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CALENDAR CORNER: UPCOMING EVENTS To register, please download a registration form from

August 2008 PBL Tutor Training Workshop Tuesday August 19 & Thursday August 21, 2008 08:00-12:00 Both Days UBC Life Sciences Centre, Rm 1312 September 2008 Medical Education Monthly Rounds Friday September 19, 2008 12:00-13:00 Diamond Centre, Rm 2252 PBL Tutor Training Workshop Tuesday September 23 & Thursday September 25, 2008 08:00-12:00 Both Days UBC Life Sciences Centre, Rm1312 October 2008 Completing a Quality ITER- What Clinical Supervisors Need to Know Drs. Nancy Dudek & Leslie Sadownik Friday October 17, 2008 08:00–11:00 Diamond Centre, Rm 5213 Medical Education Monthly Rounds Friday October 17, 2008 12:00–13:00 Diamond Centre, Rm 2252 Educational Primer for Clinicians Module A: Time Saving Tips for Ambulatory Teachers Thursday October 23, 2008 09:00–12:00 Module B: Teaching with Patients – The Art of Questioning Thursday October 23, 2008 13:00–16:00 Module C: Feedback and Assessment Friday October 24, 2008 09:00–12:00 Diamond Centre, Rm 4115

Congratulations to our recent graduates of the ABC Educational Primer for Clinicians!

Surgery David Hoegler, Valentyna Koval, Melanie Reed

Anesthesiology, Pharmacology & Therapeutics Paul Draper, Richard Merchant, Christina Roston

BC Cancer Agency Christina Aquind-Parsons, Carol Cremin, Alan Nichol, Kerry Savage, Kris Dennis

Family Practice Heather Jenkins, Juliet Lau, Ian Martin, Christie Newton, Amy Weber, Christina Yao Medical Genetics Susan Creighton, Rosemarie Rupps Medicine Ima Alimoradi, Frank Ervin, Tanya Fairweather, Heather Finlayson, Sharlene Gill, Barbara Hughes, Anna Kang, Jack Kliman, Irene Ma, JeanBernard Masson, Peter Neufeld, Andrea Townson, Sara Wadge, Nadia Zalundaro Obstetrics & Gynaecology Craig Burym, Belina CarranzaMamane, Mark Heywood, Chantel Mayer, Brenda Wagner

Dentistry Mihaela Albu Interior Health Program Connie Hull (Vernon), Sandy Nash (Kelowna) Residents Jeff Bishop, Musbah Emhamed, Joanne Jia, Cherry Mammen, Hasan Marghalani, Jane Ng, Jenny Retallack, Svjetlana Ruzic, Gita Wahi, Kalfalla Zubi Others Chieko Chijiwa, Weiqun Kang, Fiona Lake (Australia), Sonya Lee (Calgary), Ian Mitchell (Computer Science), Jennifer Nuk

Pediatrics Khalid Al-Alsheik, Collin Barker, Barb Fitzgerald, Silvia Guillemi, Gabriela Horvath Psychiatry Scott Bloom, Andrea Chapman, Harpreet Chauhan, David Cohen, Jonathan Fleming, Paula Flynn, Maria Geizer, Bob Griffiths, Susan More, Colleen Northcott, Naomi Paice, Megan Sherwood, Carolyn Steinberg, Randall White, Angela Wong Radiology Heather Bray

Office for Faculty Development and Educational Support Diamond Health Care Centre - 11th Floor 2775 Laurel Street Vancouver, B.C. V5Z 1M9 Tel: 604-875-4396 Fax: 604-875-5370 Email: Website:

Editor: Dr. Leslie Sadownik Design: Yan Huang This newsletter is distributed to faculty members in the Faculty of Medicine. We aim to make Education Matters as relevant and informative as possible. To achieve this, we welcome articles, photographs, letters, feedback and other submissions. Please send submissions to:

