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Scholars Program

Curriculum Development, Program Evaluation and Leadership for System Change

Program Overview

The Education Scholars Program is a highly applied, intermediate level, 2-year program aimed at developing participants’ capacity as education scholars. This program builds on foundational concepts in health professions education and digs deeper into theory and systems level approaches.

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.

Program Structure

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

  • 3-day intensive synchronous module
    • 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: Education Scholar as Teacher
Unit 2: Education Scholar as Developer
Unit 3: Education Scholar as Evaluator

Year 2
Unit 4: Education Scholar as Change Agent
Unit 5: Consolidation
End of year: Showcase/Graduation

Access and Inclusion Bursary

We have established this Bursary to enhance financial support, recognizing that funding access varies across health professions and institutions. Our available funds for this Bursary vary from year to year, and therefore the number of bursaries we can award will vary and become available each winter.

For details on what funding is available and instructions on how to apply, click here.

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 PalumboEducation Coordinator, eLearning and ProgramsSHE / 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.

Laura DempsterProfessor, Faculty of Dentistry, University of TorontoSHE / HER

Dr. Laura Dempster is a Professor at the Faculty of Dentistry, University of Toronto. As an academic, she directs courses in Communication Skills and Behavioural Science in the undergraduate dental curriculum and co-directs courses in Research Methods and Dissemination and Oral Health Seminars to graduate specialty and biomedical students. Laura leads the Education Research theme at Dentistry and held the inaugural Kamienski Professorship in Education Research.  She also contributes as a Wilson Centre Scholar at the Wilson Centre for Research in Education.  Her program of research focuses on teaching and learning, dental anxiety, and dynamics of the clinician/patient relationship, including communication, trust, and patients’ experience. Laura is also committed to faculty development and chairs Dentistry’s FD Committee and co-chairs the Faculty Development Leads Committee at CFD with Latika Nirula. For many years Laura has played an active role in both the Association of Canadian Faculties of Dentistry (ACFD) and its American counterpart, the American Dental Education Association (ADEA), with a longstanding involvement in the International Association of Dental Research (IADR) Education Research Group. She is a Past President of the Ontario Dental Hygienists Association (ODHA), the ACFD, and the IADR Education Research Group. She continues to contribute to dental education, research and scholarship in these and other groups locally, nationally and internationally.

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

Level: Intermediate

Who should register: Open to individuals who are already familiar and comfortable with core concepts in health professions education.

Location: Online and in-person

Program length: 2 years

Cohort size: up to 24 participants

Upcoming dates:

The next cohort is scheduled to start in October 2025. If you wish to be placed on the waiting list please contact and we will notify you once registrations are open.

$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

  • CFD_MembershipMondays_Card.png
    This virtual community event is for CFD members to come together to during a lunch and learn to discuss emerging curiosities, questions and tensions within health professions education on the topic of the month.
    • Member Event
    • loc_virtual
    Start 12:00 pm EDT
    End 01:00 pm EDT
    Delivery Online
  • CFD13-%20CFDLogo_SubBranding__Workshop_Card_Blank.png
    This workshop is focused on the alignment between curriculum, instructional practice, and subsequent assessment. We look at current theory on how assessment practices can shape and enhance learning and work on practical exercise to apply this knowledge to individual assessment practice.
    • Stepping Stones
    • Workshop
    • loc_virtual
    Start 01:00 pm EDT
    End 04:00 pm EDT
    Delivery Online
  • CFD13-%20CFDLogo_SubBranding__Workshop_Card_Blank.png
    Our learning environments can include the classroom, the bedside, the busy hallway, the Zoom room, the learning portal, and the list goes on. How do we establish these “spaces” to optimize the potential for learning? What choices can we make as educators that increase psychological safety in any learning environment?
    • Stepping Stones
    • Workshop
    • loc_virtual
    Start 05:00 pm EDT
    End 08:00 pm EDT
    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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