Undergraduate Program participates extensively in the accreditation of the University of Toronto Faculty of Medicine Undergraduate Medical Education program. The accreditation survey is conducted every eight years by the Committee on Accreditation of Canadian Medical Schools (CACMS) and the Liaison Committee on Medical Education (LCME). The most recent survey of May 2012 was highly successful.

5.3 Professional Development and Continuing Education The goals of the DFCM Professional Development (PD) Program are: 1. To assist faculty in their roles as teachers, educators, researchers, administrators, clinicians and leaders.

2. To develop a comprehensive career development program that facilitates faculty support for various career options from early to senior career stages.

3. To strengthen faculty recognition and rewards.

4. To continue to develop a broad base of faculty development and continuing education activities in response to the ongoing needs of the DFCM and the greater community of family physicians.

5. To serve as a resource to departmental teaching sites, community-based family physicians and other departments of family medicine in Canada and abroad.

6. To support faculty recruitment and develop areas of curriculum across the medical education continuum.

18 of 48 7. To develop methods and strategies to assist family physicians to translate this new knowledge, and evidence of best practices in family medicine, into their routine care of patients and education of trainees.

To learn more about Professional Development offerings, see Section 7 of this document.

5.3.1 Academic Fellowship/Graduate Studies Part of the Professional Development Program, the Academic Fellowship is a rigorous continuing education program executed in collaboration with the Dalla Lana School of Public Health intended to strengthen the practice of family medicine and primary care by developing leadership, teaching and research skills of the practitioners. In order to prepare prospective faculty, entry level faculty as well as experienced health professionals to become more effective and scholarly leaders of family medicine and primary care, the Academic Fellowship aims to fulfill the following objectives: 1. An understanding of social, political and scientific forces that influence the health care system and the delivery of primary health care.

2. An understanding of how individual and family dynamics affect the health of a population.

3. An understanding of how to effectively apply the principles of adult education when teaching in a classroom or a clinical setting.

4. An understanding of how to design effective and innovative interprofessional educational programs in a scholarly manner.

5. An understanding of research methods and basic statistical techniques as they apply to the primary care setting.

6. An understanding of the principles of leadership and management as they related to the health care setting.

These objectives are targeted in the program’s core courses, seminars and selective courses. A notable strength of the program is that the practicum requirements allow for experiential learning and reinforce the theoretical principles learned in many of the courses.

The Academic Fellowship curriculum is designed as faculty development for licensed and practicing health professionals who are, or can reasonably expect to become, teachers and leaders in their professional fields.

Participants in the program hail from many different parts of the world, contributing to a unique and stimulating venue for learning and collaboration. The longitudinal nature of the program allows participants to develop rich professional networks with their colleagues. Graduates of our programs have often gone on to hold high-level hospital and/or university appointments at their home institutions

19 of 48 which reflects the sustainability of the knowledge, skills and attitudes developed in the family medicine academic fellowship programs.

There are five main programs: Interprofessional Applied Practical Teaching and Learning in the Health Professions (INTAPT) This course is designed to provide participants with a broad introductory overview of teaching and learning issues in health professional training as a field of scholarly inquiry and research.

Clinical Teacher Certificate (CTC) This four module program's goal is to provide advanced training in Health Professions Education for interdisciplinary faculty members who want to increase their teaching effectiveness. It is suitable for part time teachers at all career levels; new, mid-career and seasoned.

Clinical Research Certificate (CRC) The Clinical Research Certificate program’s goal is to provide enhanced training in research methods for DFCM and other faculty members, postgraduate family medicine residents, international fellows and community based healthcare professionals who want to improve their ability to effectively use and collaborate in research.

Academic Fellowship Program (AF) This is a twelve (12) month full time, or six (6) years maximum part time Academic Fellowship, commencing July 1st each year. The academic content is defined by the Department, but provides flexibility within it for individual areas of emphasis. The program consists of core courses, seminars, and experiential learning. In addition, time is provided for selective activities Master of Science in Community Health (MScCH) The Master of Science Community Health (MScCH) is intended for practicing health professionals who already have, or plan to assume teaching and leadership positions within their professional practice fields. The MScCH offers four streams, two of which are administrated through the DFCM: • •

Family and Community Medicine (FCM) Stream Health Professions Teacher Education (HPTE) Stream

20 of 48 Master of Public Health (MPH) This degree for practicing health professionals trains practitioners to optimize their impact on the health of their communities by applying public health related knowledge and skills to individuals, families and communities that they serve. It also provides opportunities for learner to develop skills in primary care leadership and scholarship.

5.4 Quality Improvement (QI) Program Launched in 2010, the Quality Improvement Program has quickly assumed an important role in the department, and has now been incorporated into the residents’ curriculum. It has helped to shift our culture of inquiry, applying discipline and rigor to our scholarly activities.

The Quality Improvement Program at the Department of Family and Community Medicine develops and delivers QI training to: • • • • • •

DFCM family medicine residents DFCM faculty members and interprofessional care team professionals Family physicians Specialists Nurses Allied health care professionals

We offer a variety of learning options that can be customized and contextualized to meet the needs of the learner. Our training programs focus on building capacity and capability for quality improvement in primary care and community care.

Training is comprised of learning modules, each of which cover a specific topic.

Examples of core material in our curriculum include: • • • • •

Improving Complex Systems Identifying Opportunities for Change The Model for Improvement - Structuring and Testing Change Analyzing Systems using QI Tools Measurement Approaches for QI

Every core teaching site has a representative on the DFCM QI Program Committee.

5.5 Research Program The goals of the Research Program are to:

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1. Recruit leadership to shape and guide a renewed vision for research.

2. Enhance the central infrastructure to engage and support research across the department and build a more robust DFCM research community.