Number Sixteen • June 2008

The Fourth William Webber Lecture in Medical Education: A Personal Commentary on Some Trends in Medical Education Dr. Albert R. Cox Introduction by Dr. Eric Webber (Assistant Dean, Postgraduate Education): “Dr. Cox is one of the truly distinguished alumni of this Faculty of Medicine. He was born in Victoria and grew up on the Island. He studied at Victoria and at UBC and graduated in 1954 in the first medical class at UBC. He joined the faculty at UBC in the Department of Medicine in 1961. In 1969 he was Dr. Albert R. Cox recruited to the new medical school at Memorial University in Newfoundland to be the first professor and head of medicine. He served there until 1974 at which time he was appointed to be Dean of the medical school. On a more personal side, like the three previous lectures, he is truly an outstanding leader in medical education and also a very admired colleague of my father’s. My father first met him when interning at VGH in 1958 to 1959 where Dr. Cox was the chief resident in medicine. My father always spoke fondly of what a wonderful teacher he was and often commented on the elegant consults he wrote that he said each one was just like a little treatise on some aspect of medicine and was just wonderful.” Following is an excerpt from Dr. Cox’s exceptional lecture. Dr. Webber devoted most of his academic life to various aspects of medical education at the University of British Columbia. He was an outstanding and gifted teacher, a mentor and role model, a skilled and effective administrator and diplomat. He was deeply interested in colleagues and students as individuals, a characteristic he brought with him in all his interactions with people. Dr. Bill Webber was a valued friend. We shared many parallel phases of our lives in medical education. Some examples are: • We both graduated from UBC’s new medical school – he in 1958 and I in 1954;

• He became a faculty member in the Department of Anatomy and I in the Department of Medicine; • He was born in Newfoundland and became Dean of Medicine at UBC in 1977; I was born in Victoria, BC and became Dean of Medicine at Memorial University of Newfoundland in 1974; • We both served as Deans for 13 years; • We both served in later years as Vice-Presidents of Universities – Bill as Associate Vice-President Academic at UBC and I as Vice-President Health Sciences and then Vice-President Academic at Memorial University. I would like now to talk with you about some issues pertaining to medical education as Bill and I would talk. The first relates to communication between people, and the second involves trends in medical education. Amongst our topics of discussion was the importance of communication - written, oral, or visual. We observed that during meetings some participants talk at length but with little success in conveying information or conclusions. Others talk fairly briefly and in persuasive language bringing issues clearly forth for decision. Various modalities of communications are a prominent feature of modern life and indeed have become an industry. Radio, TV, cell, phones, fax, e-mail, Internet, PowerPoint, Blackberry, newspapers, magazines and body language to name a few. Yet interpersonal discussion between two people or in larger groups remains the most important means of the conveying of information, of concepts, or emotion, and of goals and the means of achieving them. Such interaction is vital in resolving complex problems. Undergraduate medical education in the first half of the 20 th century was based predominantly upon lectures, textbooks and memorization. The system was patriarchal – the teacher was master and the students were subdued with little opportunity to ask questions or express opinions. Continued on Page 2




A Personal Commentary on Some Trends in Medical Education


Continued from Page 1 Rather similarly the physician of those days assumed an authoritarian and commanding role with the patient. Usually the physician led off an interview with a request for a description of the patient’s complaints. This was followed by a fairly rigid protocol or rapid-fire questions (the functional inquiry) to which the patient responded, often with just a yes or no. Usually the patient did not dare to ask the questions of the physician or volunteer unrequested information.

others, was somewhat taken aback to find our new school was in fact a tiny enclave of restored army huts at the corner of University Boulevard and the Main Mall. A redeeming feature was the nearby bus stop coffee shop.

Things have changed over the second half of the 20th century as interpersonal communication has assumed a vital role in both medical education and the practice of medicine. Dr. Webber was a role model in fostering the importance of interpersonal communication with his students and faculty colleagues. For him students were junior medical colleagues entitled to his respect and every effort to assist them in learning. His interest in students extended into all aspects of their lives including sports and social events. More than a hundred years ago Sir William Osler, a physician, moved from McGill University to the new John Hopkins Medical School in Baltimore, USA as Professor of the Theory and Practice of Medicine. He had a huge impact on the development of this new medical school, related not only to his teaching and clinical excellence, but also his profound influence in changing a paternalistic relationship into a collegial one with students and junior faculty. Subsequently, most North American medical schools took nearly half a century to manifest a similar change. The physician’s approach to patients changed in the latter portion of the 20th century due in part to the changing atmosphere in undergraduate and postgraduate medical education. Increasingly patients anticipated and even requested partner relationships with their physicians. Reciprocally physicians realized the patients are vital partners in diagnosis and treatment. Lack of communication and invited participation in the interview process is an important cause of delayed diagnosis, misdiagnosis, or failed treatment. This understanding is clearly defined and supported in the fine recently published book ‘How Doctors Think’ by Dr. Jerome Groopman, who is based at Harvard Medical School. Physicians now increasingly engage the patient with deliberate invitations to ‘tell me the whole story’ or ‘what do you feel,’ ‘when does it occur,’ or ‘what else can you tell me about your problem.’ I would like now to turn to a personally-based commentary on some major trends and changes in medical education in the latter half of the 20th century. As a member of the first class of medical students admitted to the newly opened medical school at UBC in 1950, I, like

