A CE must be able to:

1.    Explain and compare key theories and principles of medical education

2.    Develop a plan for life-long learning in medical education

3.    Perform an effective education consultation

4.    Participate in a community of practice

• Download ALL documents for the Foundations unit

• Official Royal College Requirements Document for Foundations Unit

• Primary Review Form (To be filled by Unit Supervisor)

• McMaster Task List for Foundations Unit

• McMaster Reading List for Foundations Unit

• LINK TO THE ROYAL COLLEGE BRIGHTSPACE (Webinar Modules for Foundations)

• Personal Learning Plan Template (To be done at the END)

• Education Scenarios Reflection Document (To be done at the END)

OPTIONAL:

• Practice Consultation Cases by Dr. Teresa Chan (An activity to do with your supervisor to link theory and practice.)

By the end of the Unit, the CE will be able to:

1.  Demonstrate comprehension of key education theories, principles, and concepts, by:

• describing and differentiating at least three education theoretical frameworks, e.g., constructivism, behaviourism, social constructivism, situated learning; development of expertise; development of competence

• outlining the applications to health professions education of the following concepts: adult learning “principles,” competency-based education, problem/task-based learning, community of practice, workplace learning, interprofessional education, societal responsiveness, reflective practice, and learner-centeredness 

• describing the importance to medical education of the following: accreditation, student selection and admission, the education continuum, life-long learning, education innovation

2.  Demonstrate proficiency in education consultation, by:

• performing an effective education consultation, including identifying the education problem, gathering appropriate data, making an education “diagnosis” and making recommendations, and when appropriate being involved in the education intervention or management of the education problem 

3.  Demonstrate a commitment to professional development, by:

• reflecting on and planning for ongoing learning in education, based on the candidate’s needs

• developing a philosophy of teaching and learning based on a theoretical framework

• identifying strategies to supplement or enhance the self assessment of learning needs 

4.  Demonstrate involvement with a community of practice, by:

• identifying a group of interested individuals and engaging in a dialogue or activities related to mutual education interests 

• Please refer to the McMaster Task List for Foundations Unit for a complete listing of the summative and formative assessments required for this unit.

• Personal Learning Plan Template 

• Primary Review Form (To be filled by Unit Supervisor)

Education theories, principles, and concepts

• Dornan T, Mann K, Scherpbier A, Spencer J, editors. Medical education: theory and practice. Edinburgh (UK): Churchill Livingstone / Elsevier; 2010. 

• Mann K. Theoretical perspectives in medical education: past experience and future perspectives. Med Educ. 2011; 45:60-68.

• Issues in Cognitive Psychology: Implications for professional education. Regehr G, Normal GR. Acad Med 1996;71:988-1001

• Kaufman DM, Mann KV, PhD. Teaching and Learning in Medical Education:  How Theory can Inform Practice. (ASME) Association for the Study of Medical Education, editor. Edinburgh, UK; 2006.

• Paas F, Renkl A, Sweller J. Cognitive Load Theory: Instructional implications of the Interaction between information structures and Cognitive Architecture. Instructional Science. 2004. 32: 1-8.

• Vygotsky LS. Mind in Society. Harvard University Press.  1978.

• Brown JS, Collins A, Duguid. Situated Cognition and the Culture of Learning. Educational Researcher. 1989. January-February. 32-42. 

• Lave J, Wenger E. 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge University Press. 

• Mezirow J. Learning as Transformation. San Francisco, CA: Jossey-Bass Publishers. 2000.

Adult learning principles 

• Knowles MS. The adult learner: a neglected species. 4th ed. Houston (TX): Gulf Publishing; 1990. 

• Knowles S, Holton E, Swanson R. The adult learner: the definitive classic in adult education and human resource development.  5th edition. Houston: Gulf Publishing. 1998.

• Norman GR. The adult learner: a mythical species. Acad Med. 1999;74(8):886–9.

Development of expertise, competence

• Ericsson KA. Deliberate practice and acquisition of expert performance: a general overview. Acad Emerg Med. 2008 Nov;15(11):988-94. doi: 10.1111/j.1553-2712.2008.00227.x. 

• Reznick RK, MacRae H. Teaching surgical skills–changes in the wind. N Engl J Med. 2006 Dec 21;355(25):2664-9. 

• Dunphy BC, Williamson SL. In pursuit of expertise. Toward an educational model for expertise development. Adv Health Sci Educ Theory Pract. 2004;9(2):107-27.

• McGaghie W, Issenberg S, Cohen E, Barsuk J, Wayne D. Medical education featuring mastery learning with deliberate practice can lead to better health for individuals and populations. Acad Med. 2011 Nov;86(11):e8-9. 

Competency-based education 

• Carraccio C, Wolfsthal SD, Englander R, Ferentz K, Martin C. Shifting paradigms: from Flexner to competencies. Acad Med. 2002;77(5):361–7.

