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Scholars Program

Curriculum Development, Program Evaluation and Leadership for System Change

Program Objective

The Education Scholars Program is a highly applied, intermediate level, 2-year program aimed at developing participants’ capacity as education scholars.

Program Description

The overall program goal is to enhance participants’ capacity as education scholars.  Working collaboratively to solve common challenges encountered in health professions education, participants will tackle the most pressing issues in:

  • curriculum and program development,
  • program evaluation, and
  • education leadership and system change.

This will be accomplished through highly applied longitudinal projects, small and large group discussions, guided observations and other practically-oriented tasks that promote application of theoretical concepts to participants’ own education contexts. Individual coaching sessions scheduled throughout the program will also support participants in their growth as education scholars and leaders. The program is deliberately designed to build connection and community within and beyond the program.

Target Audience

This intermediate-level program is designed for individuals who have foundational knowledge in health professions education and an interest in developing their capacity as an education scholar.

Program Structure

5 units over the course of two years, each focused on key theme.  Each unit includes:

  • 3-day intensive synchronous module (Module 1 & 5 in-person, Modules 2, 3 & 4 virtual)
    • Facilitates deep exploration of topics through a variety of reflective, small and large group, case-based teaching and learning formats
    • Provides a language of practice to communicate the value of education
    • Fosters connection and community within and beyond the program
  • Monthly synchronous virtual group sessions (2 hours each)
    • Fosters application of course material to participants’ own education contexts, with a focus on how to navigate expected and unexpected educational dilemmas
  • 1-2 individual virtual coaching sessions (1 hour each)
    • Actively supports development of identity as an education scholar
    • Advances critical thinking skills to address challenges with applying theory to practice
    • Develops reflexive skills critical to their education practice.
  • Independent work (approximately 1-2 hours per week)

Year 1
Unit 1: Foundations
Unit 2: Curriculum and Program Development
Unit 3: Program Evaluation

Year 2
Unit 4: Education Leadership and System Change
Unit 5: Consolidation
End of year: Showcase/graduation

Accreditation Details

The 2023-2024 Education Scholars Program has been accredited for up to:

  • 109.0 credits College of Family Physicians of Canada – Mainpro+ credits (Group Learning)
  • 109.0 credits Royal College Maintenance of Certification Section 1
  • 115 hours Advanced Certificate of Completion in Continuing Professional Development

Review complete accreditation details.

Program Team

Euson YeungProgram LeadHE / HIM

Dr. Euson Yeung is the program lead for the Education Scholars Program. Euson is a Physical Therapist and Assistant Professor in the Department of Physical Therapy at the University of Toronto with a keen interest in curriculum design and learner assessment. Since completing a Master’s of Education and PhD in education, Euson has been actively involved in curriculum and program development in the MScPT program at the University of Toronto, the Canadian Physiotherapy Association (Orthopaedic Division), and more recently with the International Federation of Orthopaedic Manual Physical Therapists. Informed by over 20 years of teaching experience, Euson’s education research and practice uses primarily a cognitivist and constructivist lens to explore how the different ways we view education can influence our approaches to designing curricula and learner assessments. Euson spearheaded the curriculum renewal process for the ESP, working collaboratively with ESP faculty to build on the success of this program.

Mariangela PalumboProgram CoordinatorSHE / HER

Mariangela coordinates the Education Scholars Program (ESP) and the Teaching & Learning in the Clinical Context Program (TLC). Her role involves supporting the incorporation of technology into these programs and ensuring a seamless journey for participants throughout their blended-learning experience. Mariangela holds a Bachelor in Science and a Master’s degree in Food Safety and Nutritional Quality.

Lindsay BakerTheme Co-LeadSHE / HER

Lindsay Baker is the Associate Director, Curriculum Integration and Partnerships at the Centre for Faculty Development. Her work focuses on the purposeful integration of her curriculum development, teaching and qualitative research expertise to develop ethical, competent, and compassionate faculty. At an overarching level, her research uses constructivist and critical approaches to examine the boundaries and relations between disciplines, professions, and knowledge communities. Similarly, she integrates constructivist, transformative, and critical pedagogical approaches to education in my faculty development practice. She recognizes the importance of valuing multiple forms of knowledge and ways of knowing and understanding and try to weave this philosophy through her work.

Laura HayosTheme Co-LeadSHE / HER

Laura Hayos is the Education Development Lead for Clinical Teaching and Operations at the CFD, and leads the Teaching and Learning in the Clinical Context (TLC) program. As an occupational therapist, her perspectives and practices as an educator have been influenced by her experience as a former health professions education learner. While she tends to operate most often from a constructivist paradigm of education, she sees value in and shares the beliefs of many of the different paradigms. She also recognizes the complexity of the systems in which we work, teach and learn and the many contextual factors beyond her own beliefs about the purpose of education and the learning process that influence programmatic, curricular and pedagogical decisions. As a result, she takes an integrated approach to intentionally consider how different paradigms can work together in context to inform educational decisions.