UBC Faculty of Medicine 1961 (courtesy of UBC Archives)

We soon learned that although fine buildings do greatly facilitate learning and research, they are less important than the commitment and excellence of the teaching faculty and support staff. We had a fine medical education provided by Department Heads and their very few more junior faculty – Drs. Friendman, Copp, Gibson, Kerr, Rocke-Robertson and Dean Weaver to name just a few. In the years from the early 1900s until shortly after the Second World War in 1950, the curricula of Canadian and American medical schools were very similar. Students were usually admitted after four years of pre-medical studies with heavy emphasis on chemistry and biology. The medical curriculum of those days was oriented during the first two years almost entirely around the basic medical sciences with progressively increasing clinical emphasis in the last two years. There was little direct patient contact until the final year. Following the MD degree a mandatory rotating internship was the minimum requirement for licensure. Medical educators today would look back with distress at the rigidity of lectures and labs, at the long deferral of patient contact, at the absence of problem-based teaching and learning, at examinations based upon essays and short written answers with cautious introduction of some multiple choice questions. Students were rarely able to ask questions of their teachers. Women were a tiny minority in large classes of men. Classes today display a broad diversity of educational experience, ethnic background as well as balancing of genders. Major changes! I must admit to warm memories of the years at UBC’s new medical school. We received excellent education and made

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and most learners work while studying thereby avoiding costs incurred due to lost wages and/or relocation. There are currently 110 learners, from 7 different disciplines who are already making an impact on health care practices. Examples of recent major projects include: mentoring programs for isolated therapists in Northern BC, demonstrating the effectiveness of involving mental health consumers in program development, and an interdisciplinary waitlist management process.

identifying quantifiable indicators of community impact to track changes over time.

Conclusion: Using online technologies, learners can access and discuss evidence, experiment with its application in their workplaces and return to discuss challenges, successes and next steps. These same technologies connect learners and instructors from around the world creating an expansive network and exchange of interprofessional ideas. Paying attention to the learning needs of practicing health professionals builds on their expertise, and advances health care delivery to better meet the health care needs of society.

What is it? This 42-page, pocket-size booklet was designed as a quick teaching reference guide for physicians by physicians. The content addresses the educational principles and skills that physicians need to teach medical learners effectively in the ambulatory clinical setting. Who was it developed for? The booklet was developed for physicians who would be teaching undergraduate medical students and or postgraduate medical residents in their clinic/ office setting. Why develop it? Our goal was to develop a user-friendly teaching skills reference book for physicians. We wanted the booklet to be small (fit in your pocket), short (could be read in 20 minutes), and full of practical examples. We also wanted a booklet that could support our interactive faculty development workshop - the ABC Primer for Clinicians. How was it created? A group of interested medical educators was assembled and the content and format of the project was discussed. Individuals wrote the chapters and the booklet was reviewed by the entire team prior to completion. Where has it been distributed? So far, 1, 842 booklets have been distributed from the office. • In BC: it has been extensively distributed to clinical preceptors who live in urban areas (Victoria, Lower Mainland), as well as rural and remote areas such as Kitimat, Bella Coola and Williams Lake. • Universities Outside of BC in Canada: Alberta, McMaster, Memorial, Ottawa, Queens, Saskatchewan, Toronto, Manitoba, New Brunswick, Newfoundland, Western Ontario. • Universities Outside of Canada: Buffalo, East Carolina, Florida, Georgetown, Iowa, Louisville, Minnesota, Wisconsin, New England Medical Center, New Mexico, Texas Tech University, Washington, Wright State. • Universities Outside of North America: Aga Khan (Pakistan), Tel Aviv (Israel), Queensland (Australia), Flinders (Australia), Western Australia, Malaysia, Philippines, Singapore.