3. Build human resource capacity and promote research training and mentoring.

4. Confirm and advance distinctive research priorities, building on existing and emerging strengths and collaborative relationships.

5. Reinforce research as a valued activity in the department.

The DFCM has the largest family medicine research program in Canada and provides a supportive environment for research mentorship and capacity building. Under the direction of the Vice Chair, Research the Research Program has greatly expanded over the past five years in its provision of family medicine research mentorship and funding opportunities. Research funding opportunities are financially supported and encouraged throughout the “lifecycle” of the family medicine researcher, from undergraduate medicine training to research funding opportunities for senior faculty. Within the DFCM, there is a wide range of family medicine and primary care research interests and methodological expertise which includes quantitative, qualitative, and mixed methods research. The core staff of the Research Program has expanded in the past five years in order to better anticipate and serve the needs of the DFCM researchers and to help steer the direction of future research within the DFCM. The Research Program faculty are actively involved in providing research consultations and mentoring to faculty, staff and students. The Research Program also provides additional services such as: • • • •

Grant application preparation/submission Grant budget preparation/ administration CIHR Common CV/WebCV preparation An internal voluntary grant proposal review process

The Vice-Chair, Research and/or the Associate Director of the Research Program would like to meet with all part-time faculty who have an interest in research and all new full-time faculty in order to discuss research opportunities and resources available within the DFCM.

5.5.1 UTOPIAN The recent establishment of UTOPIAN (University of Toronto Practice-Based Research Network), a DFCM-wide practice-based research network, will provide a “clinical laboratory” for conducting and disseminating a wide range of family medicine and primary care research, evaluation, and quality improvement studies. UTOPIAN will provide a platform on which DFCM faculty and its learners from all sites can become involved in clinically important research that will have direct impact on the care of their patients. UTOPIAN is a new research endeavor,

22 of 48 supported by the DFCM (including its methodologists, statisticians and researchers) and an endowed chair at North York General Hospital.

The Faculty of Medicine Research Policies site contains important information, including principles and responsibilities regarding conduct of research, and a framework to address allegations of research misconduct.

5.6 Global Health Program The Global Health Program’s goals include: 1. The promotion of scholarship in global health 2. Strengthening and expanding a global health perspective across educational programs 3. Fostering faculty in global health 4. Building and nurturing sustainable relationships with global health partners.

The DFCM’s Global Health Program leverages the widely recognized depth and richness of Canadian family medicine to achieve equity and improve the health of vulnerable individuals and populations in Canada and abroad.

DFCM faculty are involved in the development of programs in family medicine in Africa and Latin America. As well, the Global Health Program offers an Enhanced Skills PGY3 program in Global Health and Care of Vulnerable Populations.

Committed to social justice and equity, this program represents an important chapter in the development of sustainable health systems in underdeveloped countries.

The Global Health program delivers summer courses, leadership courses, a fellowship, graduate studies and international electives. The following are links to some of these offerings: • • • • •

Toronto International Program in Strengthening Family Medicine and Primary Care Global Health in Family Medicine Summer Primer: A Course for Residents & Faculty Global Health & Vulnerable Populations PGY3 / Fellowship International Electives Graduate Course: Family Medicine & Primary Care in the Global Health Context (CHL 5618)

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5.7 Office of Educational Scholarship The DFCM’s Office of Educational Scholarship advances educational scholarship across the DFCM’s programs by coordinating and supporting educational scholarship activities. There are four categories of educational scholarship recognized at the DFCM: 1. Scholarship of discovery (research) 2. Scholarship of integration (connects across disciplines and contextualizes) 3. Scholarship of application (engagement; connects research and practice) 4. Scholarship of teaching (teaching and learning)

5.8 DFCM Divisions Division of Palliative Care Developed in 2007, DFCM’s Division of Palliative Care supports a community of learners, teachers, innovators, researchers and practitioners working together to improve the quality of palliative and end-of-life care for patients and their families.

There are 70 clinical faculty in the division and 130 associate members.

Division of Emergency Medicine The Division of Emergency Medicine was initiated in 2007 to provide an academic home for the 170 DFCM faculty members who practice part time or full time Emergency Medicine. Division members collaborate to provide undergraduate and postgraduate education, faculty development, continuing education, health care leadership, research and international health initiatives.

Physician Assistant Program The Bachelor of Science Physician Assistant degree (BScPA) is a full-time professional, second-entry undergraduate degree program, based in the DFCM. The BScPA is a University of Toronto degree, delivered in collaboration with the Northern Ontario School of Medicine and the Michener Institute of Applied Health Sciences. It is intended for professionals with prior experience in a health-related field and who are committed to contributing to healthcare in underserved and rural communities. Their mission is to deliver physician-assistant education programs built in a foundation of social accountability, particularly in rural, remote and underserved communities, thereby addressing health human resource shortages.

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5.9 Departmental Committees The major committees of the DFCM include: Executive Committee Chaired by the DFCM Chair, the Executive Committee includes the Chiefs of our core teaching sites, the DFCM Program Directors, and key administrative staff.

This committee advises the Chair as s/he oversees all activities of the department, including academic policy development, strategic planning, financing, advancement and many other functions.

Residency Program Committee (RPC) Chaired by the DFCM Postgraduate Program Director, the RPC includes the Vice-Chair, Education, key central office administrative staff, and all site Residency Program Directors and their administrative assistants. The RPC advises the Postgraduate Program Director on matters relating to the Postgraduate Program, including curriculum, accreditation, resident recruitment and other matters.

Undergraduate Education Committee This committee is chaired by the Undergraduate Education Director, and includes the Clerkship Director, the Pre-clerkship Director, the FMLE (Family Medicine Longitudinal Experience) Course Director and our local Undergraduate Education Site Directors. The program’s leaders interact extensively with the Faculty of Medicine’s UME Committee to deliver family medicine curricula to medical students.