Tina MartimianakisTheme Co-LeadSHE / HER

Dr. Maria Athina (Tina) Martimianakis is Professor and Director of Medical Education Scholarship at the Department of Paediatrics, and Scientist and Associate Director Collaborations and Partnerships at the Wilson Centre, University of Toronto. Tina studies the material effects of discourse and the socio-politics of education with a particular focus on how we influence learning and the construction of health professional identities through structure, culture and discourse.   Her work has explored the effects of discourses such as globalization, collaboration and compassion in health professional education. Her educational practice is closely aligned to her research program. As an educator, Tina employs critical and social cultural pedagogies to develop programming to address hidden curriculum effects, improve the learning environment and to enable health professionals to incorporate complex negotiations of the social world in their educational planning and implementation.

Suzanne ZergerTheme Co-LeadSHE / HER

Suzanne provides leadership for program evaluation and knowledge mobilization activities across the Centre for Faculty Development programs. She brings experience in applied implementation science research and evaluation with a focus on underserved populations and interventions and strategies to address health disparities and systemic inequities. Suzanne has a special interest in finding ways to build evaluation capacity and nurture a learning culture in departments and organizations, and is interested in expanding and deepening the understanding of equity principles in evaluation, including the implications for how they are (and should be) learned and applied in practice. She holds a doctorate degree in Sociology from York University

Latika NirulaTheme LeadSHE / HER

Dr. Latika Nirula, CFD Director, is the Leadership theme lead in the program.  Latika has held a number of senior leadership roles across the academic health system, which have spanned the areas of Education, including faculty development, simulation, digital learning, education evaluation, and curriculum development.  She has a deep interest in how brief solution-focused coaching can enhance conversations in the workplace, and has completed a program in Brief Coaching at OISE/UT. Additionally, Latika holds a PhD in Developmental Psychology and Education

Beck McNeilCoachHE / HIM

Beck is a graduate of the Gestalt Coaching Program based out of Toronto/Istanbul, and has worked in health professions education, leadership development, and coaching for 10 years.  He previously served at St. Michael’s Hospital in Leadership & Organizational Development, then served as Project Manager for the Unity Health Education portfolio under Dr. Patricia Houston and Bev Bulmer.  He left for a few years to serve as Director of Organizational Development at The 519 Church Street Community (*2SLGBTQ+) Centre, and as the lead for the City of Toronto’s Equity, Diversity and Inclusion (EDI) learning program for staff, regularly teaching with the CFD in areas of power, privilege and EDI.  He is now back at Unity Health, serving as the Educational Development Lead, Access and Inclusion, at the Centre for Faculty Development

Ivan SilverCoachHE / HIM

Dr. Ivan Silver has had a career long interest in faculty development particularly the development of our next generation of health professional teachers and supervisors. He is an award winning teacher and medical educator, a Geriatric Psychiatrist at CAMH and a full Professor in the Department of Psychiatry. Ivan was the inaugural director of the Centre for Faculty Development (2002-2009), the Vice-Dean of CPD at the University of Toronto (2005-2011) and the VP of Education at CAMH (2012-2018).He is continuing his scholarship in the areas of feedback, life-long learning and more recently late-career transitioning.

John TeshimaCoachHE / HIM

Dr. John Teshima is a Child and Adolescent Psychiatrist, working on an adolescent inpatient unit at Sunnybrook Health Sciences Centre.  He is an Associate Professor in the Department of Psychiatry, University of Toronto and is a Clinician-Educator.  He completed his medical school, Psychiatry residency, and a fellowship in medical education at the University of Toronto.  He also completed his Master’s of Education at the Ontario Institute for Studies in Education at the University of Toronto. John enjoys teaching at all levels of education, from medical students through to practicing professionals.  He has a strong commitment to faculty development, having been the inaugural Director of Faculty Development for the University of Toronto’s Department of Psychiatry.  He was also the first Canadian to be President of the Association for Academic Psychiatry, the leading international organization that focuses on teaching and faculty development in Psychiatry.

ESP Access and Inclusion Bursary

Interested in applying for a bursary? Click here to learn more.

CFD Membership

All Education Scholars Program participants will be automatically enrolled as a CFD General Member for the academic year(s) you are in the program and in the academic year following completion of the program.


Euson Yeung
Program Lead

Mariangela Palumbo
Education Coordinator, Technology Integration and Programs

Registration Details

Prerequisites: None

Who should register: Open to all health professions faculty and learners.