Contact: Evaluation of the Impact of the Northern Medical Program on the Community: Perceptions of Community Leaders Patricia Toomey, Chris Lovato, Joanna Bates, Neil Hanlon & Gary Poole Background: Northern and rural communities have fewer physicians per capita than urban areas. Training undergraduate medical students in regional sites is one strategy to enhance physician recruitment and retention in rural regions. To this end, the Northern Medical Program (NMP) was implemented in Prince George in 2004. This study described perceptions of the broader impacts of the NMP in a medically underserved community. What was Done: Qualitative, using a “constructivist evaluation” paradigm. Interviews were administered to community leaders in various sectors of Prince George (n=23). Data were coded using analytic induction methodology. Findings: Areas of perceived impact included education, health services, economy, politics, and media. Comments overwhelmingly positive and related to current and anticipated future impacts of the NMP. Some perceived unintended negative impacts of the program including “division” at UNBC, anticipated decline in political support, and insufficient health system resource capacity to sustain program operation. Conclusions & Take Home Messages: Medical education programs can affect more than just health services in a small, underserved community. Therefore, evaluation of the impact of medical education programs should be broad in scope. Monitoring of tensions at UNBC, level of political support and system capacity should be ongoing. Next steps include

Contact: A Teaching Skills Booklet for Community-Based Preceptors Leslie Sadownik, Jean Jamieson & David Fairholm

Conclusions: The popularity of the booklet demonstrates that there is a need for a quick and easy to use reference booklet for clinical teachers. Help: We plan on revising the booklet in 2009 and would be very interested in feedback on how to further improve the content and format. Visit us at The booklet is available under “Resources for Preceptors.”

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3 A Personal Commentary on Some Trends in Medical Education

UBC MEDICAL EDUCATION RESEARCH ABSTRACTS Which Laboratory Tests do Students on an Internal Medicine Clerkship Need to Learn About? William E. Schreiber, James R. Busser & Suzanna Huebsch Background: Medical students are exposed to numerous laboratory tests during their clinical years. There are no published data on which tests students choose to learn about during their clerkship experience, or whether these tests correspond to local and national objectives. Methods: We provided a PDA program containing information on 193 laboratory tests to students during the 8-week core clerkship in Internal Medicine. Students used the program at their own discretion. The number of times each test was accessed during the clerkship was recorded by the program’s database. Results: Ten tests were accessed by more than 40% of the students: serum enzymes (lactate dehydrogense, amylase, alkaline phosphatase, creatine kinase, gamma glutamyl transferase), electrolytes (sodium, potassium), renal function tests (urea, creatinine), and a plasma protein (albumin). The most frequently looked up test category was the complete blood count, followed by liver-related tests, plasma proteins, electrolytes and autoantibodies. Students at the two hospitals where the clerkship was offered had similar test lookup patterns. Conclusions: We conclude that clerkship students’ learning needs are for common, routinely ordered tests, and not more exotic or esoteric tests. Contact: Scoring a Cardiac Patient Simulator Station at a Canadian National Specialty Examination Rose Hatala, Maria Bacchus, Gary Cole, S. Barry Issenberg, Barry Kassen, & Ross J. Scalese Background: The current study assesses approaches to scoring a cardiac patient simulator (CPS) station during a national specialty examination. What was done: During the 2007 RCPSC’s Comprehensive Examination in Internal Medicine, 251 candidates examined a CPS mannequin programmed with one of 5 cardiac diseases. Two observers independently assigned a global rating (GR) of cardiac physical examination competence by assessing candidates’ physical exam technique, final diagnosis, and accuracy of cardiac findings. One observer recorded the candidate’s comments using a cardiac findings checklist which was later scored by two independent investigators. Results: Mean inter-observer reliability for the global rating was 0.93 (range 0.90-0.96) and for scoring the checklist was 0.97. Multiple regression analysis, estimating the relative contribution of technique, cardiac findings and final diagnosis to the global rating, revealed R2=0.85. Standardized beta,

