MERIT is offering a series of four FREE 1-hour workshops designed to support McMasterFHS faculty in developing a qualitative HPE study for any grant competition. Through a combination of short presentations and peer and instructor feedback, you will learn about and develop qualitative research questions to answer an educational problem in your practice.

To participate, you must be interested in qualitative research, and may be interested in submitting to any grant competition (e.g., Royal College Grants such as MERG and CanMEDS [due in March], FHS education grant [due in April], or CAME grants [due in November]).

Participants can have any level of familiarity with qualitative methods.

We welcome novice researchers!

Workshop Dates (every second Thursday):

January 13th, 2022, 12:00-1:00 pm ETJanuary 27th, 2022, 12:00-1:00 pm ETFebruary 10th, 2022, 12:00-1:00 pm ETFebruary 24th, 2022, 12:00-1:00 pm ET

Delivered Virtually (Zoom)

* Registration is now closed.
Interested in participating in future Qualitative Grant Writing workshops?

Program Content

The following is a listing of the program content that participants will engage in over the duration of this workshop series:

• Workshop #1: Developing Qualitative Research Questions
• Workshop #2: Selecting & Justifying a Qualitative Methodology
• Workshop #3: Aligning Qualitative Methods / Techniques with Methodology
• Workshop #4: Develop a Qualitative Research Proposal

Learning Objectives

At the end of this virtual event, participants will be able to:

• Identify a practice-relevant problem that can be addressed through qualitative research.
• Develop research questions for a qualitative study.
• Select and describe a qualitative methodology, relevant to specific research questions.
• Select and describe qualitative methods, aligned with a specific research question and methodology.

Workshop Specifics

Workshop #1 Developing Qualitative Research Questions

January 13th, 2022, 12:00-1:00pm

Presentation (20 mins):

• What is the problem-gap-hook heuristic?
• What constitutes a qualitative research question?
• Small Group Discussion (40 min): Research Problems & Brainstorm Research Questions

Workshop #2 Selecting & Justifying a Qualitative Methodology

January 27th, 2022, 12:00-1:00pm

Small Group Discussion (20 mins): Discussion & Feedback on Research Questions

Presentation (20 minutes):

• Aligning research questions, methodology, and methods
• Common qualitative methodologies
• Selecting a methodology (alignment with research question, expertise on the team, time commitment)
• Small Group Discussion (20 min): Decide on RQ & Discuss Possible Methodology

Workshop #3 Aligning Qualitative Methods / Techniques with Methodology

January 13th, 2022, 12:00-1:00pm

Small Group Discussion (20 min): Discussion & Feedback on Methodology

Presentation (20 mins):

• “Fit” of methods with methodology & RQ
• Common qualitative methods – affordances and limitations
• Small Group Discussion (20 min):
• Develop methods
• Submit protocol for feedback
• Submit questions for final workshop

Workshop #4 Develop a Qualitative Research Proposal *January 27th, 2022, 12:00-1:00pm

Presentation (20 min): Extra details in a qualitative (reflexivity, building a team, other questions as submitted)

• Small Group Discussion (30 min): Exchange drafts and workshop feedback
• Wrap Up & Final Questions (10 min)
• Problem Research Questions, Methods, Methodology

Speaker/Facilitator

Renate Kahlke

Dr. Renate Kahlke is a researcher, qualitative methodologist, theorist, and educator. After working in curriculum design and faculty development for interprofessional education and simulation at the University of Alberta, she earned a PhD in Educational Policy Studies there in 2016. She then completed a postdoctoral fellowship at the Centre for Health Education Scholarship at the University of British Columbia in 2018. She lead program evaluation and research as a Research Associate at the Royal College of Physicians and Surgeons of Canada until May 2021 and is now excited to join the Department of Medicine and MERIT as Assistant Professor and Scientist. She continues to hold an appointment as Adjunct Professor in the Department of Innovation in Medical Education at the University of Ottawa.

Teresa Chan

Dr. Teresa Chan (@TChanMD) is an associate professor in the Division of Emergency Medicine, Department of Medicine at McMaster University.  She is the associate dean for McMaster Faculty of Health Sciences Continuing Professional Development (@MacPFD, @mcmasterchse, @MacLtl).  She is an avid scholar in health professions education and works with the MERIT group (@MERIT_McMaster), and conducts research and scholarship within this area. She has written almost exclusively using collaborative platforms for the past 5 years.

This program has been co-developed by the
McMaster Program for Faculty Development & McMaster Department of Medicine.

The ability to bridge between worlds as a leader is a must-have skill, but one that is rarely operationalized. For example, leaders in Canadian academic health sciences centres (AHSCs) are often invested in one of two sides: the university or hospital/health systems side. Rarely are the two worlds well bridged, and as a result there is a growing divide between the academics and the hospital administrators of our AHSCs. The solutions for most problems, however, often require both parties within the leadership of the AHSCs to have a deep empathy and understanding of each others’ priorities and interests.

We hope that this program can allow leaders who hold dual citizenship roles (e.g. teacher and researcher, hospital leader and academic faculty, clinician and scientist, or others) to work on reconciling their two sides and to find ways to collaboratively seek solutions that are win-win for all involved.  By participating in this program, we hope to help participants set the foundation to effectively lead in their academic, research, and clinical leadership roles.

The 2022 Winter Cohort is accredited for 14.75 hours of Mainpro+ or MOC Section 1 credits.

Application Worksheet*

* This form is a worksheet that has been created for you to use to prepare your application information. Please note: once the worksheet has been filled out, you will then need to copy-and-paste all your answers into our online application system.

PRICE:
$5500 CAD for Individuals outside of McMaster Community
$3500 CAD for Mac Faculty/Staff
$1800 CAD for Residents/Fellows

Note: Needs-based support available to all. Part of the application will allow us to possibly accommodate individuals that require additional support.

Leaders Program
Winter Cohort

January 31st – May 25th, 2022 (times vary)

Main Learning Sessions

Monday, January 31st, 2022 , 1-5pm ET
Wednesday, March 2nd, 2022, 1-5pm ET
Friday, April 1st, 2022, 9am-1pm ET
Thursday, April 28th, 2022, 9am-1pm ET
Wednesday, May 25th, 2022, 1-5pm ET

Additional Small Group Project Time will be asked of the team from 3-5pm or 7-9pm  on one of Tuesday, Wednesday, or Thursday.

Overall Objectives

At the end of the program, participants will be able to:

• List key issues facing new and current leaders in academia, healthcare, and society.
• Add new skills to their basic toolkit for leading themselves, others, and their teams.
• Identify at least one leadership project that they can work upon and pitch to stakeholders.
• Articulate at least 3-5 new frameworks that they can use in their leadership practice.
• Create connection between leaders within the Faculty of Health Sciences.

The Importance & Impact of Identities in the Next Generation of Health Care Education & Practice:

A Conversation with Jeewan Chanicka

Wednesday, February 2nd, 2022, from 3-4:30pm EST Delivered Virtually

Our identities shape how we experience the world and how people see and respond to us. Some identities afford privilege, while others lead to marginalization. In systems of education and health care, identities can determine who is successful and who is unsuccessful. Transformation requires us to turn our gaze towards ourselves to consider the identities we hold in relation to the students and patients that we serve, identifying ways in which we may be complicitl creating barriers for those whose identities are different from our own. We need not feel defensive or embarrassed about our identities, as this learning is not about feelings of blame, shame, or guilt. Instead, this learning will help us to do better for the students and patients that we serve, giving us the chance for innovation and the opportunity to change the trajectory of health care education and practice.

Learning Objectives

By the end of this virtual event, participants will be able to:

• Understand overlapping systems of identities and how identities shape our experience of the world.
• Consider how we interface with those whose identity is different from our own, and how this may create unnecessary barriers for some.
• Brainstorm potential innovations and opportunities to contribute to change.

Agenda

The event will consist of three to four interview questions to be asked by the session facilitators. There will be an open Q & A period with any time remaining.  Depending on numbers and interest, we may have smaller discussion / breakout groups.

