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.
CFD Membership
You can save on tuition if you add-on CFD membership to your account BEFORE you apply. For more details on membership or to register, click here.
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.
Program Team
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 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.
Theme Leads
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.
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.
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
Coaches
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
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.
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.
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.
Contact
Euson Yeung
Program Lead
euson.yeung@utoronto.ca
Mariangela Palumbo
Education Coordinator, Technology Integration and Programs
mariangela.palumbo@unityhealth.to
Level: Intermediate
Who should apply: 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 mariangela.palumbo@unityhealth.to and we will notify you once applications are open.
Fees:
$13,820.00 for CFD members
$13,925.00 for non-members
Participants can choose to pay the tuition in a single lump sum or divide it into two payments.
CFD Membership is not the same as a CFD Account. CFD Membership is an ADD-ON. For the discounted member tuition rates above, register for annual General Membership here.
General membership is $90/year. It is free for Unity Health Toronto staff, physicians, learners, and patient/family partners and Temerty Faculty of Medicine, University of Toronto staff, faculty (incl. status only) and learners.
Certificate: Participants will receive a certificate of completion.
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Upcoming Events
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12DecThe Education Development Fund (EDF) Grant aims to advance medical education research while nurturing grassroots scholarship. This session will answer questions about what makes a successful EDF grant application.
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13JanLearn to co-facilitate an interprofessional foundational activity about partnership with Patients/Family/Caregivers in partnership with Patients/Family/Caregivers
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23JanThis workshop provides a framework for embedding equity, diversity, and inclusion into CPD instructional design and delivery. We discuss how to create equitable, accessible and inclusive learning environments through the application of a health equity and inclusion framework.
FAQs
Q. How do I create and/or activate my account to log into the site?
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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