indicating the relative contributions of each component to the global rating, yielded technique=0.22, cardiac findings=0.46 and final diagnosis=0.35. Conclusion/Take-Home Message: A cardiac findings checklist yielded highly reliable assessments of candidates’ ability to identify physical findings, which appeared to weigh most in observers’ assignment of the GR. A GR incorporating identification of simulated findings may provide reliable and more valid assessments of physical examination competence. Contact: Evaluation of a Fully Distributed Undergraduate Medical Education Clerkship Program: The UBC Experience Caroline Murphy, Chris Lovato, Joan Fraser, Janette McMillan, Angela Towle, Judy Vestrup & Galt Wilson During the 2006/07 academic year, students in the inaugural class of the expanded undergraduate medical education program at UBC completed the school’s first, fully distributed clerkship. Comparability of educational experiences is essential to the success of the distributed program. Geographic distribution, implementation of new clinical sites, and the nature of clerkships present several challenges to ensuring comparable program delivery. In 2006/07, evaluation activities were designed to address all aspects of the curriculum and answer three main questions: 1) Do students cover all learning objectives? 2) Are learning experiences comparable for all students? and 3) What is the quality of student experiences in the learning environment? A mixed-methods approach to data collection was employed, including both qualitative and quantitative data. Data sources included student performance data and student evaluation of clerkship rotation surveys. This presentation details evaluation findings, implications for future curriculum delivery, evaluation of program effectiveness, and achieving accreditation standards. Contact: Five Years of Distance Delivery - Master’s Level Studies for the Practising Health Professional Sue Stanton & Mary Clark Health professionals who recognize the need to evaluate and apply evidence to practice want to pursue graduate studies. At the same time, competing priorities, limited financial resources and location are impediments. In 2002, the Schools of Rehabilitation Science(s) at UBC and McMaster combined efforts to develop cost-recovery e-learning programs to overcome these barriers. Delivery is 100% online

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lifelong friends of our classmates. Of the 60 students, 57 were men and 3 were women. In the histology lab we were seated alphabetically – Cox – Devito – Dobson. Dobson was an extremely attractive woman. After a while Devito asked me to change places with him as he found Cox and Dobson were constantly talking across him. I obliged, Peg and I have now been married for 54 years! In 1962 I became a junior faculty member in the Department of Medicine based at the Vancouver General Hospital as a cardiologist. In 1965 Dean McCreary suggested that Dr. George Drummond, a faculty member in the Department of Pharmacology, and I enter a 6-week Medical Teachers Program at the University of Illinois (Chicago) Centre for the Study of Medical Education. There were 16 participants from 10 American and 4 Canadian medical schools. The underlying approach was to explore our knowledge and to question current methods, rationale and attitudes. As an introduction on the first day, we were seated around a rather small table in the centre of which was a microphone. The Director of the Centre, Dr. George Miller, suggested we have a round table discussion regarding medical education problems. He noted that none of his Centre staff would be present but instead would be listening to our discussion in the next room. After an hour or so of increasingly frank unloading of our problems Dr. Miller returned. He complimented us on our fine open discussion. We felt good. But he said, “although the word ‘teaching’ was used constantly, the word ‘learning’ was never used.” Of even greater concern was the absence from our discussion of the word ‘students.’ Within an hour or so our confident assumptions disappeared and we were ready to learn about the two-way street of teaching and learning. Learning soon became the centre of our discussion complemented by teaching skills. There was particular emphasis on provision for student discussion, questions and feedback. The concept of a partnership between more senior teacher colleagues and more junior student colleagues echoes the contribution of Sir William Osler so many years before. We discussed formulation of learning objectives, curriculum planning and of evaluation of students, of teachers, and of medical schools. These and about thirty other topics were covered by means of directed reading, group discussions, visiting lecturers and participatory exercises. We returned home transformed. Medical education had become more than a challenging occupation – it became a passion. It was an exciting time for Canadian medical education during the late 1960s and into the 1970s. Four new medical schools

