Missed that great competency-based curriculum assessment workshop or patient safety paper session? Discover new ways to enhance your educational practice by downloading slides from select ICRE 2019 workshops.
| Session name | Slides |
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| "What works and what doesn't" in appraisal meetings? |
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| A longitudinal interprofessional faculty development program: Adds meaning to work and builds resilience |
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| A safe space for inter-professional faculty development |
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| Challenges with practical evaluation of a faculty driven faculty development program | Download |
| Clinical coaching in Competency-based Medical Education: Perspectives from faculty and learners |
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| Closing Plenary - Next steps: Fostering our global community of leaders and scholars in faculty development |
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| CORAL Collection: Resources to equip and develop entry level leaders in medical education |
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| Data driven faculty development strategic planning for implementing competency based curricular reforms |
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| Developing competencies for academic advisors and competence committee members: A grassroots community approach for faculty development |
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| Developing education leaders through an innovative endowed chair program |
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| Development of a competency framework for residents as teachers |
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| Examining the space between the intended, and the enacted curriculum during reform: Implications for faculty development |
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| Exploring leadership development through the lens of innovation and design thinking |
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| Faculty development initiatives to address the Black and Minority Ethnic (BME) attainment gap in undergraduate medicine: The UK experience |
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| Faculty development program evaluation: A need to embrace complexity |
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| Fostering faculty teaching of clinical reasoning |
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| Fostering socially accountable rural health research through longitudinal faculty development |
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| From burnout prevention to a culture of wellness through faculty development |
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| From lit to lightbulbs: A comprehensive approach to needs assessments |
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| Growing medical educators in the Pacific - How do knowledge and skills learned transfer to Fijian clinicians teaching practice? |
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| Hiding in plain sight - the teaching potential of SAS doctors in the UK |
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| High performance from high expectations: Growing the McMaster clinician educator area of focused competency program |
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| How faculty development influences emerging trends in Canadian CPD: A scoping review | Download |
| Innovative, comprehensive faculty development for large group teaching in am medical school affiliated with a large healthcare system |
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| Integrating and supporting the role of health professional educators in family medicine |
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| Late career expectations: A survey of faculty members age 55+ at 14 U.S. medical schools |
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| Leading through complexity a case study |
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| Lessons learned: A multi methods systems approach to improving the culture and practice of feedback |
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| Lunch and Panel: Diverse perspectives: Learning from other spheres of faculty/professional development |
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| Mentors’ beliefs about their roles in health care education: A qualitative study on mentors’ personal interpretative framework |
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| Mixed methods analysis of the needs of sessional teachers at a health sciences school |
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| Peer observation and feedback for teaching as an emerging faculty development strategy in health professions education |
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| Plenary: Two metaphors for teacher identity: which one do we choose? |
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| Role and impact of changing practice profiles in teaching and learning |
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| Teaching patient safety: The synergy of academic and clinical partnerships to change the culture |
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| Teaching teams to teach: Program evaluation results from an interprofessional faculty development program in academic family medicine |
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| The ALiEM faculty incubator: An outcomes-driven approach to faculty development |
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| The role models of medical education mentors |
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| TiMEtoTeach innovative outreach and support for universal faculty |
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| Unwanted variation in quality of clinical supervision of medical students in Norwegian general practice |
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| Using a curriculum change perspective to identify faculty development support for interprofessional learning |
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| Using a professional development course on introduction to qualitative research to promote post-course research initiatives |
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| What motivates faculty development? An interprofessional glimpse into the minds of healthcare professional educators |
