As demonstrated by its many programs and partnerships, the Centre for Faculty Development (CFD) is locally and internationally recognized as an innovator in faculty development. Through its excellence in scholarly educational and research activities, the CFD mobilizes knowledge and inspires transformative educators.
Due to the CFD’s prominence, multiple institutions have reached out to participate in the centre’s programming. In 2015, the CFD educated professionals within:
In 2015, the CFD educated education professionals outside of St. Michael's Hospital, including national and international institutions
There was little research literature published about the establishment of faculty development centres and members of the St. Michael’s Hospital team aimed to resolve this gap. Lindsay Baker, Research and Education Consultant in the Centre for Faculty Development (CFD), along with CFD Director Dr. Karen Leslie and other CFD members, published a paper in 2010 that described a ‘fishhook’ model, which highlighted seven key factors that support the successful formation of centralized faculty development.
In 2013, the CFD serendipitously saw the far-reaching effects of this innovative work. At the second International Conference on Faculty Development in the Health Professions, Dr. Nadia Fida presented a poster on how three medical schools in Saudi Arabia employed the ‘fishhook’ model to reflect on their local goals, settings and culture in their staff development programs. This paper had an impact beyond a citation count and it generated a model that directly contributed to changes in faculty development at three sites in Saudi Arabia.
Lindsay Baker and her colleagues1 published another paper in 2011 on the important, but under-explored influence of power relations in interprofessional education (IPE). This paper has had a strong scholarly impact with 64 citations (a high number of citations in the field of health professions education), 76 Mendeley library bookmarks and several interactions on social media, to date.
In 2015, a review paper on power and conflict in IPE literature, Louder than Words: Power and Conflict in Interprofessional Education Articles, 1954–2013, was published by colleagues at the University of Toronto (Dr. Elise Paradis and Dr. Cynthia Whitehead). Among 2,191 papers identified in this review, only six focused on power and conflict in IPE and the 2011 paper published by Lindsay Baker and colleagues was noted as the “exemplar for future power-related research in IPE.” The 2011 paper was also added to new curriculum initiatives on power and collaboration in undergraduate medical education at the University of Toronto. Every medical student will now better understand crucial ideas and questions around sociological power and its effects on IPE. Improving interprofessional relations will support better patient care in the future.
1 Eileen Egan-Lee, Tina Martimianakis and Scott Reeves
In 2014, the CFD and St. Michael’s Hospital’s Education portfolio co-launched the Education Research Community (ERC) which aims to provide excellent education that is informed by research. The ERC is comprised of more than 60 individuals with diverse backgrounds from St. Michael’s and the broader Toronto community, including businesspeople and medical students to clinicians and scientists.
The community provides members with an active mailing list of resources and opportunities and weekly in-person participation among small groups to allow for deeper dialogue. Weekly meetings may be facilitated discussions with ERC facilitators on education research topics, open sessions for ERC members to gather feedback for works-in-progress, sessions with invited speakers or a journal club.
Since launching the ERC in 2014, there has been a notable increase in the number of presentations accepted and given at the Canadian Conference on Medical Education. This is one of the measurable outputs that has increased since its inception.
But there are other ways participants have benefited from ERC meetings. “The sessions are meeting and exceeding expectations. Research can be intimidating, but the ERC setup and facilitation make it non-threatening. Topics are stimulating, relevant, and timely,” says one ERC participant.
To join the ERC mailing list or attend sessions, interested members are welcome to email firstname.lastname@example.org. Everyone is welcome.