Speaker

Jeewan Chanicka https://jeewan.ca/transforming-education/

Director of Education, Waterloo Region District School Board

Former Superintendent of Equity, Anti-Racism & Anti-Oppression and Superintendent of Schools, Toronto District School Board

Board Member, Centre for Courage & Renewal

Facilitator Conrad Sichler

Dr. Conrad Sichler is a family physician in the Faculty of Family Medicine at McMaster University whose work for the past 20 years has been mostly in the area of mental health and addiction medicine, with an increasing focus on the treatment of trauma.  He teaches mindfulness, treats health care providers with addictions, and has been privileged to study with and learn from a number of Anishinaabe elders.  He plays guitar and drums, sings, and writes songs.

Facilitator Sandra VanderKaay

Sandra VanderKaay is an Assistant Professor in the School of Rehabilitation Science and a CanChild Scientist. Sandra’s areas of research include clinical reasoning and ethical decision-making in occupational therapy practice, and she collaborates on research regarding tiered approaches to school-based rehabilitation services. Sandra has been a registered occupational therapist since 1996 and has worked primarily in pediatrics.

How to manage your mind to manage your schedule

A structured, interactive, professional development workshop to optimize time management and eliminate procrastination. Learn how to reduce the constant feeling of overwhelm, create a schedule that revolves around your priorities, and apply a system to create the time and desire to get what you want to do done. It’s time for change.

Registration is now closed.

Registration Fee: $349 +HST Practicing Professionals & Faculty $149 +HST Trainees & LMIC Participants(for all 4 session dates)

 Course Dates & Time

All sessions are from 7:30-9:00pm EST
Thursday, February 3rd, 2022Thursday, February 10th, 2022Thursday, February 17th, 2022Thursday, February 24th, 2022, Delivered Virtually (Zoom)

This workshop will help catalyze change in your life.

Consider it a personal training program for your time management. We will use concepts from ancient wisdom and evidence from modern research. Through the workshop you will understand the cognitive, motivational, and operational factors that are critical to effective time management. There will be four live sessions, asynchronous work, and homework.

You will walk through a four-step process to understand and improve your time management skills:

This workshop will help if you are:

• A busy professional who wants to be able to accomplish more.
• Feeling stuck in a rut at your current productivity level.
• Constantly feeling overwhelmed by everything you have to do.
• A high performer but unsure of how to take your level of focus and productivity to the next level.
• Struggling with a pattern of avoiding certain tasks and aren’t sure why.
• Drowning in emails and to-do lists.
• A chronic procrastinator who approaches their life with resignation.
• Unsure why you procrastinate on certain tasks.
• Ready to get your calendar, your mind, and your life under control.

Feedback from Previous Workshop Participants:

“This class completely transformed how I look at email, my calendar, creating tasks, and so much more! I still have work to do regarding myself worth and imposter syndrome but feel really happy to have acknowledged many of these feelings and am now on the right track to success.”

“I thoroughly enjoyed this course and have been pleased to see my productivity and mental stress improve in the last few weeks.”

“This course was truly transformational, and I greatly appreciated the early focus on underlying reasons for procrastination. While always a work in progress, I feel that my time management skills are improving towards a level that will prepare me for success in the demanding world of clinical medicine.”

For More on “Time For Your Life”

For Dr. Shenvi’s Past Course

Speaker

Christina Shenvi

Dr. Shenvi (@clshenvi) is an Assistant Professor of Emergency Medicine at the University of North Carolina – Chapel Hill. She serves as the Associate Program Director for the EM residency program. She also serves as Director of the UNC Office of Academic Excellence for the School of Medicine, coordinating coaching and academic support programs for the students. She runs the Geriatric EM podcast, GEMCAST, and has spoken on other podcasts such as EM:RAP, ERCast, and Stimulus. Dr. Shenvi has received multiple teaching awards including the the 2015 UNC Academy of Educators teaching award, 2017 CORD national faculty teaching award, the 2019 ACEP national junior faculty teaching award, and the 2020 UNC Academy of Educators GME teaching award. She co-directs the national ACEP Teaching Fellowship and has a passion for teaching, learning, deliberate practice, and innovative pedagogy. She is particularly interested in helping individuals optimize their performance through time management using cognitive, motivational, and organizational strategies.

Faculty Orientation & Networking

Have you joined our faculty within the past few years but aren’t sure what you have access to or what opportunities are available for faculty development?

Join us for Macademia Explorer & Faculty Orientation with Networking!

This event is for faculty across campuses.

In this Faculty Development Orientation session, you will be given a quick tour of all the McMaster FHS Program for Faculty Development has in store for you. Following that, you will be given an overview of our new faculty development modular-based certificate system. Finally, we will engage in a peer-networking session to help you begin to think about and articulate your own academic faculty identity.

We will have discussions about different ways to get involved in academia: opportunities for teaching and non-teaching roles, how to stay connected, and how to meet your faculty development needs via our program’s events.

Who knows, local luminaries may attend and be part of the networking!

Wed., February 9th, 2022, 12-1pm  Delivered Virtually with Sophy

What is Macademia Explorer QUEST?

It is intended to onboard new faculty to be part of an exciting new certificate program called the: Macademia QUEST program (check out the site: https://fac.dev for some details). During this session, you will also receive some orientation about the rest of the Faculty Development offerings, and engage in some much desired networking and community building … all as part of your first QUEST.

Facilitator Ruth Chen

Dr. Ruth Chen, PhD, is an associate professor within the McMaster School of Nursing, Faculty of Health Sciences. She is the associate director of the McMaster FHS Academic Leadership Program. She is also the assistant dean of the McMaster Program for Faculty Development (@MacPFD) at McMaster University.

Facilitator X. Catherine Tong

Dr. Tong is an Assistant Clinical Professor affiliated with the Department of Family Medicine at McMaster University.  She currently practices emergency medicine at the Grand River and St. Mary’s General Hospitals in Kitchener-Waterloo, and family medicine at the Grand Valley Institute for Women, a federal correctional facility in Kitchener.  She is the faculty development coordinator at Waterloo Regional Campus (@MacMedWRC), and the team lead for the Inspired Teaching Team of the Program for Faculty Development at the Faculty for Health Sciences.

MERIT has generously offered up to 2 grants of $3000 CAD each ($6000 CAD total) to support new initiatives aligned with our conference theme of ReThinking Clinical Reasoning.

Submission deadline of June 15, 2022.

A New Way to Conference: the ReThink Conference

ReThink Clinical Reasoning Conference

Join us to explore how we can change the way we think about clinical reasoning. February 16, 2022 (10am-4pm ET)

This will be a (mostly) Zoom virtual event, augmented by Sophya Spaces

A New Kind of Conference

Trailer

The ReThink conference started with big ideas, drawing from multiple disciplines.  We invite you to join us and explore ways to implement these ideas.

Expand your research and professional network by engaging with a multidisciplinary group of scientists, clinicians, and educators to design the future of clinical reasoning.

Conference Domains

The Conference Domains

There are four domains that will be the themes for our conference. Each is an examination of how clinical reasoning intersects with another key aspect of our society.

What has been done already?

Our organizing committee has recruited 3 writing teams to identify the critical factors that impact clinical reasoning now and in the future. Our social justice writing team is focused on the systemic challenges faced by patients in receiving equitable attention and resources in the clinical reasoning process.  Our health systems writing team is focused on highlighting the importance of the context guiding patients to access healthcare services. Our technology writing team is focused on the potential for artificial intelligence and computer supports to modify, maybe even improve, the clinical reasoning process.

This workshop has been cancelled.

Health care professionals often spend around as much time at work as they do with their families, if not more. Studies of British civil servants show that health outcomes stratify in lockstep with their rank in the work hierarchy. Work stress increases the likelihood of physical injury on the job, as well as a variety of mental health problems, including mood disorders, substance use disorders, and trauma-related disorders. Modeling of healthy or unhealthy workplace behaviour is contagious. Workplace stress also decreases morale and productivity and increases sick time. The ongoing pandemic has been a time of increased stress across healthcare and the larger society.

We invite you to come and play with and around these serious issues with Hartley Jafine and his assistants through the practice of improvisation. We aim to facilitate some tangible, embodied experiences of how to creatively foster a more humane, efficient, and productive workplace!

Learning Objectives

By the end of this virtual event, participants will:

• Explore the benefits of using drama/theatre to creatively unpack complex concepts in health care and to extend knowledge and learning.
• Become aware of power/status dynamics in health care contexts including uncovering biases and assumptions related to status and their impact on human interactions.
• Develop tools to begin to address and dismantle power/status dynamics in our own health care contexts.
• Apply tangible improvisational experiences to understand what facilitates and inhibits workplace cohesion, morale, and enjoyment.