Quality Program Committee The Quality Improvement Committee is chaired by the DFCM Vice-Chair, Quality Improvement and has representation from all sites. This committee is tasked with developing QI curricula, and instilling a QI framework for all new family doctors.

Professional Development Committee This committee is chaired by the Director of the DFCM Professional Development Program. The members are the Professional Development representatives from our core teaching sites and our Divisions of Emergency Medicine and Palliative Care. They advise the committee chair on the delivery of faculty development, mentorship, leadership development and career development to all faculty members.

25 of 48 Department Appointments Committee Chaired by the Director of Professional Development, this group is tasked with providing appointments for new faculty and supporting junior promotions.

Strategic Planning Oversight Committee The DFCM develops a new strategic plan every five years. The plan is updated annually. Department and external stakeholders are consulted widely to create this plan, and then the department Chair and committee members execute the plan in collaboration with faculty, staff, external partners and collaborators.

Global Health Committee The Chair of this committee is the Director of the DFCM Global Health Program.

S/he is advised by its members in leading its efforts in developing primary care in low and middle income countries. This program also provides a PGY3 Enhanced Skills year in Global Health and Care of the Vulnerable. This program works closely with the recently established Global Health Education Institute in the Dalla Lana School of Public Health.

Research Executive Committee This committee is responsible for developing research excellence in the DFCM, and linking with counterparts in other departments. This committee is chaired by the Vice-Chair, Research and includes the Associate Research Director, the DFCM Chair, a senior biostatistician and a number of Clinician Investigators and Clinician Scientists Educational Scholarship Committee The Educational Scholarship Advisory Group (Appendix 1) is charged with making recommendations to advance educational scholarship across DFCM’s programs. It is responsible to the Chair and is Co-chaired by the Vice-Chair, Education and DFCM Education Research Consultant.

Senior Promotions Committee This committee is chaired by the DFCM Chair. Its members are selected from the DFCM’s faculty members that are at the academic rank of Associate Professor or Full Professor. This committee advises the Chair with respect to applications for senior promotion to the rank of Associate Professor or Full Professor. Its members also collaborate with the DFCM Professional Development Committee in providing education, mentorship and support to faculty considering and/or applying for senior promotion.

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SECTION 6: TEACHING SITES Mount Sinai Hospital http://www.mtsinai.on.ca/

Chief: Dr. David Tannenbaum david.tannenbaum@utoronto.ca

Department of Family Medicine Mount Sinai Hospital 600 University Avenue Toronto, Ontario M5G 1X5

Administrative Support Person: Karolina Hryciuk Khryciuk@mtsinai.on.ca

North York General Hospital http://www.nygh.on.ca/home.htm

Chief: Dr. David Eisen david.eisen@ymail.com

Department of Family Medicine North York General Hospital 4001 Leslie Street, Room 475 North York, Ontario M2K 1E1

Administrative Support Person: Mirka Skoubouris Mirka.Skoubouris@nygh.on.ca

St. Joseph’s Health Centre http://www.stjoe.on.ca/wel_index.html

Chief : Dr. Patrick Safieh safiep@stjoe.on.ca

Department of Family Medicine St. Joseph’s Health Centre 30 The Queensway Toronto, Ontario M6R 1B5

Administrative Support Person: Hemali Maru maruhe@stjoe.on.ca

St. Michael’s Hospital http://www.stmichaelshospital.com/

Chief: Dr. Lisa Graves gravesl@smh.ca

Department of Family Medicine St Michael’s Hospital 30 Bond Street Toronto, Ontario M5B 1W8

Administrative Support Person: Simone Grogan groganS@smh.ca

Women’s College Hospital http://www.womenscollegehospital.ca/

Chief: Dr. Ruth Heisey ruth.heisey@wchospital.ca

Women’s College Hospital Suite 218, Burton Hall 60 Grosvenor Street Toronto, Ontario M5S 1B2

Administrative Support Person: Donna Feeney Donna.Feeney@wchospital.ca

Sunnybrook Health Sciences Centre http://www.sunnybrook.ca/

Chief: Dr. Jocelyn Charles jocelyn.charles@sunnybrook.ca

SWCHSC: Sunnybrook Campus 2075 Bayview Avenue, A-120 North York, Ontario M4N 3M5

Administrative Support Person: Anne Lund anne.lund@sunnybrook.ca

27 of 48 University Health Network The Toronto Hospital Western Division http://www.uhn.ca/index.asp Department of Family Medicine UHN: Toronto Western Hospital 399 Bathurst Street, 3W442 Toronto, Ontario M5T 2S8 Toronto East General Hospital http://www.tegh.on.ca/bins/index.asp

Chief: Dr. Jeff Bloom jeff.bloom@uhn.on.ca Administrative Support Person : Karthi Nallalingam Karthika.nallalingam@uhn.ca

Chief: Dr. Kevin Workentin kevin.workentin@utoronto.ca

Department of Family Medicine Toronto East General Hospital 825 Coxwell Avenue Toronto, Ontario M4C 3E7

Administrative Support Person: Joanne Mount j.mount@utoronto.ca

The Scarborough Hospital http://www.tsh.to/

Chief: Dr. Larry Erlick lerlick@tsh.to

Department of Family Medicine The Scarborough Hospital 3030 Lawrence Avenue East, #207 Scarborough, Ontario M1P 2T7

Administrative Support Person: Madeline Wimbs mwimbs@tsh.to

Teaching Practices & Rural Program

Director: Dr. Erika Catford dfcm.teachingpractice@utoronto.ca

http://dfcm.med.utoronto.ca/postgrad/general_information/residents/ teaching_practices_program/