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| What we learned from two educational research series: Lessons learned for interprofessional faculty development |
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| What works in academic leadership development? The evaluative case of a contemporary program |
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| Workshop: An adapted microteaching approach to developing teaching skills for health professionals |
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| Workshop: Creating connections between community & curriculum: A new lens for curriculum development |
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| Workshop: Effective teaching results in effective learning: Using teaching strategies to support learning |
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| Workshop: Geographically dispersed faculty development: How do we make it work |
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| Workshop: Learning in motion: A beginner crash course in video and animation for the medical educator |
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| Workshop: The cultivation of cognitive curiosity: Key for learning, clinical competence, engagement, and well-being in the healthcare profession |
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| Workshop: Upskilling your faculty development planning committee to ensure high impact outcomes and high level evaluation of your programs |
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| Session name | Slides |
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| PA01: Program administrator award for excellence recipient workshop: "Residents: Are like a box of chocolates. You never know what you’re going to get" |
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| PA04: Competency-based Medical Education: A work in progress |
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| PA05: Step-by-step curriculum mapping for the program administrator: “EPA’s, milestones & training experiences – What do I do with them?” |
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| PA07: CanERA – Canadian Excellence in Residency Accreditation (accreditation 101) |
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| PA08: Preparing your Competence Committee – The PA perspective |
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| PA10: PA 101: Or...what have I gotten myself into? |
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| PA13: Time management…It takes time! |
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| PA14: CanERA – Canadian Excellence in Residency Accreditation (advanced) |
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| PA17: Leveraging Elentra to support Competency-based Medical Education |
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| PA18: Faculty assessment & engagement in CBD: The PA perspective |
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| PA21: Accreditation - What to expect from a PA who has just been through it |
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| PA27: Program administrator award for excellence recipient workshop: "Residents: Are like a box of chocolates. You never know what you’re going to get" |
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| PA28: The life of a resident through TMCE and CBD |
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| Program administrators plenary: CBME who’s really driving? Your mileage may vary! |
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| Session name |
Slides |
Audio Recording |
| Contributing evidence towards the validity of the Procedure-Based Assessment in evaluating competency in general surgery training |
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| Development and validation of the McMaster narrative comment rating system: A tool for the quality assessment of narrative comments |
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| Essentials of Assessment in a Competency-based Era 2.0 |
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| Evaluating the psychometric properties of the Clinical Case Assessment Tool (CCAT) |
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| Exploring the relationship between quantity of workplace-based assessments and resident performance in Competency-based Medical Education |
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| I’m expecting something in return: Resident perceptions of cross-specialty assessment |
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| Informing promotion decisions: Designing assessment reports for Competence Committees using Messick’s validity framework |
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| KeyLIME: The year’s most interesting and impactful assessment literature |
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| Learning conversations: An analysis of theoretical roots and their manifestations in feedback and debriefing |
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| Oral case presentation: Evaluation of a novel curriculum and development of a Competency-Based Assessment tool in emergency medicine |
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| Perceptions of assessment and feedback: Hawks, doves and impact on learning |
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| Resident perceptions of assessment and feedback in Competency Based Medical Education (CBME) |
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| The correlation of workplace-based assessments with periodic performance assessment of emergency medicine residents |
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| The difference in communication skills between native Russian and foreign physicians-in-training at Kazan State Medical University (KSMU), Russia |
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| Transforming academic half-day into work based assessment |
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| Trauma surgery exposure among general surgery residents at McMaster University: A retrospective caselog analysis |
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| Understanding operative experience and competency assessment outcomes in UK general surgery training with respect to current UK requirements for completion of training. |
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| Understanding residents’ perceptions of receiving formative feedback from non-physician healthcare professionals |
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| Using workplace-based assessments to drive post-call feedback: Can it work? |