Agenda

• Introduction (10 mins.)
• Demonstration (5-10 mins.)
• Improv Activity  (20 mins.)
• Breakout Room Activity (10-15 mins.)
• Debrief with Entire Group (10-15 mins.)
• Repeat Breakout Room & Debrief (as time allows)
• Wrap-Up  (10-20 minutes)

Speakers

Hartley Jafine

Hartley joined the Arts & Science Program in 2012-13, and also teaches in the Bachelor of Health Sciences (Honours) Program, where he facilitates theatre and arts-based courses. Hartley holds a BA in Theatre Studies from Acadia University and an MA in Applied Drama from Goldsmiths, University of London (UK). He has facilitated theatre workshops and productions both nationally and internationally. Currently working on his PhD, he focuses his teaching and research on Applied Drama, research-based theatre, and the use of drama in professional health science education. He has been honoured to receive four McMaster Students Union Teaching Awards for his work in the Faculty of Health Sciences (2012, 2015, 2018) and the Arts & Science Program (2017). He is also a clown nose enthusiast.

Conrad Sichler

Dr. Conrad Sichler is a family physician in the Faculty of Family Medicine at McMaster University whose work for the past 20 years has been mostly in the area of mental health and addiction medicine, with an increasing focus on the treatment of trauma.  He teaches mindfulness, treats health care providers with addictions, and has been privileged to study with and learn from a number of Anishinaabe elders.  He plays guitar and drums, sings, and writes songs.

Sandra VanderKaay

Sandra VanderKaay is an Assistant Professor in the School of Rehabilitation Science and a CanChild Scientist. Sandra’s areas of research include clinical reasoning and ethical decision-making in occupational therapy practice, and she collaborates on research regarding tiered approaches to school-based rehabilitation services. Sandra has been a registered occupational therapist since 1996 and has worked primarily in pediatrics.

MacFACTS is a web-based database hosted on a secure server where users are able to update, save, and print their CV report formatted in the McMaster Guidelines.  The seamless interface is very easy to follow and allows faculty members to get up to date and stay up to date.

Learn how to access and navigate MacFACTS from your office or home.

Agenda

• Introduction: Webpage & Resources for MacFACTS
• Demonstration of the System
• Discussion: FHS Programs & Tracking of Faculty Teaching
• Questions
• Closing Remarks & Discussion of Additional Help Options

Learning Objectives

• At the end of this workshop, participants will be able to:
• Understand the system and interface used by FHS to update McMaster CV.
• Understand how to view their teaching contributions and the process to clarify or have teaching added to their records.
• Print an updated CV in McMaster format.

Organizer & Speaker

Barb Halliday

Barb Halliday is a Business Analyst with Computer Services Unit in FHS. She specializes in training and support for MacFACTS.

Women remain underrepresented as leaders in academia and healthcare settings. To close this gap, cultural change and contributions from all involved in these spheres will be important – whether that is existing women in leadership or those seeking to be allies for women aspiring to hold positive experiences. The 2022 Women’s Symposium will be a venue where we can bring together individuals (both women and their allies) to consider how we might close the persistent gender gap within our work environments. This is the 2nd annual symposium, after a successful inaugural event in 2021. All faculty members who identify as women and allies of women within the Faculty of Health Sciences (and beyond) are invited to join us.

Participants can claim up to 3.5 Mainpro+ credits or 3.5 MOC Section 1 hours. For our American colleagues, please scroll to the bottom of the page to find out the AMA equivalency for the CME credits.

Overall Learning Objectives

By the end of the event, participants will be able to:

• Articulate key issues facing women in academia, leadership, healthcare, and society.
• Add new skills to their toolkit for approaching key barriers that women face in academia, leadership, healthcare, and society.
• Navigate the intersectionalities of gender and other identity constructs to form meaningful collaborations and allyships.
• Empower allies across McMaster Faculty of Health Sciences and in surrounding healthcare communities to take action to advance women’s roles in health and healthcare.

12:10-12:28 pm Signing of the Hamilton Charter for Promoting Gender Equity in Healthcare

Dr. Paul O’Byrne, Sharon Pierson, & Melissa Farrell

12:28-12:40pm Land Acknowledgemet

Dr. Bernice Downey

12:40-12:45pm Welcome from Senior Leadership

Dr. Susan Denburg & Melissa Farrell

12:45-1:00pm This event is proudly co-developed by the Ontario Medical Association’s OMA Women Commit

Welcome from OMA Women Dr. Sharon Bal & Dr. Clover Hemans

1:00-1:25 pm Self-Agency: Critical to Opportunities for Women in Leadership

Dr. Jackie Schleifer Taylor President of London Health Sciences Centre

• Gain an enhanced understanding of the difficulties women face in positions of leadership.
• Identify the leadership archetypes that can create barriers to advancement of women to leadership positions.
• Identify how individual career trajectory self-agency can enable opportunities for leadership.

1:25-1:50 pm Reflections on Leadership During the Pandemic: Handling Uncertainty

Dr. Anita Palepu Head, Department of Medicine, University of British Columbia

• Identify strategies to manage uncertainty when dealing with complex systems and people.

1:50-2:15 pm Being an Ally as a Leader: What Does it Mean for Women & Equity-Seeking Groups in Health Care

Dr. Kevin Smith President & CEO, University Health Network

• Describe University Health Network’s work in promoting opportunities for women and equity-seeking groups to lead and achieve professional fulfillment at Canada’s largest health network, as well as the work that still needs to be done.
• Identify strategies that other organizations may adopt to achieve similar goals.

2:15-2:40 pm Panel Session: Q+A

Host: Melissa Farrell
Drs. Jackie Schleifer Taylor + Anita Palepu + Kevin Smith

2:40-2:45 pm Break & Decide Breakout Session

• Please ensure that you choose one workshop to attend, rather than moving between them.
• Introduction of Workshop Speakers Dr. Teresa Chan

2:45-3:40 pm Breakout Session

The breakout session will be followed by a ten minute break. Broken Bones & Broken Lives Dr. Mohit Bhandari

By the end of this session, participants will be able to:

• Identify clinical manifestations of intimate partner violence.
• Create processes to identify and support victims of intimate partner violence.
• Participate in the EDUCATE program – to increase awareness and action in the clinic environment.

What We Can Do to Help Women Get to “Yes!” Drs. Renate Kahlke & Sandra Monteiro

By the end of this session, participants will be able to:

• Describe the evidence for a gender gap between women and men’s advancement in academic medicine.
• Describe  the barriers to women’s advancement in academic medicine.
• Discuss strategies allies can use to support women’s advancement.

Networking & Growing Your Band of Allies Drs. Teresa Chan & Michael Colapinto

By the end of this session, participants will be able to:

• Identify two strategies to grow their network and expand their band of allies.
• Commit to emailing one new person that they would like to contact or meet with online.
• Articulate one strategy to overcome a barrier they have encountered.

3:40-3:45 pm Introduction of Afternoon Plenaries

Hosts: Drs. Sonia Anand & Teresa Chan

3:45-4:10 pm Leadership & Fostering Community Partnerships

Brenda Flaherty Former Executive VP of Clinical Operations & COO, Hamilton Health Sciences

• Creating and fostering trusting relationships with community partners and how these partnerships can mutually benefit organizations and community health.
• Building alliances and connections with community partners as an approach to leadership.

4:10-4:35 pm Breaking Bias & Barriers for Women in Medicine to Thrive in a Pandemic World

Dr. Vineet Arora Dean for Medical Education, The University of Chicago Pritzker School of Medicine

• Review how the pandemic has hampered progress for women in medicine.
• Outline immediate steps to salvage careers for women in medicine, especially in academia.
• Showcase models for women in medicine to succeed in academia.

4:35-4:50 pm Panel Session: Q+A

Hosts: Drs. Sonia Anand & Teresa Chan
Brenda Flaherty + Dr. Vineet Arora

4:50-5:00 pm Closing Remarks

Hosts: Drs. Sonia Anand & Teresa Chan

5:00 pm Virtual Reception via SoWork

• Please see your email for the link to join. Make sure to use the CHROME browser when joining, and enter as “Guest”.