500 University Avenue Toronto, Ontario M5G 1V7

Administrative Support Person : Elicia Ayoub dfcm.teachingpractice@utoronto.ca

Markham Stouffville http://www.msh.on.ca/

Chief : Dr. Alan Monavvari monavvari@rogers.com

Department of Family Medicine 381 Church Street PO Box 1800 Markham, ON L3P 7P3

Administrative Support Person: Bernice Baumgart bbaumgart@msh.on.ca

Trillium Health Partners http://www.trilliumhealthcentre.org/

Chief: Dr. Paul Philbrook pphilbrook@cvh.on.ca

Department of Family Medicine Trillium Health Centre 100 Queensway West Mississauga, ON L5B 1B8

Administrative Support Person: Nicole Vento Nicole.vento@trilliumhealthpartners.ca

28 of 48 Royal Victoria Hospital http://www.rvh.on.ca/

Chief: Dr. Stu Murdoch murdochs@rvh.on.ca

Department of Family Medicine Royal Victoria Hospital 201 Georgian Drive Barrie, ON L4M 6M2

Administrative Support Person: Carolyn Brooks brooks@rvh.on.ca

Southlake Regional Health Centre http://www.southlakeregional.org/

Chief: Dr. Paul Cantarutti pcantarutti@southlakeregional.org

Department of Family Medicine Southlake Regional Health Centre 596 Davis Drive, Newmarket, Ontario Canada L3Y 2P9

Administrative Support Person: Rhonda Taylor rtaylor@southlakeregional.org

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SECTION 7: FACULTY APPOINTMENTS, PROMOTIONS PROCESSES Once you are a faculty member and experienced in teaching and other scholarly activities you may start to think about applying for a promotion! The section below describes the promotion process and, most importantly, the criteria the DFCM and Faculty of Medicine use to consider promotions.

7.1 DFCM Appointments, Promotions and Renewals Website Website: http://www.dfcm.utoronto.ca/facultyandstaff/apr.htm Use the above website link for information on how to apply for an appointment, a promotion, or the process to renew an appointment. This website includes steps, forms and detailed explanations for each. These resources are useful for all faculty and staff.

Meet the team:

Where we are:

Marie Leverman Academic Appointments Coordinator Your contact regarding promotions.

Phone: 416-978-8140 Fax: 416-978-3912 Email: marie.leverman@utoronto.ca

Department of Family & Community Medicine Faculty of Medicine, University of Toronto 500 University Avenue 5th floor Toronto, ON M5G 1V7

Deidra Shaver FOCUS Project Email: dfcm.focus@utoronto.ca

Please keep us up-to-date with your Chia Chia Chen (part-time, Thursdays only) preferred email address and a current Academic Appointments Assistant office and/or home address.

Email: chiachia.chen@utoronto.ca What can you find on our website about faculty appointments and promotions?

Application Process and Packages: The steps to prepare faculty appointment applications.

Appointment Details: An overview of clinical faculty appointments; academic activities; full time, part time & adjunct appointments; ranks; academic job descriptions; and definitions.

30 of 48 Promotions: Junior promotions are from Lecturer to Assistant Professor. Senior promotions are from Assistant Professor to Associate Professor and Full Professor.

Renewals: The re-appointment process for part-time and adjunct faculty is completed annually.

Forms, Templates and References: A complete list of forms, templates and reference material needed for faculty appointments, promotions and renewals.

Status Only (non MD) Faculty: follow a similar appointment process; however, are guided under guidelines different from the clinical policy for MD faculty.

7.2 Junior Promotion (MD Faculty) Promotion from Lecturer to Assistant Professor The DFCM Department Appointments Committee (DAC) has the job of reviewing candidates recommended for junior promotion to the rank of Assistant Professor.

Want to learn more about junior promotion?

We are proud to present a four-part video on junior promotions.

Click on the related links below and hear from Dr. Barbara Stubbs, the DFCM DAC Chair, and four of our faculty that were successful in receiving a junior promotion to Assistant Professor: Drs. Judy Thompson, Gihane Zarifa, Charlie Guiang, and Gwen Sampson.

PART 1: How to Make Junior Promotions Easier: http://www.youtube.com/watch?v=_k_EuZOhczU PART 2: Do You Have Advice For Others? http://www.youtube.com/watch?v=ARhbooEwMBY PART 3: Who Has Helped You? http://www.youtube.com/watch?v=PZK3tgKRuQ PART 4: What Has This Meant to You? http://www.youtube.com/watch?v=DftsgFipiJs

What are the criteria for Junior Promotion?

The Faculty Appointments Advisory Committee describes the following criteria for junior promotion:

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1. Sustained commitment to recognized academic contributions to the Faculty of Medicine over a minimum of a three-year period at the rank of Lecturer.

Academic activities since the initial date of appointment should showcase impact, importance and innovation at a local/provincial/national or international level.

2. Teaching Effectiveness - a summary of a strong teaching dossier that includes: (i) an analysis of the student/trainee evaluations with the mean scores and how they compare to other faculty members; and (ii) documentation showing the number and types of trainees.

3. Involvement in the design and development of curricula or educational offerings and/or in the development of educational materials.

4. Creative Professional Activity (CPA) such as the setting of practice standards.

OR 1. Advanced Degree: If a faculty member, who is appointed at the rank of Lecturer successfully completes a recognized graduate program or an advanced training experience deemed to be equivalent to a Master's level program, he/she should be considered for promotion to Assistant Professor. The degree program must have been completed as documented by successful defense of a thesis or awarding of the degree before submission of the request for appointment. In addition, it is expected that the candidate will have at least one or two published first author peer-reviewed publications at the time of request for appointment.

What are the steps to receive a junior promotion?