• Frank JR, Snell LS, Cate OT, Holmboe ES, Carraccio C, Swing SR, et al. Competency-based medical education: theory to practice. Med Teach. 2010;32(8):638–45.

• Holmboe E, Snell L. Principles of Competency-Based Education: Better Preparing Residents for Practice. In Creating and Redesigning Curricula – a CanMEDS Guide for Clinical Education. Eds Sherbino J & Frank J. RCPSC, Ottawa, 2011. 

• Hodges BD, Lingard L, editors. The question of competence: reconsidering medical education in the twenty-first century. Ithaca (NY): Cornell University Press; 2012.

• Albanese MA, et al. Defining characteristics of educational competencies. Med Ed.2008;42;248-255.

• Albanese M, Mejicano G, Gruppen L. ‘Competency-based medical education: A defense against the four horseman of the medical education apocalypse’. Acad Med. 2008; 83(12):1132-1139.

• Medical education and the tyranny of competence. Brooks MA. Perspect Biol Med. 2009;52:90-102.

Problem/task-based learning 

• Colliver J. Effectiveness of problem-based learning curricula: research and theory. Academic Medicine 2000; 75.3: 259-266.

• Barrows H.  Problem-based learning in medicine and beyond: A brief overview.  New Directions for Teaching and Learning. 68:3–12, Winter 1996

Workplace learning

• Alice Y. Kolb and David A. Kolb. Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Academy of Management Learning & Education, 2005, 4(2)Jun:193-212

Interprofessional education 

• Hammick M et al. Interprofessional education. BEME Guide no. 9 2007, Vol. 29, No. 8 , Pages 735-751 doi:10.1080/01421590701682576)      

Community of practice

• Sherbino J, Snell L, Dath D, Dojeiji S, Abbott C, Frank JR. A national clinician-educator program: a model of an effective community of practice. Med Educ Online. 2010; Dec 6;15.

• Wenger E, McDermott R, Snyder W. Communities of practice and their value to organizations. In: Cultivating communities of practice. Boston: Harvard Business School Press; 2002. p. 1–47.

• Wenger E. Communities of Practice: Learning, meaning and identity. Cambridge University Press. 1998.

• Cox M, Richlin L. Building Faculty Learning Communities: New Directions for Teaching and Learning, No. 97. 2004.

Societal responsiveness

• Cruess SR, Johnston S, Cruess RL. Professionalism for medicine: opportunities and obligations. Iowa Orthop J. 2004;24:9-14. 

Reflective practice 

• Schon DA. Educating the reflective practitioner: toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass; 1987.

• Schon D . The Reflective Practitioner: How Professionals Think in Practice. New York: Basic Books. 1983.

• Eva K, Regehr G. Self-assessment in the health professions: a reformulation and research agenda. Acad. Medicine.2005; 80(10 Suppl):S46-54.

• Mann K. et al. Reflection and reflective practice in health professions education: A systematic review. Adv in Health Sci Educ. 2007.

Learner-centeredness 

• Barr RB, Tagg J. From teaching to learning: A new paradigm for undergraduate education. Change 1995November-December: 13-25. 

Accreditation

medical school:

• http://www.lcme.org/ 

• http://www.afmc.ca/accreditation-cacms-e.php 

residency:

• http://www.royalcollege.ca/portal/page/portal/rc/credentials/accreditation 

CPD:

• http://www.afmc.ca/accreditation-cacme-e.php 

Student selection and admission

• Eva KW, Reiter HI, Rosenfeld J, Trinh K, Wood TJ, Normal GR. Association between a medical school admission process using the multiple mini-interview and national licensing examination scores. JAMA. 2012;308(21):2233–40.

• Young M, Razack S et al. Calling for a broader conceptualization of diversity: surface and deep diversity in four Canadian medical schools.  Acad Med. 2012 Nov;87(11):1501-10. doi: 10.1097/ACM.0b013e31826daf74.

Life-long learning

• Parboosingh J, Campbell C, et al. on behalf of the Scholar Lifelong Learning working group. Pursuing excellence in practice: a CanMEDS Scholar program on lifelong learning. Ottawa: The Royal College of Physicians and Surgeons of Canada; 2008.

Self Assessment

• White CB, Gruppen LD, PhD. Self-Assessment and Self-Regulated Learning. Association for the Study of Medical Education, editor. Edinburgh, UK.

Education innovation

• Steinert Y, Snell L. From Curriculum Design to Implementation: Educational Innovation and Scholarship. In Creating and Redesigning Curricula – a CanMEDS Guide for Clinical Education. Eds Sherbino J & Frank J. RCPSC, Ottawa, 2011. 

Online resources

• ICE Blog – International Clinician Educators Blog – https://icenetblog.royalcollege.ca

• Spark Podcast (McMaster PFD) – https://podcasts.apple.com/ca/podcast/macpfd-spark-podcast/id1532086061 

• The Papers Podcast with the Karolinska Institute – https://paperspodcast.ki.se/