Planning Committee

Sonia Anand

Dr. Sonia Anand is a Professor of Medicine and Epidemiology at McMaster University, and a Senior Scientist at the Population Health Research Institute. She is also a vascular medicine specialist at Hamilton Health Sciences and McMaster University. Dr. Anand is the Association Chair of Equity & Diversity in the McMaster Department of Medicine. Dr. Anand holds the Canada Research Chair in Ethnic Diversity and Cardiovascular Disease and the Heart and Stroke Foundation of Ontario/Michael G. DeGroote Chair in Population Health Research. Her present research focuses upon the environmental and genetic determinants of vascular disease in populations of varying ancestral origin, women and cardiovascular disease.

Sharon Bal

Dr. Sharon Bal (@SharonBalMD) is an Assistant Clinical Professor affiliated with the Department of Family Medicine, McMaster University. She is the Pre-Clerkship Coordinator at the Waterloo Regional Campus and Primary Care Lead for Cambridge – North Dumfries (Ontario Health). She is Lead Physician of the Delta Coronation FHO where she practices general family medicine and does system design as part the CND OHT Steering Committee.

Teresa Chan

Dr. Teresa Chan (@TChanMD) is an associate professor in the Division of Emergency Medicine, Department of Medicine at McMaster University.  She is the associate dean for McMaster Faculty of Health Sciences Continuing Professional Development (@MacPFD, @mcmasterchse, @MacLtl).  She is an avid scholar in health professions education and works with the MERIT group (@MERIT_McMaster), and conducts research and scholarship within this area. She has written almost exclusively using collaborative platforms for the past 5 years.

Michael Colapinto

Dr. Michael Colapinto is an Assistant Clinical Professor in the Department of Radiology at McMaster University and a staff radiologist at the Hamilton General Hospital where he is the Radiologist Lead for Ultrasound and the Radiologist Scheduling Chair. He is also a staff radiologist at Wentworth-Halton X-Ray & Ultrasound and a member of their Board of Directors.

Smita Halder

Dr. Smita Halder is an Associate Professor and Gastroenterologist at McMaster University.  Smita obtained her medical degrees from Cambridge and Edinburgh Universities. After completing GIM training and GI residency in the UK, she pursued a 4 year PhD in Epidemiology, incorporating a year at the Mayo Clinic. In 2008 she moved to Toronto for a fellowship at Mount Sinai Hospital; in 2010 was appointed to the Division of Gastroenterology at McMaster. Smita is the Chair of the Medical Advisory Committee at HHS. Recently qualified as a Master Certified Physician Development Coach, her goal is to establish a coaching faculty across HHS and McMaster.

Clare Mitchell

As the world of health professions education moves towards outcomes-based (or competency-based) education, we believe that faculty development in these fields should also change. QUEST is an inquiry-based program that focuses on bringing you customizable modules where you can learn new knowledge, skills, and attitudes, and bring them to your work context.

We would like to thank Dr. Smita Halder for her assistance in developing this module.

Registration Fee:$250+ HST for external faculty or practicing professionals outside of McMaster$50 + HST for faculty within McMasterFree for trainees/fellows/students

The What & Why of Sponsorship September 14th, 2022, 10am-12pm EDT

By the end of this session, individuals will be able to:

• Understand the concept of sponsorship.
• Identify at least 3 benefits of strategic sponsorship to the sponsor, sponsorship beneficiary, and the organization.
• Evaluate their own network for those who have been or are their sponsors.

How to be an Effective Sponsor? September 28th, 2022, 10am-12pm EDT

By the end of this session, individuals will be able to:

• Evaluate their own professional network for colleagues they are interested in sponsoring.
• Identify EDIA benefits of strategic sponsorship to the sponsor, sponsorship beneficiary, and the organization. Recognize potential EDIA challenges or pitfalls with sponsorship.
• Evaluate their own network for those they could sponsor, and potential opportunities to leverage, employing an EDIA lens.
• Explore the essentials of effective sponsorship for both sponsor and beneficiaries.

Setting Yourself up for Success October 12th, 2022, 10am-12pm EDT

By the end of this session, individuals will be able to:

• Explore the essentials of effective sponsorship relationships.
• Articulate 5 potential barriers, challenges, or pitfalls with sponsorship.
• Consider if, when, and how to end  a sponsorship relationship.
• Elaborate personal implementation intention related to sponsorship.

Reflecting on Sponsorship in Action October 26th, 2022, 10am-12pm EDT

By the end of this session, individuals will be able to:

• Develop a plan to establish the professional relationships needed to enhance their own continuous professional development, as well as that of colleagues/learners with whom they could engage as a sponsor.
• Name one new learning that they will take forward to change their practice.

Co-Chair/Facilitator Teresa Chan

Dr. Teresa Chan (@TChanMD) is an associate professor in the Division of Emergency Medicine, Department of Medicine at McMaster University.  She is the associate dean for McMaster Faculty of Health Sciences Continuing Professional Development (@MacPFD, @mcmasterchse, @MacLtl).  She is an avid scholar in health professions education and works with the MERIT group (@MERIT_McMaster), and conducts research and scholarship within this area. She has written almost exclusively using collaborative platforms for the past 5 years.

Facilitator Jonel Miklea

Dr. Jonel Miklea (@jmikleafamilymd) is an Associate Professor in the Department of Family Medicine at McMaster University. Over the years, he held different roles in the department, from Education Site coordinator to Faculty development local lead. Dr. Miklea pioneered the Adolescent health clinic at the Youth and Wellness center for family medicine residents to sample social accountability during their training. He also has facilitated national workshops on coaching peers and learners. Jonel sits on the executive at the Clinical Faculty Association at Hamilton Health Sciences and also actively practices inpatient hospitalist medicine.

Facilitator Sandra Monteiro

Dr. Sandra Monteiro, PhD is associate professor in the department of medicine and education scientist at MERIT. Dr. Monteiro applies her expertise in cognitive psychology to pursue a research program in clinical reasoning. She applies her expertise in psychometrics to consult on assessment design and research methodology.

Facilitator Sandra Ramelli

Sandra Ramelli is an Assistant Professor, Department of Medicine, Division of Education and Innovation and Integrated Vice President of People and Strategy for St. Joseph’s Health Centre Guelph and St. Joseph’s Lifecare Centre Brantford. Sandra has a strong interest in coaching and leadership development in health care.

Co-Chair/Facilitator Heather Waters

Dr. Heather Waters (@heatherwatersmd) is an Associate Professor in the Department of Family Medicine at McMaster University.  She is the Hamilton Site Director for Postgraduate Family Medicine and the Chair of the PGME Education Advisory Board.

This program has been co-developed by the McMaster Program for Faculty Development & McMaster Department of Medicine.

The ability to bridge between worlds as a leader is a must-have skill, but one that is rarely operationalized. For example, leaders in Canadian academic health sciences centres (AHSCs) are often invested in one of two sides: the university or hospital/health systems side. Rarely are the two worlds well bridged, and as a result there is a growing divide between the academics and the hospital administrators of our AHSCs. The solutions for most problems, however, often require both parties within the leadership of the AHSCs to have a deep empathy and understanding of each others’ priorities and interests.

We hope that this program can allow leaders who hold dual citizenship roles (e.g. teacher and researcher, hospital leader and academic faculty, clinician and scientist, or others) to work on reconciling their two sides and to find ways to collaboratively seek solutions that are win-win for all involved.  By participating in this program, we hope to help participants set the foundation to effectively lead in their academic, research, and clinical leadership roles.

PRICE:
$5500 CAD for Individuals outside of McMaster Community
$3500 CAD for Mac Faculty/Staff
$1800 CAD for Residents/Trainees/Fellows

Overall Objectives

At the end of the program, participants will be able to:

• List key issues facing new and current leaders in academia, healthcare, and society.
• Add new skills to their basic toolkit for leading themselves, others, and their teams.
• Identify at least one leadership project that they can work upon and pitch to stakeholders.
• Articulate at least 3-5 new frameworks that they can use in their leadership practice.
• Create connection between leaders within the Faculty of Health Sciences.

Program Content

The following is a listing of the program content that participants will engage in over the duration of the Bridging Leaders Program.