Step 1 Meet with your respective Chief, Division Director, or approved DFCM Program Director to discuss your promotion. Determine that you meet the criteria for promotion.

Step 2 Prepare the promotion application. The administrative assistant at each respective site will assist in the preparation of the application.

Step 3 Submit the application package to the attention of: Marie Leverman, DFCM Step 4 The application is brought forward to the Department Appointments Committee (DAC) for their review and support. The DAC meets once a month (September June) and applications are due two weeks prior to the meeting date.

32 of 48 Step 5 If support for promotion is approved, the application is then prepared for Human Resources. This includes a letter of support from the Chair, the recommendation of the DAC and other related documents. The application is then submitted to Human Resources, Faculty of Medicine and the Faculty Appointments Advisory Committee (FAAC).

Step 6 Once final approval is granted, Human Resources will send the DFCM a signed application form noting approval to the rank of Assistant Professor.

Step 7 A letter of congratulations is sent to the candidate, along with a copy to the Chief or approved DFCM Program Director.

Step 8 Administrative actions are completed in the DFCM.

What would I need to prepare for a junior promotion application?

The preparation of a junior promotion application requires critical attention to the assembly and presentation of the documents. We recommend that promotion material be presented in a binder, following the order of the checklist, and using dividers and/or tabs for each of the headings noted below. A clearly-organized and well-presented dossier is of great assistance to the DAC. http://www.dfcm.utoronto.ca/facultyandstaff/apr/promotions/junior.htm Is there a sample junior promotion binder to see?

Yes. The administrative/program coordinator at each of our teaching sites has participated in a workshop and/or received a junior promotion binder to serve as a reference guide when preparing a junior promotion.

7.3 Senior Promotion Website: http://www.dfcm.utoronto.ca/facultyandstaff/apr/promotions/senior.htm Senior Promotion for MD faculty refers to promotion from Assistant Professor to Associate Professor, and from Associate Professor to Full Professor The DFCM Promotion’s Committee (DPC) has the very important job of reviewing candidates applying for promotion to Associate Professor and Full Professor.

33 of 48 Thinking about promotion to Associate or Full Professor?

Attend the DFCM’s 3-part Senior Promotion Information Series (starting in January of each year).

At these sessions Faculty learn more about the criteria for promotion, the process, and how to assemble their application for the Senior Promotions Committee, and supports for them that are available through the DFCM. If you are considering this for the future or would like to have more information about the process we urge you to consider attending these informative sessions. http://www.dfcm.utoronto.ca/facultyandstaff/apr/promotions/senior.htm What are the criteria for a senior promotion?

According to the University of Toronto Policy and Procedures Governing Promotions, promotion is based on accomplishments in scholarship (research and/or creative professional activity), teaching and service to the University. Each of these is described in detail in the Manual for Academic promotions.

The greatest weight is given to excellence in scholarly achievement (research or creative professional activity (CPA)) and to excellence in teaching.

“The successful candidate for promotion will be expected to have established a wide reputation in his or her field of interest, to be deeply engaged in scholarly work, and to show himself or herself to be an effective teacher. These are the main criteria. However, either excellent teaching alone or excellent scholarship alone, sustained over many years, could also in itself justify eventual promotion to the rank of Professor.

Administrative or other service to the University and related activities will be taken into account in assessing candidates for promotion, but given less weight than the main criteria: promotion will not be based primarily on such service.” Policy and Procedures Governing Promotions, 1980, paragraph 7.

The term ‘wide reputation’ is typically interpreted as the achievement of national recognition and impact for promotion to Associate Professor and international recognition and impact for promotion to Full Professor.

Most successful candidates will demonstrate excellence in scholarship or teaching, accompanied by competence in the other area. Some candidates may claim and demonstrate an excellent level of achievement for both areas.

Some candidates may achieve promotion based on excellence in scholarship (research and/or CPA) alone or teaching alone, sustained over many years. This is uncommon in the University as a whole, but occurs occasionally in the Faculty

34 of 48 of Medicine because of the centrality of clinician teachers to our educational mission. Promotion based on one criterion anticipates sustained performance and will be necessarily slower than promotion based on combined criteria.

Although the length of time is not specified, recent Decanal Promotions Committees view the term ‘sustained’ to normally mean at least ten years.

Where can I read more about senior promotion?

The official document that you should review is the Manual for Academic Promotion provided by the Faculty of Medicine, University of Toronto. This manual provides information on the attributes and assessment of academic performance for promotion from the perspective of the Faculty of Medicine. The website link above will take you directly to the senior promotion webpage where all related documents can be found.

Is there a pre-application process to see if I am qualified for senior promotion?

Yes. In the DFCM, there is a pre-application process that is mandatory for all faculty who would like to apply for senior promotion. Once the application is reviewed by the Department Promotions Committee, candidates are informed as to whether the Department Promotions Committee recommends this individual moving forward in the promotion process. Candidates recommended are then asked to submit an application dossier.

What are the required documents for senior promotion pre-application?

• • • • •

Application Form Curriculum Vitae Identify areas of excellence or competence List 5 publications/scholarly pieces of work Teaching Effectiveness Scores

Where can I find the documents for a pre-application?

The website link above will take you directly to the senior promotion webpage where all related documents can be found.

7.4 Job Categories: Academic Appointments The University uses a number of technical terms to describe how faculty members spend their time. The following are the DFCM’s academic job descriptions:

35 of 48 1.

2.

3.

4.

5.

6.

Clinician Teacher Clinician Leader/Administrator Scientist (Non-MD Researcher) Clinician Scientist (MD) Clinician Investigator Clinician Educator

Clinician Teacher is a faculty member whose clinical responsibilities facilitate research, teaching and education by others, and/or who is personally engaged in such activities. This member is involved in clinical activities, and may be engaged in undergraduate and postgraduate teaching. He/she may also participate in clinical rounds. This member may or may not engage in research.