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| Taken out of context: Hazards in the interpretation of written assessment comments |
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| The impact of foregrounding intended use on observer behaviour in the assessment of clinical competence |
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| Who’s watching? Bedside observation and feedback practices in internal medicine |
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| Session name |
Slides |
Audio Recording |
| “Each little change has a ripple effect”: Lessons learned during implementation of Competency By Design in a large established paediatric residency training program |
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| Building relationships and fostering community during the transition to Competency-based Medical Education (CBME): Results from a three-year longitudinal study |
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| Coaching for performance change: The development and evaluation of a longitudinal academic coaching program for Competency-based Medical Education residents in anesthesiology |
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| Competency-based Medical Education implementation: Are we transforming the culture of assessment?; |
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| Creating a culture of coaching in postgraduate medical education at Queen’s University: Characteristics of effective coaching relationships in the clinical learning environment |
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| From “supervisor” to “coach”: Implementing effective coaching behaviours in the clinical learning environment |
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| How does the process of capturing an Entrustable Professional Activity (EPA) observation fit with the intentions of Competency-based Medical Education (CBME): A qualitative study |
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| Implementation of Competency Based Medical Education (CBME) in a Canadian Medical Oncology (MO) training program: Lessons from our first year |
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| Lightning round: Capabilities in practice - A new EPA based assessment method for UK postgraduate physician training |
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| Lightning round: Managing the challenges of implementing a competency-based training program: Lessons learned from 10 years of Competency-based training in the division of orthopaedic surgery at the University of Toronto |
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| Preparing for a Competence By Design residency - It's about mindset |
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| Resident perspectives on feedback, impression management, coaching and mindset in residency training: A qualitative study |
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| Strategies for Designing & Implementing Your Competency-based Medical Education Program: An Introductory Workshop |
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| Symposium: Reconciliation in Indigenous medical education: Exploring the tensions between Indigenous and non-Indigenous frameworks and imagining new possibilities |
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| Transitions to Competence By Design and implications for resident burnout: A case study |
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| Using a rapid-cycle approach to evaluate implementation of Competency-based Medical Education |
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| Using outcome harvesting as a program evaluation tool for CBME implementation at Queen’s |
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| When theory hits the real world: Exploring tensions around entrustment in non-procedural clinical contexts |
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| Session name |
Slides |
Audio Recording |
| Attrition rates of female surgical trainees in Canada |
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| Diversity in residency education: Dealing with inappropriate behaviour |
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| Diversity in residency education: It's not always what you think |
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| Equity, diversity and engagement in medical education |
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| Gender effects in assessment of clinical teaching: Does concordance matter?; |
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| Having to work twice as hard for half the respect: How female surgical residents at the University of Calgary experience gender-based discrimination during postgraduate training |
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| How racism is a barrier to learning in residency: Lessons from a case study |
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| Lightning round: A toolbox for teaching empathy in diverse programs |
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| Lightning round: The interplay of power and diversity in the healthcare environment |
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| Like begets like: How the diversity of faculty within surgery training programs impacts which applicants are invited for interviews |
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| Mentoring program for medical residents: Design and implementation |
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| Mentoring program for medical residents: Faculty development program for mentors |
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| Paper sessKeyLIME : La documentation la plus intéressante et la plus marquante en évaluationion: Mentoring |
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| Simulation-based learning for ethical skills development in the context of diversity on resident education: A mixed method study from a critical, queer and disability approach |
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| Symposium: Flexible training: Improving workplace equality and diversity |
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| Symposium: #WeForShe: Empowering women in medicine |
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| The impact of rural rotations on urban based postgraduate learners: A literature review |
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| To what extent are residents exposed to Indigenous, First Nations and Metis populations in Canada? |