• Topic 1: Leading Self & Selves
• Topic 2: One + Another
• Topic 3: Teaming & Leading Others
• Topic 4: Changing the System
• Final Presentations

Each module is comprised of two parts:

• Synchronous kick-off workshop (Virtual and In-Person Synchronous Kick-Off sessions )
• Asynchronous discussion and small group tasks after each kick-off

Each individual will also be paired with an executive coach, and will take part in a total of 3 coaching sessions. This coach’s job will be to help you unlock your leadership potential or help you wrestle with current leadership dilemmas.

Accreditation

McMaster University, Continuing Professional Development Program (CPD) is fully accredited by the Committee on Accreditation of Continuing Medical Education (CACME) to provide CFPC Mainpro+ and RCPSC Maintenance of Certification (MOC) study credits for Continuing Medical Education. This one-credit-per-hour Group-Learning program meets the certification criteria of the College of Family Physicians of Canada and has been certified by the McMaster University Continuing Professional Development Program for up to 19 Mainpro+ credits.

This activity is an Accredited Group Learning Activity (Section 1) as defined by the Maintenance of Certification Program of the Royal College of Physicians and Surgeons of Canada, and approved by McMaster University Continuing Professional Development Program. You may claim a maximum of 19 MOC Section 1 hours (credits are automatically calculated). Through an agreement between the Royal College of Physicians and Surgeons of Canada and the American Medical Association, physicians may convert Royal College MOC credits to AMA PRA Category 1 CreditsTM. Information on the process to convert Royal College MOC credit to AMA credit can be found at www.ama-assn.org/go/internationalcme. Each attendee should only claim the hours they attended

Program Director John Donnellan, MD

Assistant Professor, Deparment of Radiology
Division Director, Pediatric Radiology, McMaster Children’s Hospital

Let coaching from the Inspired Teaching Team and the Clinician Educator Program Faculty members Drs. Teresa Chan and Catherine Tong, and build your own Clinician Educator portfolios! You will leave this workshop with a portfolio ready to submit for promotions, awards, and the CE Diploma Practice Eligible program.

In many institutions, being valued and promoted as a Clinician Educator can be more difficult compared to other routes. Articulating your contributions so that others can understand how you help advance your institution’s mission, vision, strategy, and values can be challenging. This interactive workshop will guide practicing clinician educators through a personal audit of their work, with the goal of assessing how their experiences align with the requirements for the practice eligible Clinician Educator diploma. The workshop will be delivered by certified Clinician Educator Diplomates, and will provide the guidance and advice needed to compile the majority of the practice eligible application for qualified applicants. Further, it will support facilitated reflection on gaps in your educational practice that will need to be filled prior to applying for the credential.

Participants can claim up to 2.75 Mainpro+ credits or 2.75  MOC Section 1  hours.

For our American colleagues, please scroll to the bottom of the page to find out the AMA equivalency for the CME credits.

Learning Objectives

At the end of this virtual event, participants will be able to:

• Create a list of key documents and/or materials that are relevant to the construction of a robust clinician educator’s portfolio.
• Identify any gaps in their educational development thus far that may be helpful to ensure they meet the definition of the Sherbino et al. (2014) definition of the Clinician Educator.
• Begin to craft a portfolio of educational experiences covering each of the competencies of a Clinician Educator.

Facilitator Teresa Chan

Dr. Teresa Chan (@TChanMD)  is an associate professor in the Division of Emergency Medicine, Department of Medicine at McMaster University.  She is the associate dean for McMaster Faculty of Health Sciences Continuing Professional Development (@MacPFD, @mcmasterchse, @MacLtl).  She is an avid scholar in health professions education and works with the MERIT group (@MERIT_McMaster), and conducts research and scholarship within this area. She has written almost exclusively using collaborative platforms for the past 5 years.

Facilitator X. Catherine Tong

Dr. X. Catherine Tong (@XC_TongMD) is an Associate Clinical Professor affiliated with the Department of Family Medicine at McMaster University.  She leads the Royal College Clinician Educator Diploma AFC (Area of Focused Competence) program at the McMaster site. She leads the Faculty Development program at the Waterloo Regional Campus (@MacMedWRC), as well as the Inspired Teaching Team of the Program for Faculty Development at the Faculty for Health Sciences.

Accreditation Statement

McMaster University, Continuing Professional Development Program (CPD) is fully accredited by the Committee on Accreditation of Continuing Medical Education (CACME) to  provide CFPC Mainpro+ and RCPSC Maintenance of Certification (MOC) study credits for Continuing Medical Education.  This one-credit-per-hour Group-Learning program meets the certification criteria of the College of Family Physicians of Canada and has been certified by the McMaster University Continuing Professional Development Program for up to  2.75 Mainpro+ credits.

This activity is an Accredited Group Learning Activity (Section 1) as defined by the Maintenance of Certification Program of the Royal College of Physicians and Surgeons of Canada, and approved by McMaster University Continuing Professional Development Program.  You may claim a maximum of 2.75 MOC Section 1 hours (credits are automatically calculated). Through an agreement between the Royal College of Physicians and Surgeons of Canada and the American Medical Association, physicians may convert Royal College MOC credits to AMA PRA Category 1 Credits™. Information on the process to convert Royal College MOC credit to AMA credit can be found at www.ama assn.org/go/internationalcme.

Each attendee should only claim the hours they attended.

Have you ever wondered if there was a skill you could use to help you sustain real compassionate care for patients in the face of competing demands like technology and documentation, time pressure, patient trauma and fatigue? Burgeoning research is showing that self-compassion skills can be of particular benefit to health care professionals, allowing them to experience greater satisfaction in their caregiving roles, less stress, and more emotional resilience. The good news is that self-compassion skills are trainable and build your capacity to handle stressful challenges.

Registration Fee: $275 + HST

Self-Compassion Training for Healthcare Communities (SCHC) is a 9-hr evidence-based healthcare adaptation of Mindful Self-Compassion, the empirically supported program of Dr. Kristin Neff at UT Austin and Dr. Chris Germer at Harvard Medical School. This brief training aims to improve wellbeing and personal resilience in healthcare professionals by teaching mindful self-compassion skills to deal with distressing emotional situations as they occur at work and at home.

In research conducted in 2019, the SCHC program was found to significantly decrease depression, stress, secondary traumatic stress and burnout, and to increase self-compassion, mindfulness, compassion for others, and job satisfaction in healthcare professionals.

Each ninety minute session will include didactic material, discussion, self compassion practices, and Q&A

Learning Objectives

As opposed to other self-care techniques, self-compassion practices can be used on the spot while at work with patients and colleagues. As a participant of the program, you can learn tools to use throughout the day to:

• Care for yourself while caring for others.
• Be able to listen with compassion.
• Handle difficult emotions with greater ease.
• Reconnect to the values that give your life and work meaning.

Planning Member Ken Burgess

Ken Burgess is a semi-retired family, occupational, and emergency physician. He has been on faculty since 1980, teaching medical students and residents. He helped found the first free –standing occupational health clinic in Canada in 1981. He was a leader in the Hamilton Family Health Team and the Ontario Association of Family Health teams. He has had a meditation practice for about twenty five years, and has attended numerous meditation retreats and mindfulness courses; Ken teaches mindfulness and, in particular, the neuroscience of mindfulness. He has completed stage one of Unified Mindfulness meditation teacher training. Since 2014 Ken has been a co-chair of the Program for Faculty Development’s Discovering Resilience Leadership Team, which has run mindfulness courses and workshops.

Facilitator Barbara Smith

Barbara is a Gestalt Therapist and Registered Psychotherapist in private practice for 3 decades. She is retired from the Hamilton Family Health Team where she worked as a mental health counsellor for 10+ years. Barbara has been involved in contemplative studies for over four decades and has extensive experience in Mindfulness. She has trained in MBSR, DRAM, and Mindful Communication. She is a trained Mindful Self Compassion Teacher through the CMSC and was trained by Kristin Neff and Christopher Germer. She studied with Michael Stone, Pema Chodron, Ron Siegel and Thich Nhat Hanh. Barbara has extensive professional experience as a group leader in several modalities. She presently teaches Mindful Communication and MindfulSelf Compassion courses.