Clinician Leader/Administrator is engaged in academic activities at least 80% of professional time with a major commitment to significant administrative responsibilities, at a hospital or university level. Of course, this person may be involved in teaching undergraduates and postgraduates, and may engage in research, although there is no requirement for this.

Clinician Scientist (Non MD Research) is a faculty member whose major academic activity is research, regardless of the type of research. This member is engaged in research, teaching and CPA activities for at least 80% of their professional time. The time commitment for researcher is 70% or greater.

Clinician Scientist is mainly engaged in research. This comprises at least 70% of professional time. There is a small component of clinical work for this member, and he/she may be involved in undergraduate and postgraduate teaching.

Clinician Investigator is a faculty member who is primarily engaged in research, dedicating 40-70% to this activity. The other 30-60% is devoted to clinical work and teaching. Clinician-educator is a member who allocates at least 80% of professional time to teaching and educational activities, and relevant clinical and scholarly work. This will involve a higher level of educational work, including the development, evaluation and renewal of curriculum. This member will take a leadership role in the education of undergraduates, postgraduates and others, and will be involved in professional development. This person’s administrative activities may include Site Director, curriculum coordinator etc.

Clinician Educator is a faculty member with a major time commitment to education, education-related administration and scholarly activities related to education. This person also contributes to the provision of clinical service that is essential to the academic mission. This member is engaged in teaching and educational activities, including relevant clinical activity and related scholarly and administrative activity for at least 80% of her/his professional time. This typically includes 20-50% of time devoted to teaching and/or educational development or educational research (may include CPA) and clinically related activities (20-40%).

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7.5 Clinical Appointment Categories In the Faculty of Medicine, there are three types of Clinical Appointment categories: 1. Full-time Clinical Appointment 2. Part-time Clinical Appointment 3. Adjunct Clinical Appointment

Full-time appointments are available to those who engage in academic work for at least 80% of their professional working time. This activity would include teaching, clinical work, research and/or administrative work provided it supports the overall education mission. For instance, providing clinical work to the Teaching Unit is consistent with supporting and facilitating the Unit’s activities.

On the other hand, this would not include clinical work done in a private practice, where no teaching activity is occurring. Another requirement of this appointment is that the appointee will have active staff status at the community teaching hospital. Also, a full-time member will participate in a Conforming Practice Plan (see below). The fulltime member will have access to the Clinical Faculty Grievance Review Panel, and the Clinical Faculty Academic Clinical Tribunal.

The member will also be eligible for certain university perquisites.

Part-time appointees will be engaged in academic work for between 20% and 80% of their professional working time. This faculty member will also have active staff status at the community hospital, and will have access to the Clinical Faculty Grievance Review Panel. There is no requirement for a Conforming Practice Plan, and this member will not have access to the Clinical Faculty Academic Clinical Tribunal, or university perquisites.

Adjunct appointees are engaged in academic work for less than 20% of their professional working time. There are few requirements or benefits with this level of appointment. This teacher is only required to devote 3 hours/year to continuing education activities relevant to the teaching role.

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SECTION 8: FACULTY CAREER DEVELOPMENT 8.1 Academic Roles for Faculty Members The graphic below shows all of the potential teaching roles for DFCM faculty members. This includes teaching of undergraduate students and postgraduate residents. As shown, there is a broad array of teaching opportunities, from programs that may be considered introductory to teaching (like FMLE and ASCM) to the more in-depth teaching programs, like supervision of a clinical clerk or resident.

Figure 4: Teaching Opportunities at DFCM

8.2 Research Roles for Faculty Members Under the oversight of our Research Director, there are many research opportunities in the DFCM. Some hospital sites have clinician scientists who devote most of their academic time to research while also engaged in clinical practice and teaching. Others have clinician investigators or clinician teachers who incorporate research as a smaller part of their academic life.

38 of 48 The recent launch of UTOPIAN, the DFCM Practice-Based Research Network allows clinicians with little experience to participate in research. UTOPIAN is a new research endeavor, located and supported by an endowed chair at North York General Hospital, that will engage multiple sites in family medicine research. UTOPIAN is also supported by the resources of the DFCM’s research program: methodologists, statisticians, and clinical scientists.

For more information on research roles, please visit: www.dfcm.utoronto.ca/programs/researchprogram.htm

8.3 Courses and Programs for Teachers The DFCM encourages its faculty to engage in professional development to enhance their skills as teachers, supervisors and preceptors. To this end, the Professional Development (PD) Program offers courses and programs for new teachers and collaborates with others in the development and delivery of these programs.

The DFCM Professional Development (PD) Program provides faculty with support for their academic career development. Courses and programs include: • • • • •

The Basics Program for New Faculty Beyond Basics Leadership Basics Department-wide faculty development days Annual series of Senior Promotion Information Sessions

The PD program has a committee comprised of representatives from each DFCM core teaching site and the Palliative Care and Emergency Medicine Divisions. Amongst many roles, the PD reps provide academic career guidance to their colleagues.

8.4 Academic Fellowships and Graduate Programs The Professional Development program also offers advanced faculty development programs at both the continuing education and graduate levels.

Faculty can apply to enter one of the Master's programs offered by DFCM (for a complete description of each program, see section 5.3.1): • • •

Master of Public Health (Family and Community Medicine) Master of Science in Community Health (Family and Community Medicine) Master of Science in Community Health (Health Practitioner Teacher Education)

39 of 48 Faculty can also enroll in a continuing education program: • • • • •

Academic Fellowship Medical Education Fellowship Clinical Teacher Certificate Clinical Research Certificate INTAPT (Interprofessional Applied Practical Teaching and Learning in the Health Professions)

Faculty can also take single courses as part of their faculty development.