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| Women in emergency medicine: An innovation to support and mentor |
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| Session name |
Slides |
Audio Recording |
| « L’identité professionnelle en formation pendant la résidence » - Élaboration d’un atelier et évaluation de son impact |
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| Attitudes towards research during radiation oncology residency training: A survey of Canadian radiation oncology residents and program directors |
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| Exploring the development of adaptive expertise in navigating difficult conversations |
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| Grounding pediatrician-scientist development in professional identity formation: Early outcomes of the pediatrician-scientist training & development program |
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| Hidden in plain sight? Confronting the hidden curriculum |
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| How do you SOLVE a problem like improvement education? Incorporating creative problem solving and adaptive expertise into a cross-specialty healthcare improvement curriculum |
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| How the CanMEDS professional role can save idealism in residency education: Insights from senior internal medicine residents |
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| How to BE SMART in workplace-based feedback and coaching |
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| Informing a medical assistance in dying curriculum in specialty residency training programs |
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| KeyLIME: Best teaching and learning literature |
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| KeyLIME classic – 9 MedEd papers that you should know |
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| KeyLIME Live @ ICRE |
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| Mapping the health advocate role across postgraduate medical education |
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| Observational learning: Strategies to enhance resident skill acquisition |
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| Optimizing cognitive load in the workplace-based learning environment: Managing the tasks and minimizing the time pressures to support teaching |
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| Professional identity formation of surgical residents in their first year of postgraduate training |
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| Residents’ perceptions on the impact of order sets on their learning: A grounded theory study |
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| What do residents learn from patients? Using narrative reflection to foster patient-physician partnership |
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| Session name | Slides |
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| “The intern at work”: A Canadian resident-driven podcast initiative |
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| Appreciative Inquiry (AI) as strategy for evaluation of a Competency-based Medical Education (CBME) pediatric Antimicrobial Stewardship (AS) curriculum |
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| Broken telephone: Residents and the practice of telephone consultation in an academic health science centre |
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| Building the health advocate role: Innovative Competency-based strategy for residency training |
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| Enhancing surgical education using video playback: A case study on the influence of video playback on the nature and experience of feedback between supervising surgeons and surgical residents |
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| From learner to scholar: Diversifying the pool of medical educators through a postgraduate medical education track |
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| Leveraging Elentra’s assessment plan builder to visualise and track resident performance |
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| MacAdemia: Meeting the faculty development needs of community physician teachers in distributive medical education |
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| SafeSpaceHealth app – Leveraging digital technology for wellbeing, education and professional fulfilment of healthcare providers |
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| The night float debrief session: Enhancing resident education and feedback in the night float model |
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| Using telemedicine to teach clinical reasoning in Guyana - a feasibility assessment |
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ICRE 2019 Resources
Plenary sessions
Deep listening: Dialogues for inclusion and transformation in health care
Speaker: Dr. Lisa Richardson
Speakers: Dr. Glenn Posner, Dr. Adam Garber, Dr. Jena Hall, Ms. Natalie Joy Quesnel, Ms. Natalie Kijek
Trigger warning! ‘Political correctness’, free speech, inclusion, and diversity
Speakers: Dr. Arno Kumagai, Dr. Greta McLachlan, Dr. Saleem Razack and chaired by Dr. Fiona Moss
Strategies to promote diversity: Effective or just symbolic?
Speakers: Professor Dame Jane Dacre, Dr. Maria Elizabeth Montaño Fernandez, Dr. Onye Nnorom, Dr. Shuaib Quraishi and hosted by Ms. Maxine Mawhinney
Speakers: Dr. Tanya Horsley, Dr. Rachael Pack, Dr. Ian Incoll, Stan Hamstra and Dr. Alexandre Mikhail
Speakers: Dr. Farhan Bhanji, Dr. Marcia Clark, Dr. Glenn Posner, Dr. Adam Garber, Ms. Natalie Kijek and Dr. Jena Hall
Missed that great competency-based curriculum assessment workshop or patient safety paper session? Discover new ways to enhance your educational practice by downloading slides from select ICRE 2019 workshops.
International Conference on Faculty Development
Program Administrators Conference
Accreditation in residency education
Admissions: Selecting residents
Assessment: Cutting edge tools and practical techniques
Competency-based education
Diversity in residency education
Educating for quality of care, patient safety, and resource stewardship
Education research methods
Faculty development
Implementing quality of care
Learning analytics
Physician health and wellness
Plenary Session
Simulation in residency education
Teaching and learning in residency education
Using innovative technologies for medical education
What Works? Innovations in residency teaching and assessment