Facilitator Valerie Spironello

Valerie is a social worker with over 40 years of experience including working in health care, child welfare, and family violence. She has a private practice offering counselling, presentations, and workshops/ courses to support others in living well (choosewellness.ca). She has a special interest in care-giver fatigue and the impact of working as a helper. Valerie is an Assistant Professor in the Department of Family Medicine. She is a mindfulness teacher trained in: Mindfulness Based Stress Reduction; Mindful Self-Compassion; Mindful Communication; Transformative Mindfulness and Mindfulness Meditation in Clinical Practice. Valerie has attended, as well as co-led, numerous meditation courses/retreats, within a variety of sectors and has a long standing personal meditation practice. Her wish is to support others in learning about this life-changing practice.

MERIT is offering a series of four FREE workshops designed to support McMaster Faculty of Health Sciences (FHS) faculty in developing a qualitative Health Professions Education (HPE) study for any grant competition.* Through a combination of short presentations and peer and instructor feedback, you will learn about and develop qualitative research questions to answer an educational problem in your practice.

To participate, you must be interested in qualitative research, and may be interested in submitting to any grant competition (e.g., Royal College Grants such as MERG and CanMEDS [due in March], FHS education grant [due in April], or CAME grants [due in November]). Participants can have any level of familiarity with qualitative methods. We welcome novice researchers!

Registration is now closed.

*Registration will be capped at 10 individuals, with preference given to McMaster FHS faculty. Once capacity has been hit, all other interested parties will be placed on a waitlist.

Program Content

The following is a listing of the program content participants will engage in over the duration of this workshop series:

• Workshop #1: Developing Qualitative Research Questions
• Workshop #2: Selecting & Justifying a Qualitative Methodology
• Workshop #3: Aligning Qualitative Methods / Techniques with Methodology
• Workshop #4: Develop a Qualitative Research Proposal

Learning Objectives

At the end of this virtual activity, participants will be able to:

• Identify a practice-relevant problem that can be addressed through qualitative research.
• Develop research questions for a qualitative study.
• Select and describe a qualitative methodology, relevant to specific research questions.
• Select and describe qualitative methods, aligned with a specific research question and methodology.

Workshop Specifics

Workshop #1 Developing Qualitative Research Questions Thursday, October 6, 2022, 12:00-1:30 pm EDT

Presentation (20 mins):

• What is the problem-gap-hook heuristic?
• What constitutes a qualitative research question?
• Small Group Discussion (40 min): Research Problems & Brainstorm Research Questions

Workshop #2 Selecting & Justifying a Qualitative Methodology Thursday, October 13, 2022, 12:00-1:30 pm EDT

• Small Group Discussion (20 mins): Discussion & Feedback on Research Questions
• Presentation (20 minutes): Aligning research questions, methodology, and methods
• Common qualitative methodologies
• Selecting a methodology (alignment with research question, expertise on the team, time commitment)
• Small Group Discussion (20 min): Decide on RQ & Discuss Possible Methodology

Workshop #3 Aligning Qualitative Methods / Techniques with Methodology   Thursday, October 20, 2022, 12:00-1:30 pm EDT

• Small Group Discussion (20 min): Discussion & Feedback on Methodology
• Presentation (20 mins): “Fit” of methods with methodology & RQ
• Common qualitative methods – affordances and limitations
• Small Group Discussion (20 min):
• Develop methods
• Submit protocol for feedback
• Submit questions for final workshop

Workshop #4 Develop a Qualitative Research Proposal *Thursday, October 27, 2022, 12:00-1:30 pm EDT

• Presentation (20 min): Extra details in a qualitative (reflexivity, building a team, other questions as submitted)
• Small Group Discussion (30 min): Exchange drafts and workshop feedback
• Wrap Up & Final Questions (10 min)
• Problem Research Questions, Methods, Methodology

Speaker/Facilitator Renate Kahlke

Dr. Renate Kahlke is a researcher, qualitative methodologist, theorist, and educator. After working in curriculum design and faculty development for interprofessional education and simulation at the University of Alberta, she earned a PhD in Educational Policy Studies there in 2016. She then completed a postdoctoral fellowship at the Centre for Health Education Scholarship at the University of British Columbia in 2018. She lead program evaluation and research as a Research Associate at the Royal College of Physicians and Surgeons of Canada until May 2021 and is now excited to join the Department of Medicine and MERIT as Assistant Professor and Scientist. She continues to hold an appointment as Adjunct Professor in the Department of Innovation in Medical Education at the University of Ottawa.

Learning Objectives

By the end of this activity, learners will be able to:

• Define mindfulness and how it works.
• Describe how mindfulness can help reduce stress.
• Describe the experience of introductory mindfulness practices.
• Describe strategies to enhance mindfulness in everyday life.
• Identify resources to support continuing the practice.

Planning Member Ken Burgess

Ken Burgess is a semi-retired family, occupational, and emergency physician. He has been on faculty since 1980, teaching medical students and residents. He helped found the first free –standing occupational health clinic in Canada in 1981. He was a leader in the Hamilton Family Health Team and the Ontario Association of Family Health teams. He has had a meditation practice for about twenty five years, and has attended numerous meditation retreats and mindfulness courses; Ken teaches mindfulness and, in particular, the neuroscience of mindfulness. He has completed stage one of Unified Mindfulness meditation teacher training. Since 2014 Ken has been a co-chair of the Program for Faculty Development’s Discovering Resilience Leadership Team, which has run mindfulness courses and workshops.

Planning Member & Facilitator Anna Taneburgo

Anna has been teaching mindfulness to healthcare professionals since 2004.  She trained at the Centre for Mindfulness in Medicine, Health Care and Society, University of Massachusetts Medical School.  Since 1990, she has studied with numerous teachers from various traditions. Anna has taught several applied courses, including Mindfulness Based Stress Reduction, Mindful Communication, Leadership and Teaching.  Along with teaching for the Program for Faculty Development, Anna has taught at Hamilton Health Sciences, St. Joseph’s Hospital, Joseph Brant Memorial Hospital and Halton Healthcare.  She was the Mindfulness Educator for Hamilton Health Sciences from 2013-16.  Anna also has a mindfulness-based private practice.

Check out another Mindfulness team offering here.

This is an online Zoom course to help us cope more effectively during the C OVID-19 pandemic. Free for Faculty of Health Sciences faculty and Program for Faculty Development Affiliate Organization staff and employees (Hamilton Health Sciences, St Joseph’s Healthcare, Hamilton and McMaster Family Health Teams). Space is limited, don’t miss out!

Course description

This course will provide an introduction to mindfulness for people who are new to it but will also serve as a refresher for those who have taken courses previously and/or those who have a practice.

The format will be experiential, with some didactic material, guided mindfulness exercises, along with feedback and discussion.

The content and teaching will be based on the Unified Mindfulness secular and scientific approach to mindfulness training.  As an option participants can enroll in the free online CORE Training Program for a deeper understanding of this approach. Online Zoom meetings will provide the basic concepts of Unified Mindfulness, but focus on mindfulness exercises and conceptual and practical challenges as they arise.

Who might be interested in participating?

Anyone interested in the role of mindfulness in resilience and performance

People with previous knowledge and mindfulness practice who wish a refresh and or to learn about a different   integrated approach which draws on all existing contemplative traditions and contemporary neuroscience

Course objectives

Develop:

• An understanding of mindfulness as a trainable human trait/skill
• An understanding of the benefits of mindfulness for resilience, emotional intelligence and performance
• A mindfulness practice to help participants cope more effectively with the real challenges of living through a pandemic

Course Faculty

Ken Burgess (McMaster BSc MD CCFP (EM) FCFP ‘77 is a semi-retired family, occupational and emergency physician. He has been on faculty since 1980, teaching medical students and residents. He helped found the first free –standing occupational health clinic in Canada in 1981. He was a leader in the Hamilton Family Health Team and the Ontario Association of Family Health teams. He has had a meditation practice for about twenty five years has attended numerous meditation retreats and mindfulness courses and teaches mindfulness, and in particular the neuroscience of mindfulness. Since 2014 he has been a co-chair of the Program for Faculty Development’s Discovering Resilience Leadership Team which has run mindfulness courses and workshops.