8.5 Interprofessional Education The DFCM embraces interprofessionalism and interprofessional education and so the PD Program offers the INTAPT (Interprofessional Applied Practical Teaching and Learning in the Health Professions) program.

8.6 Leadership Development The Professional Development Program has recently assumed the role of supporting leadership development of faculty members. The program is designing ways to help faculty plot a personal academic development map that includes leadership training. The DFCM Mentorship Program, another important PD Program initiative, is also integral to leadership development of faculty members.

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SECTION 9: RESOURCES FOR NEW FACULTY “U of T is a big place and so is its website.”

It sure is, but if you are new to the university, there are great sites to help orient you and get you started.

The DFCM website has a wealth of information to help new faculty members find their way around. It can be found here: www.dfcm.utoronto.ca • • •

The website maintains a contact list for central DFCM staff and faculty leaders.

The website also has updated content from all the programs within the DFCM. The DFCM website also has a section specifically for new faculty.

The Faculty of Medicine is another excellent tool to discover news and information across the faculty. It can be found at: www.medicine.utoronto.ca • • •

The Clinical Affairs page provides policies, tools and links to related information for clinical faculty appointments.

The Faculty Appointments page has an extensive list of guidelines, documents and step-by-step guides pertaining to faculty appointment.

The Research page offers additional resources on research policies, ethics, funding and more.

Some additional website resources are listed below: www.utoronto.ca www.teaching.utoronto.ca www.governingcouncil.utoronto.ca www.oime.utoronto.ca http://map.utoronto.ca/ • • • •

Go to “Essential Info” for details about libraries, computer connections, staff and faculty contacts, educational technology and more.

This interactive map of the campus provides valuable information about the University and its many resources.

The University’s “New Faculty Toolkit” is a great resource for instructors, staff and students to give you the information you want about teaching, learning and research.

The university’s Equity and Diversity Statement can be found on the Governing Council section of the University of Toronto webpage.

41 of 48 • • •

The University maintains a searchable directory with entries for faculty and staff as well as departmental and senior administrative offices. Here is a great site for important links within the Faculty of Medicine.

The DFCM maintains a contact list for central DFCM staff and faculty leaders.

The virtual tour is a fun and interactive way to learn about the campus through videos and photos. Most general information about the University can be found at the About U of T section of the main University of Toronto website.

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SECTION 10: UTORid, THE PORTAL AND WebCV All faculty members are issued a University of Toronto ID, also known as the UTORid. The UTORid provides you with access to many online U of T resources such as the University of Toronto Libraries. For example, in addition to its print collection, the Gerstein Science Information Centre provides access to over 1,000,000 online journals and books.

A UTORid is required by DFCM faculty members so they can access the Faculty of Medicine’s online teaching evaluation reporting systems. For undergraduate student evaluations, you will use MedSIS (Medical Student Information System).

For resident evaluations, you will use POWER (Postgraduate Web Evaluation and Registration). You will also access “Field Notes”, an evaluation for a single clinical encounter by a resident.

Learners also evaluate their teachers. Both MedSIS and POWER give you access to the evaluations completed by your learners. These are called Teacher Effectiveness Scores (TES) and are valuable for you as you develop your teaching skills and build your teaching dossier.

Faculty members receive their UTORid when their application for an appointment is complete and they have signed back their letter of offer. For further information about your UTORid and password please visit: www.dfcm.utoronto.ca/facultyandstaff/it/ithelp.htm or email ict.dfcm@utoronto.ca.

In addition, the DFCM Librarian and staff will help you access online resources, including MedSIS and POWER. All full-time faculty in the Faculty of Medicine are expected to maintain their CV in WebCV format. The WebCV project is an initiative by the University of Toronto Faculty of Medicine which helps faculty members organize and manage their academic activities. In addition to a full academic CV, faculty can easily generate the following reports: • • • • • • •

Annual Academic Activity Report Teaching and Education Report Creative Professional Activities Report Research Awards Data Summary Teaching Data Summary Refereed Publications Data Summary Research Supervision Data Summary

CVs are entered into WebCV format by trained assistants who also provide training to faculty members on use of WebCV.

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SECTION 11: FACULTY OPPORTUNITIES AND SUPPORTS 11.1 Mentorship Formal mentorship is available through the DFCM via the Professional Development Program. The program supports the DFCM Mentorship Network which consists of a large number of specially selected, trained and experienced mentors; they offer a matching service for faculty looking for a mentor, and resources about mentoring. To learn more, speak to your local PD representative and check the DFCM website at: www.dfcm.utoronto.ca/facultyandstaff/pdce/mentoring.htm

11.2 Funding Available to Faculty In order to enable faculty members to pursue a broad range of scholarly interests, there are several sources of funding available: • • • • •

The Waddington Fellowship is available to those faculty members enrolled in a graduate studies program.

The PD Fund is awarded to support professional development by DFCM faculty.

The PD Program Development Fund supports the development of new educational programs in faculty development and continuing education.

Graduate Support for Faculty helps support DFCM faculty members undertaking further training at a graduate level.

The Research Travel Fund supports faculty to travel to and attend national and international scientific conferences to present peer-reviewed research.

11.3 Library Services The DFCM Library has a broad and comprehensive range of services for learners and faculty alike.

The collection includes subject matter such as: • • • • •

Teaching skills Medical education principles Evaluation Faculty development Family systems medicine

44 of 48 • • • • •

Family medicine principles Professional-patient communication Research methodology Academic leadership Mentorship

The collection has: • • • • • • •

Books DFCM faculty publications Residents’ projects archive Fellows’ papers archive Book reviews archive Academic leadership literature database Course guides

The Library Services offers: Literature Searches Help with finding literature and resources for many purposes, such as program planning, presentations, research and publication, course projects and papers.