Format: In person and virtual sessions

Program length: 2 years

Cohort size: up to 24 participants

Upcoming Dates:
Year 1
Unit 1: Foundations
October 2-4, 2023, 9am-4pm ET
 – Module 1 (3-day in-person)
October 31, 2023, 3pm-5pm ET – 2-hour virtual session
November 28, 2023, 3pm-5pm ET – 2-hour virtual session
1 self-scheduled 1:1 coaching (1 hour)

Unit 2: Curriculum and Program Development
January 15-17, 2024, 9am-4pm ET
Module 2 (3-day virtual)
February 13, 2024, 3pm-5pm ET – 2-hour virtual session
March 19, 2024, 3pm-5pm ET – 2-hour virtual session
1 self-scheduled 1:1 coaching (1 hour)

Unit 3: Program Evaluation
April 8-10, 2024, 9am-4pm – Module 3 
(3-day virtual)
May 7, 2024, 3pm-5pm ET – 2-hour virtual session
June 4, 2024, 3pm-5pm ET
2 self-scheduled 1:1 coaching (1 hour each)

Year 2
Unit 4: Education Leadership and System Change
October 7-9, 2024, 9am-4pm
Module 4 (3-day virtual)
November 5, 2024, 3pm-5pm ET – 2-hour virtual session
December 3, 2024, 3pm-5pm ET – 2-hour virtual session
1 self-scheduled 1:1 coaching (1 hour)

Unit 5: Consolidation
January 13-15, 2025, 9am-4pm
Module 5 (3-day in-person)
February 11, 2025 – 2-hour virtual session
March 11, 2025, 3pm-5pm ET – 2-hour virtual session
April 8, 2025, 3pm-5pm ET – 2-hour virtual session
1-2 self-scheduled 1:1 coaching (1 hour each)

May 20, 2025 – Showcase/Graduation (in-person)

$6910.00/year for CFD members
$7950.00/year for non-members

Certificate: Participants will receive a certificate of completion.

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Upcoming Events

  • CFD13-%20CFDLogo_SubBranding__Workshop_Card_Blank.png
    This workshop provides participants with the opportunity to reflect on both providing feedback from the teacher’s perspective and receiving feedback from the learner’s perspective. We will compare and contrast different “conversational choices” available to educators as part of their learning conversations.
    • Stepping Stones
    • Workshop
    Start 09:00 am EST
    End 12:00 pm EST
    Delivery Online
  • CFD13-%20CFDLogo_SubBranding_BPER_Card.png
    Change in the complex environment of academic health sciences has always required meaningful engagement of multiple perspectives. In this session, Cate Creede-Desmarais will share insights from more than two decades of leading strategic change initiatives in health and higher education, and will provide an overview of a simple approach to change that integrates the evolution of change theory over the past century.
    • BPER
    • Rounds
    Start 12:00 pm EST
    End 01:00 pm EST
    Delivery Online
  • CFD13-%20CFDLogo_SubBranding__Workshop_Card_Blank.png
    Utilizing short didactic presentations, group discussions, small group activities as well as case scenarios, this highly interactive workshop will provide an overview of the role, scope, strategies and resources faculty/preceptors/supervisors should consider in order to support learners who witness or experience mistreatment.
    • Stepping Stones
    • Workshop
    Start 09:00 am EST
    End 12:00 pm EST
    Delivery Online


Q. How do I create and/or activate my account to log into the site?

A. To create a CFD user account please click here. If you have already created an account, click here to log in. Please note you will be required to set up a new account and password for our new website. We will connect your account with your previous CFD event records.

Q. Is there a cost to attend your programs?

A. There is a cost to participate in some of our programs. The cost of each of our programs varies and in some cases, the cost varies depending on your status with the Temerty Faculty of Medicine at University of Toronto and/or in which hospital you work as well as whether or not you have an annual CFD Membership.

Q.I do not have a faculty appointment in the Temerty Faculty of Medicine at the University of Toronto. Can I still attend your workshops, programs and/or events? Is there a fee?

A. Anyone whose education activities include teaching, leading, scholarship and advocacy are welcome to attend our workshops, programs and/or events. Specific pre-requisite criteria may apply. Please refer to each workshop, program or event page for details. All fees and discounts (where applicable) can be found in the workshop, program and event pages.

Q.I am interested in having one of your workshops offered at my home site/department. Do you offer this type of service?

A. Please contact us for further information.  The availability of this service is dependent on the resources and capacity of the CFD at the time the request is made.

Q: Is having a CFD Membership the same as having a CFD account?

A: No, a CFD Membership is not the same as a CFD account. However, in order to complete your CFD Membership registration you will be prompted to create a CFD account if you do not already have one. To register for a CFD General Membership and create your account click here.

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Our Programs

The CFD offers a number of exceptional programs to meet current and emerging faculty development needs across the health system. View the full listing of CFD’s programs to determine which may best meet your interests and needs.

Our Programs

The CFD offers a number of exceptional programs to meet current and emerging faculty development needs across the health system. View the full listing of CFD’s programs to determine which may best meet your interests and needs.

Centre for Faculty Development
Li Ka Shing International Healthcare
Education Centre, St. Michael’s Hospital
209 Victoria Street, 4th floor

Mailing Address:
30 Bond Street, Toronto, ON, M5B 1W8


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