Anna Taneburgo, B.S.W., M.Ed., R.S.W., has been teaching mindfulness to healthcare professionals since 2004.  She trained at the Centre for Mindfulness in Medicine, Health Care and Society, University of Massachusetts Medical School.  Since 1990, she has studied with numerous teachers from various traditions. Anna has taught several applied courses, including Mindfulness Based Stress Reduction, Mindful Communication, Leadership and Teaching.  Along with teaching for the Program for Faculty Development, Anna has taught at Hamilton Health Sciences, St. Joseph’s Hospital, Joseph Brant Memorial Hospital and Halton Healthcare.  She was the Mindfulness Educator for Hamilton Health Sciences from 2013-16.  Anna also has a mindfulness-based private practice.

Given the stress that healthcare workers are currently experiencing during the COVID-19 pandemic, there is more need than ever to explore tools that can create space for reflection and connection in an increasingly complex and physically distanced working environment.  Narrative medicine gives us permission to pause and to seek to understand.

Developed at Columbia University in 2000, Narrative Medicine fortifies clinical practice with the ability to recognize, absorb, interpret, and be moved by stories of illness. There is a large body of scholarly work showing the multiple benefits to both clinicians and patients of medicine practiced with narrative competence.  Among these is the ability to understand what we as clinicians undergo in our everyday work, to build therapeutic and collegial relationships, improve patient outcomes, and live and work in a more reflective and engaged way.

Through a series of guided close reading and reflective writing exercises over a Zoom platform, workshop participants will:

• Gain a deeper understanding of the skills of close reading and reflective writing
• Practice being both the story-teller and story-listener
• Be able to apply these skills in their clinical and teaching practice Gain perspective on how incorporating narrative strategies can have multiple benefits including increased personal well-being with a particular focus on well-being during the COVID-19 pandemic.

Please note that this an interactive workshop where sharing in a safe space will be encouraged.  We will be asking you to turn your video on 🙂

About your facilitator

Dr Saroo Sharda MBChB MMEd FRCPC (@SarooSharda_MD) is a practicing anesthesiologist, medical educator and trained creative writing coach.  She writes and speaks about how stories are a powerful means for connection and increased well-being. Dr Sharda has facilitated numerous narrative medicine workshops for healthcare professionals.  Her work has appeared in publications such as the Globe and Mail, Today’s Parent, CMAJ, BMJ, Anesthesiology, and has been shared widely on social media.

Dr Sharda is an Assistant Clinical Professor in the Dept of Anesthesia at McMaster University and Inaugural Chair of the Physician Wellness Committee at the Canadian Anesthesiologists’ Society.   She has expertise in interprofessional education having completed both a Masters and Fellowship in this area, when she held the Currie Fellowship award at The Wilson Centre for Education at the University of Toronto.

When not working or writing she is busy with the shenanigans of her 7 year old and 4 year old sons.

Fee $120 + HST (6 week online course)

Have you ever wondered if there was a skill you could use to help you sustain real compassionate care for patients in the face of competing demands like technology and documentation, time pressure, patient trauma and fatigue?  Burgeoning research is showing that self-compassion skills can be of particular benefit to health care professionals, allowing them to experience greater satisfaction in their caregiving roles, less stress, and more emotional resilience.  The good news is that self-compassion skills are trainable and build your capacity to handle stressful challenges.

Self-Compassion Training for Healthcare Communities (SCHC) is a 6-hr evidence-based healthcare adaptation of Mindful Self-Compassion, the empirically supported program of Dr. Kristin Neff at UT Austin and Dr. Chris Germer at Harvard Medical School. This brief training aims to improve wellbeing and personal resilience in healthcare professionals by teaching mindful self-compassion skills to deal with distressing emotional situations as they occur at work and at home.

In research conducted in 2019 the SCHC program was found to significantly decrease depression, stress, secondary traumatic stress and burnout, and to increase self-compassion, mindfulness, compassion for others, and job satisfaction in healthcare professionals.

As opposed to other self-care techniques, self-compassion practices can be used on the spot while at work with patients and colleagues.  As a participant of the program you can learn tools to use throughout the day to:

• Care for yourself while caring for others
• Be able to listen with compassion
• Handle difficult emotions with greater ease
• Reconnect to the values that give your life and work meaning

The Self-Compassion Training for Healthcare Communities program meets for 6 sessions of 60 minutes.  There is flexibility to customize session length for your facility needs.

“A moment of self-compassion can change your entire day. A string of such moments can change the course of your life.”

Chris Germer, PhD

Course Faculty

Barbara Smith, MFA, MS psych, RP – Registered Psychotherapist in private practice for 3 decades. She is retired from the Hamilton Family Health Team where she worked as a mental health counsellor. Barbara has been involved in contemplative studies for over four decades and has extensive experience in Mindfulness. She has trained in MBSR, DRAM, and Mindful Communication. She is a trained Mindful Self Compassion Teacher through the CMSC and was trained by Kristin Neff and Christopher Germer. She studied with Michael Stone and Pema Chodron and Thich Nhat Hanh. Barbara has extensive professional experience as a group leader. She presently teaches Mindful Communication and MindfulSelf Compassion courses.

Valerie Spironello MSW RSW  – Valerie has been a social worker for over 30 yrs. including working in health care, child welfare and family violence. She has a private practice offering counselling and workshops to support others in living well. (choosewellness.ca). Valerie is an Assistant Professor in the Department of Family Medicine. She is trained in: Mindfulness Based Stress Reduction; Mindful Self-Compassion; Mindful Communication; Transformative Mindfulness and Mindfulness Meditation in Clinical Practice. She has studied and taught at the University of Toronto Applied Mindfulness program and teaches through McMaster PFD. Valerie has attended, as well as co-led, numerous meditation courses/retreats, and has a long standing personal meditation practice. Her wish is to support others in learning about this life-changing practice.

Co-sponsored by the Offices of Research & Faculty Affairs

Tuesday, August 4, 2020 at 12-1:30pm EDT
Wednesday, August 5, 2020 at 7:00-8:30pm EDT
Thursday, August 6, 2020 at 3-4:30pm EDT

The COVID-19 pandemic has had an unprecedented impact our research enterprise.  As the Faculty of Health Sciences adapts to a “new normal” in the way we conduct research and offer services to our researchers, we’d like to learn more about your experiences during these challenging times. For this reason, the FHS Office of Research (under Vice-Dean of Research Dr. Jonathan Bramson’s leadership) and the FHS Office of Faculty Affairs  (under Dr. Mark Walton’s leadership) are linking up with partners like MacPFD and the hospitals to engage in a series of three Research Town Halls.

All faculty members who identify as researchers within the Faculty of Health Sciences are invited to join us.

Each session will have a mix of FHS leaders interested in listening to your challenges/concerns. We are also excited to hear your solutions.

Below are the dates/times and leadership for each Town Hall:

• Tuesday, August 4, 2020 at 12-1:30pm EDT Hosts: Jonathan Bramson, Tracy Arabski, Laura Harrington, Teresa Chan.
• Wednesday, August 5, 2020 at 7:00-8:30pm EDT Hosts: Jonathan Bramson, Tracy Arabski, Laura Harrington, Ted Scott (HHSC), Jack Gauldie, Gail Martin, Teresa Chan.
• Thursday, August 6, 2020 at 3-4:30pm EDT Hosts: Jonathan Bramson, Tracy Arabski, Laura Harrington, Teresa Chan.

The ultimate goal of these Town Halls will be to gain insights into what programming will be useful to you in the Fall of 2020 to assist you in being successful.

Aligned with the MacPFD pillar of Scholarly Practice, faculty development will be carving a new path to support researchers and scholars in their lives going forward, and Dr. Teresa Chan (Assistant Dean, Faculty Development) will be on hand to listen and learn how she can work with Drs. Mark Walton (Vice Dean, Faculty Affairs) & Jonathan Bramson (Vice Dean, Research)  to support your work.

Our Goals

We want to explore the following questions in these town halls:

• How have you adjusted your research methods?
• What questions, concerns and challenges do you currently face?
• What challenges have you overcome?

The information that you provide us with will help us to understand how FHS (and McMaster’s program for Faculty Development) can best support research now, and moving forward.