Searches are performed on a broad range of databases and through the grey literature.

Article Retrieval Assistance with retrieval of hard-to-obtain articles.

Customized Online Tools • •

Automated PubMed searches on 26 common clinical topics and 20 frequently-searched medical education topics.

Selected resources in faculty development, clinical practice guidelines, evidence-based medicine, palliative care, citation and plagiarism.

Workshops Topics and content include: the best and fastest ways to find clinical and educational health sciences information; how to use reference management software like RefWorks; choosing the best resources; using current and cutting edge online search tools. Regular workshops are held throughout the year.

Specialized sessions for groups are available upon request.

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Free Article Alerting Service Faculty can sign up to receive the latest articles on the topics below or request a customized alert. For a complete list of literature alerts visit the website.

• • • • • • • • • • • • • • • • • • • • • •

Academic leadership in the health professions Cancer survivorship: follow-up & continuing care Communities of practice Complementary medicine treatments (research evidence only) Diabetes diagnosis & management in family medicine Faculty development for health professionals Faculty development for community physicians Faculty health & well-being Feedback in education IMGs medical education Inter-professional education & faculty development Laughter, humour & health effects Medical ethics: teaching Mentoring in health care professions Migraine headache: evaluation, treatments, guidelines for primary care Patient-centered communication Postgraduate family medicine education Preventive primary care Problem-based learning Problem resident, remediation Teaching generalism in FM Work life balance, physicians

11.3 Other Resources DFCM Open is a repository of peer reviewed, evidence-based, family-medicine focused tools and resources that are clinical, educational or research-oriented in nature. Anyone with an Internet connection can access DFCM Open, though it is aimed at an audience of family physicians and primary care health professionals.

R-Scope* is a resource, external to the DFCM, which provides online teaching resources and tools for community physicians who teach family medicine residents. *After opening the link, please scroll to the bottom of the page.

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SECTION 12: UNIVERSITY STANDARDS, POLICIES & PROCEDURES The University of Toronto and the Faculty of Medicine have developed policies that govern and support the activities of faculty members. As a department in the Faculty of Medicine, the DFCM is governed by these policies.

For more information visit: www.governingcouncil.utoronto.ca

12.1 Policy for Clinical Faculty As the Policy for Clinical Faculty states, “The purpose of this policy is to formalize the status and recognition of clinical faculty members by the University of Toronto, provide a framework for the governance of clinical faculty relations with the University, enhance processes for addressing grievances of individual clinical faculty regarding University matters, and establish a mechanism to protect the academic freedom of eligible clinical faculty members as regards their work in clinical settings.”

This policy defines conditions by which a physician may become faculty, speaks to protection of academic freedom and a grievance process for faculty, and accountability relationships.

The complete Policy for Clinical Faculty can be found on the Governing Council’s section of the University of Toronto website. Additional valuable policy and procedure-related information is available at the Office of the Vice Dean Clinical Affairs section of the Faculty of Medicine website.

12.2 Standards of Professional Behaviour for Medical Clinical Faculty The Policy for Clinical Faculty is complemented by the Standards of Professional Behaviour for Medical Clinical Faculty. These standards apply to medical clinical faculty appointed under the Policy for Clinical Faculty. The standards dictate that clinical faculty will comport themselves in a professional manner at all times, and professionalism is amply defined.

This is of critical importance to the Faculty of Medicine because faculty members are role models for learners, our future caregivers and researchers. These standards are in turn supported by policies that provide detail on specific behavioural issues.

47 of 48 The complete Standards of Professional Behaviour for Medical Clinical Faculty can be found on the Faculty of Medicine website.

12.3 Procedures Manual for Policy for Clinical Faculty The two policies above are in turn supported by the Procedures Manual for Policy for Clinical Faculty.

As the manual states, “The procedures outlined in this Manual deal with: the types of clinical academic appointments now recognized by the University; the interface between practice plans and the University; academic freedom issues in the clinical setting for those with a major time commitment to academic work; grievance processes for individual clinical faculty regarding University matters; and mechanisms for ensuring that relations among the University, clinical leaders, and clinical faculty members remain collegial and effective.”

This lengthy document provides extensive, detail on the above matters.

The Procedures Manual for Policy for Clinical Faculty can be found on the Faculty of Medicine website.

12.4 Conflict of Interest and Close Personal Relations Additional University of Toronto policy on Conflict of Interest and Close Personal Relations can be found on the Provost’s website.

For more information on this topic, please visit: www.governingcouncil.utoronto.ca/policies/conacad.htm

12.5 Sexual Harassment Protocol The Sexual Harassment Protocol developed by the Faculty of Medicine can be found online.

12.6 Employee Work/Life and Health and Safety The Faculty of Medicine has developed extensive employee services that pertain to, among other things, Work/Life Support and Health and Safety.

Medical faculty members are advised to be aware of physician wellness services that are external to the University. The Ontario Medical Association’s Physician Health Program is a very rich resource for doctors having problems with stress, substance abuse and other personal issues. There is an excellent guide written by the director Dr. Michael Kaufman. Because this is located in the Members’

48 of 48 section of the OMA you will need your password. The OMA also provides the Physician Workplace Support Program.

12.7 Undergraduate Teacher Handbook For faculty members teaching undergraduate medical students, the DFCM is guided by the Undergraduate Medical Education Teacher Handbook. This is an outstanding resource that will provide you with summaries of practically all you need to know as a member of the clinical faculty and extensive links to university policies, many already mentioned above. Although this is directed at faculty providing undergraduate education, this very lengthy document will have relevance for all teachers. The wide-ranging handbook provides teachers with guidelines for student grading, teacher responsibilities, program structure and many more important topics.