Program Objective
Teaching for Transformation (TforT) is jointly offered by Centre for Faculty Development and Centre for Advancing Collaborative Healthcare & Education. It was inspired by a growing need in health professions education and practice to prepare clinicians for a multitude of complex social roles. For example, collaboration, advocacy, and systems navigation must be performed within a complex health care system that aims to support compassionate, equitable, and person-centered care orientations, while also managing limited resources, quality, safety, and accountability. Aligned with these needs, TforT brings together educators interested in the theory and practice of transformative education and critical pedagogies. TforT aims to promote and provide the development of critically reflective/reflexive individuals in relation to their educational roles in health care.
Program Description
TforT brings together educators, clinicians, administrators, leaders, and scholars interested in the theory and practice of humanistic and transformative education and critical pedagogies and practices. The humanist paradigm of education foregrounds self-actualization and the transformative paradigm of education is grounded in a vision of education as an emancipatory practice in pursuit of equity. TforT participants strive to prepare health professions learners for the humanistic, social-relational aspects of health care practice.
TforT explores varying pedagogies, principles, and practices depending on the year. For example, dialogic education, arts-based pedagogy, reflective writing, theatre pedagogy, pedagogies of discomfort, aesthetic education, ways of knowing, active learning, experiential learning, portfolio courses.
These educational approaches may support the following health education goals: compassionate care, equity, diversity, and inclusion, interprofessional education and collaboration, critically reflective practice, advocacy and change agency, systems-based practice, professionalism, ethics of research and clinical practice, person-centered care, patient engagement in education, accessibility and universal design for learning.
TforT is a suite of educational offerings, including an annual conference, the Online Supplements for Education, and custom consultations and programming.
TforT: Annual Conference
Teaching for Transformation: Annual Conference+ (TforT:AC+) is a three day immersion in the education paradigms and practices needed for today’s health care work. TforT: AC+ involves keynote facilitated sessions, nominated emerging work (NEW), workshops, submitted short talks, roundtables, and space for open dialogue. TforT:AC+ will take place online, enabling an international reach.
Conference+
TforT:AC+ is more than a conference. Registration is limited to foster a dialogic learning environment. Additionally, registrants will gain access to a private website of resources and activities for their ongoing use and an online community of support.
Abstract Submission
We invite Short Talk abstracts on finished studies, works in progress, or innovations on the topics of transformative education, transformative learning, critical pedagogy, and more–within the context of health professions and health sciences education.
Abstracts will be reviewed and a limited number invited for presentation. This year, we will have a fast-paced short talks (presenters will speak for approximately 3 minutes each) followed by breakout spaces for engaging in deeper dialogue.
Abstract Review Committee: Beck McNeil, Jeffrey Kiyoshk Ross, Sarah Wright (Chair)
Please note: all presenters will be required to register for the conference.
TforT: Online Supplements
The Online Supplements (OS) for Education support transformative, reflexive approaches to education and teaching within the health professions / health sciences. Ideally, these OS’s should be used in conjunction with in-person sessions as educators can then contextualize content, promote dialogue, and debrief activities.
TforT: Custom Consultations
Teaching for Transformation: Custom Consultations (CC), a partnered working model in which we co-construct programming and resources to support your own team’s learning and working in relation to transformative approaches to education.
Please email Stella Ng or Lindsay Baker if interested.
Contact
Lindsay Baker
Program Co-Lead
lindsay.baker@unityhealthy.to
Stella Ng
Program Co-Lead
stella.ng@utoronto.ca
Prerequisites: None
Who should register: Health professions teachers/educators who are interested in preparing health professions learners for the humanistic, relational, and systemic/structural aspects of health care/sciences with a commitment to collaboration, compassion, and equity.
Format: Virtual
Upcoming Dates: Save the date! March 25-27, 2024
Fees:
More information coming soon!
Register: Registration will be open soon!
Certificate: n/a
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Upcoming Events
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4OctThis workshop introduces participants to six paradigms of education relevant and prevalent in HPE. Participants are provided with an overview of each paradigm, how they are related to common education practices in HPE and how awareness of paradigmatic details and differences support aligned teaching/assessment approaches. -
10OctAs health professional educators (HPEs) we are inundated with information, and a very small proportion is useful for learning and application in patient care decision-making. Harnessing technology, we can create an effective system for information management, filtering out unwanted information, while being notified of the latest scientific articles specific to our area of expertise. Using cognitive load theory, we employ technology tools that can enable HPE stay current and informed. -
12OctThis program introduces participants to the language and frameworks of anti-oppression and social justice. It explores how the Canadian healthcare system continues to participate in discrimination and oppression. It also begins to explore how health care professionals can engage in praxis, which is theory-informed action in the pursuit of social justice.
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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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