were established – McMaster, Calgary, Sherbrook, and in 1967, Memorial University of Newfoundland. I was invited to take up a position as Professor and Chairman of Medicine. The opportunity to serve in a new medical school as faculty being in the first class of students at UBC’s new school was irresistible. I arrived with my wife and family in St. John’s in 1969 a short time before the first class of medical students entered the army huts that compromised the new school. Déjà vu! It was the intent of the new medical school at Memorial University to step outside of the current box of traditional medical school organization and curriculum. Fundamental was the objective of achieving an interdisciplinary approach to curriculum, research and faculty interaction. This objective was fostered by rejecting the traditional departmental structure; instead multi-disciplinary Divisions of Basic Sciences and of Community Medicine were led respectively by Associate Deans of Basic Sciences and of Community Medicine. Faculty offices and labs of various disciplines were intermingled within areas assigned to the Divisions. Clinical full-time faculty were located in proximity to appropriate patient care areas. Early patient contact and involvement were emphasized. Lectures, tutorials and labs were complemented by progressively introduced problem-based learning. A collegial relationship between faculty and students was generally adopted. In 1974 I became Dean of Medicine. We had many visitors, surveyors and guest speakers. Notable was a medical education expert from the USA. Faculty attendance at his lecture was good. I introduced the speaker. He stood silently before the assembly. Suddenly and forcefully he said, “The Faculty are dogs!” He then turned to me and said: “The Dean is the fire hydrant.” His point, he said, was the importance of gaining your audience’s full attention with your first words! I greatly enjoyed my thirteen years as Dean. I enjoyed seeing progress toward and achievement of objectives. I enjoyed the breadth of contact with so many talented students, faculty and staff. To conclude, I will tell you a brief story about a very wise and able President of Memorial University of Newfoundland. Dr. Moses Morgan was a Newfoundlander and a broadly based scholar. Soon after taking up my post as Dean of Medicine I went to see him and asked him if there was a job description for Deans, as I didn’t want to omit any of my responsibilities. “Al,” he said. “I’m not fond of job descriptions. They can become limiting. A Dean does what a Dean is supposed to do – and if he doesn’t, be sure, I will tell him!”

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Killam Teaching Prize Recipients 2007 Killam Teaching Prize recipients are selected from UBC Faculty based on nominations from students, colleagues and alumni in recognition of excellence in teaching. Dr. Carolyn Brown (Department of Medical Genetics) obtained her PhD at the University of Toronto and performed postdoctoral work at Stanford and Case Western. In 1994, she joined the Department of Medical Genetics and started her own laboratory. She has been an outstanding teacher in several Dr. Carolyn Brown undergraduate and graduate courses and is particularly active in graduate student training, being highly valued by students and faculty for her contributions to numerous thesis committees. She has served for the past 6 years as an energetic Chair of the Medical Genetics Graduate program, which has undergone rapid growth during her term. In a multitude of ways, Dr. Brown has demonstrated excellence and devotion to teaching and mentoring of students at UBC.

Dr. Jason Ford

Dr. Jason C. Ford’s (Department of Pathology & Laboratory Medicine) contributions to teaching at UBC cover the spectrum of medical education: course director and lecturer in the Bachelor of Medical Laboratory Science (BMLSc) program; Block Chair; postgraduate residency educator in Pediatrics, Hematology, and Pathology; fellowship director in Pediatric Hematopathology at BC Children’s Hospital; and inaugural director of the David F. Hardwick Pathology Learning Centre.

Dr. Ford’s students consistently praise his enthusiasm, inspirational energy, and outstanding skills as an educator, as well as his devotion to their learning. Dr. Ford has received the BMLSc Graduates’ Choice for Teaching Excellence and

the UBC Department of Pediatrics Award for Excellence in Teaching. Dr. Barry Kassen (Department of Medicine) is an accomplished, distinguished clinician educator with an exemplary record of teaching innovation and international education research. He is Head, UBC, PHC and VA Divisions of General Internal Medicine, the Associate Director, UBC Postgraduate Medical Education, and Director of PHC Clinical Teaching Units. He has received every major teaching Dr. Barry Kassen award within the Department of Medicine including the Fay R. Dirks Award and the UBC Clinical Faculty Award, and he was twice honoured with the UBC Master Teacher Award. Dr. Kassen is also the recipient of the prestigious Osler Award, the highest honour bestowed by the Canadian Society of Internal Medicine. Dr. Melinda Suto (Department of Occupational Science & Occupational Therapy) is an exceptional educator, with particular expertise in teaching occupational therapy in mental health and qualitative research. Anchored in participatory learning, she engages students in learning methods that stimulates thinking in ways that garner respect and admiration from Dr. Melinda Suto students and peers and is regarded as one of the best learning moments experienced at UBC. One student asserts Dr. Suto “epitomizes the characteristics of all good mental health practitioners - impeccable communication skills, inherent creativity and most importantly, the ability to flow with the punches. She has this incredible knack of turning even the most mundane session into a thought provoking, scintillating discussion, the end of which you had developed new insights about yourself and the world around you.”

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Announcing... E-Tips for Practice Education! E-Tips is a series of eight web-based, interactive education modules to help develop skills and confidence for health care preceptors, clinical educators, fieldwork supervisors, mentors and more. Module Topics: • Setting the stage for clinical teaching • Learning in the practice education setting • Teaching skills in practice education • Fostering clinical reasoning • Giving feedback

• • •

The evaluation process Supporting the struggling student Strategies for resolving conflict

Modules are between 15 and 30 minutes long and can be accessed anytime at no cost. You can complete all or some of the modules and return to the course as often as you’d like.

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Faculty of Medicine Clinical Excellence in

Faculty of Medicine Career Award for

Teaching Award 2008

Excellence in Clinical Teaching 2008

The 2008 Faculty of Medicine Clinical Faculty Award for Excellence in Teaching recognizes three clinical faculty members who had made innovative or extraordinary contributions at UBC in the areas of teaching.

The 2008 Faculty of Medicine Career Award for Excellence in Clinical Teaching recognizes long-time clinical faculty members who over their careers have a sustained record and reputation for excellence in clinical teaching.

• • •

Dr. Adam Cheng, Dept. of Pediatrics Dr. Min Sen Phang, Dept. of Pediatrics Dr. Judy Richardson, Dept. of Physical Therapy

• • •

Dr. Morris Pudek, Dept. of Pathology & Lab Medicine Dr. Linda Vickars, Dept. of Medicine Dr. Andrew Seal, Dept. of Surgery

Faculty of Medicine Significant Impact of

Faculty of Medicine Bill and Marilyn Webber

Teaching in the Local Community 2008

Lifetime Achievement Award 2008

The 2008 Faculty of Medicine Significant Impact of Teaching in the Local Community recognizes a clinical faculty member who has made a sustained educational impact in a local community and demonstrates excellence in teaching across the spectrum of education.

The 2008 Faculty of Medicine Bill and Marilyn Webber Lifetime Achievement Award recognizes an extraordinary member of the Faculty who had sustained a distinguished career at UBC in the areas of research, teaching and/or service.

Dr. Scott Bloom, Dept. of Surgery, Richmond

Dr. Robert Molday, Dept of Biochemistry & Molecular Biology

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Faculty Development Initiatives Grant Recipients 2008-2009 Supporting Residents as Teachers: Developing a Practice Based Model for UBC’s Faculty of Medicine Sandra Jarvis-Selinger & Dan Pratt

Prototypes of Excellence for PBL Tutors Pawel Kindler, Dan Pratt & John Collins

Dr. Pawel Kindler Dr. Sandra Jarvis-Selinger

Dr. Dan Pratt

The project’s goal is to support the successful development of programs offered at UBC to assist residents in their teaching duties. Throughout the UBC Faculty of Medicine, residents are called upon to teach undergraduate medical students and junior residents. This project will investigate successful resident teaching programs in North America (through a literature review, environmental scan and key informant interviews). This information will be synthesized into a ‘best practices and lessons learned’ strategic document which will be presented and discussed with key stakeholders in the Faculty of Medicine (e.g., department heads, program leads, senior administrators, etc.). This project intends to aid in the development of practice-based evidence to support the ongoing Faculty of Medicine initiatives supporting residents as teachers.

Dr. John Collins

This project aims to develop a prototype-of-excellence among PBL tutors as measured by their teaching perspectives (TPI) profiles and to determine if there are any differences between a basic science PBL prototype and a clinical PBL prototype. Several desirable roles and responsibilities of tutors have been reported in the PBL literature, but much less is known about tutors’ perspectives on teaching and on how their accompanying beliefs, intentions and actions can serve the orientation, training and further development of incoming and continuing tutors. Through a “snowball sampling” method, two cohorts of highly nominated skilled tutors will be identified; one basic science and one clinical. Members of each cohort will be requested to take the Teaching Perspective Inventory. As well, each respondent will report the total number of PBL blocks they have ever tutored for the first and second years of UBC’s medical curriculum.

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Education Matters 2008  

The Fourth William Webber Lecture in Medical Education: A Personal Commentary on Some Trends in Medical Education

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