Co-sponsored by the Offices of Research & Faculty Affairs

Tuesday, August 4, 2020 at 12-1:30pm EDT
Wednesday, August 5, 2020 at 7:00-8:30pm EDT
Thursday, August 6, 2020 at 3-4:30pm EDT

The COVID-19 pandemic has had an unprecedented impact our research enterprise.  As the Faculty of Health Sciences adapts to a “new normal” in the way we conduct research and offer services to our researchers, we’d like to learn more about your experiences during these challenging times. For this reason, the FHS Office of Research (under Vice-Dean of Research Dr. Jonathan Bramson’s leadership) and the FHS Office of Faculty Affairs  (under Dr. Mark Walton’s leadership) are linking up with partners like MacPFD and the hospitals to engage in a series of three Research Town Halls.

All faculty members who identify as researchers within the Faculty of Health Sciences are invited to join us.

Each session will have a mix of FHS leaders interested in listening to your challenges/concerns. We are also excited to hear your solutions.

Below are the dates/times and leadership for each Town Hall:

• Tuesday, August 4, 2020 at 12-1:30pm EDT Hosts: Jonathan Bramson, Tracy Arabski, Laura Harrington, Teresa Chan.
• Wednesday, August 5, 2020 at 7:00-8:30pm EDT Hosts: Jonathan Bramson, Tracy Arabski, Laura Harrington, Ted Scott (HHSC), Jack Gauldie, Gail Martin, Teresa Chan.
• Thursday, August 6, 2020 at 3-4:30pm EDT Hosts: Jonathan Bramson, Tracy Arabski, Laura Harrington, Teresa Chan.

The ultimate goal of these Town Halls will be to gain insights into what programming will be useful to you in the Fall of 2020 to assist you in being successful.

Aligned with the MacPFD pillar of Scholarly Practice, faculty development will be carving a new path to support researchers and scholars in their lives going forward, and Dr. Teresa Chan (Assistant Dean, Faculty Development) will be on hand to listen and learn how she can work with Drs. Mark Walton (Vice Dean, Faculty Affairs) & Jonathan Bramson (Vice Dean, Research)  to support your work.

Our Goals

We want to explore the following questions in these town halls:

• How have you adjusted your research methods?
• What questions, concerns and challenges do you currently face?
• What challenges have you overcome?

The information that you provide us with will help us to understand how FHS (and McMaster’s program for Faculty Development) can best support research now, and moving forward.

Co-sponsored by the Offices of Research & Faculty Affairs

Tuesday, August 4, 2020 at 12-1:30pm EDT
Wednesday, August 5, 2020 at 7:00-8:30pm EDT
Thursday, August 6, 2020 at 3-4:30pm EDT

The COVID-19 pandemic has had an unprecedented impact our research enterprise.  As the Faculty of Health Sciences adapts to a “new normal” in the way we conduct research and offer services to our researchers, we’d like to learn more about your experiences during these challenging times. For this reason, the FHS Office of Research (under Vice-Dean of Research Dr. Jonathan Bramson’s leadership) and the FHS Office of Faculty Affairs  (under Dr. Mark Walton’s leadership) are linking up with partners like MacPFD and the hospitals to engage in a series of three Research Town Halls.

All faculty members who identify as researchers within the Faculty of Health Sciences are invited to join us.

Each session will have a mix of FHS leaders interested in listening to your challenges/concerns. We are also excited to hear your solutions.

Below are the dates/times and leadership for each Town Hall:

• Tuesday, August 4, 2020 at 12-1:30pm EDT Hosts: Jonathan Bramson, Tracy Arabski, Laura Harrington, Teresa Chan.
• Wednesday, August 5, 2020 at 7:00-8:30pm EDT Hosts: Jonathan Bramson, Tracy Arabski, Laura Harrington, Ted Scott (HHSC), Jack Gauldie, Gail Martin, Teresa Chan.
• Thursday, August 6, 2020 at 3-4:30pm EDT Hosts: Jonathan Bramson, Tracy Arabski, Laura Harrington, Teresa Chan.

The ultimate goal of these Town Halls will be to gain insights into what programming will be useful to you in the Fall of 2020 to assist you in being successful.

Aligned with the MacPFD pillar of Scholarly Practice, faculty development will be carving a new path to support researchers and scholars in their lives going forward, and Dr. Teresa Chan (Assistant Dean, Faculty Development) will be on hand to listen and learn how she can work with Drs. Mark Walton (Vice Dean, Faculty Affairs) & Jonathan Bramson (Vice Dean, Research)  to support your work.

Our Goals

We want to explore the following questions in these town halls:

• How have you adjusted your research methods?
• What questions, concerns and challenges do you currently face?
• What challenges have you overcome?

The information that you provide us with will help us to understand how FHS (and McMaster’s program for Faculty Development) can best support research now, and moving forward.

Registration fee: $275 + HST (13%) for all 4 session dates

This workshop uses interactive live sessions, asynchronous video content, and weekly worksheets to help you optimize performance. The content is grounded in evidence and mixes theory, application, and best practices. Consider this a personal training program for your life and time management. Whether you are a beginner at time management and a professional at procrastination, or at the elite level of time management, this workshop will help you better understand your own mind and change it to develop more effective time management habits. The workshop focuses on a four-part, iterative model for improvement.

• Identifying vision and values, and setting short-and -long term goals
• Moving from goals to tasks to schedules
• Self-regulation, habit formation, motivation, and meta-cognition
• Deep work, environment modification, and efficiency

Learning objectives

At the end of this learning activity the learners will be able to:

• Identify and articulate the reasons for their own procrastination using the frameworks of expectancy theory, self-worth theory, and self-regulation. SMART goal: Participants will completely weekly worksheets that will include a procrastination journal that will evolve in sophistication as the participants learn more of the theories and concepts listed above.
• Develop 1, 5, and 10-year goals and steps to accomplish those goals. SMART goal: Participants will create and submit the goals and steps worksheet, and discuss them with a mentor.
• Create a value-based schedule through identification of their own life values and mission, and through step-wise, intentional scheduling processes. SMART goal: Participants will articulate their own life values and mission. They will create weekly calendar plans and identify how items on their calendar are in line or are not in line with their values and mission.
• Use the self-awareness skills developed in the class to identify their procrastinatory thoughts, emotions, impulses and rationalizations. Apply the tools taught and practiced in the class to overcome the impulse to procrastinate. SMART goal: Using the framework of self-regulation theory, participants will assess their own success at overcoming procrastination, specifically through self-awareness, intentional management of thoughts and emotions, creation of implementation intentions, and other skills and attitudes learned through the course.

Accreditation Statement  

McMaster University, Continuing Health Sciences Education Program (CHSE) is fully accredited by the Committee on Accreditation of Continuing Medical Education (CACME) to provide CFPC Mainpro+ and RCPSC Maintenance of Certification (MOC) study credits for Continuing Medical Education.

This one-credit-per-hour Group Learning program meets the certification criteria of the College of Family Physicians of Canada and has been certified by the McMaster University Continuing Health Sciences Program for up to 4.0 Mainpro+ credits.

This activity is an Accredited Group Learning Activity (Section 1) as defined by the Maintenance of Certification program of The Royal College of Physicians and Surgeons of Canada and approved by McMaster University, Continuing Health Sciences Education Program for up to 4.0 MOC Section 1 hours.

Through an agreement between the Royal College of Physicians and Surgeons of Canada and the American Medical Association, physicians may convert Royal College MOC credits to AMA PRA Category 1 Credits™. Information on the process to convert Royal College MOC credit to AMA credit can be found at www.ama-assn.org/go/internationalcme.

Each attendee should only claim the hours they attended.

Speaker

Dr. Shenvi (@clshenvi) is an Assistant Professor of Emergency Medicine at the University of North Carolina – Chapel Hill. She serves as the Associate Program Director for the EM residency program. She also serves as Director of the UNC Office of Academic Excellence for the School of Medicine, coordinating coaching and academic support programs for the students. She runs the Geriatric EM podcast, GEMCAST, and has spoken on other podcasts such as EM:RAP, ERCast, and Stimulus. Dr. Shenvi has received multiple teaching awards including the the 2015 UNC Academy of Educators teaching award, 2017 CORD national faculty teaching award, the 2019 ACEP national junior faculty teaching award, and the 2020 UNC Academy of Educators GME teaching award. She co-directs the national ACEP Teaching Fellowship and has a passion for teaching, learning, deliberate practice, and innovative pedagogy. She is particularly interested in helping individuals optimize their performance through time management using cognitive, motivational, and organizational strategies.

The aim of this workshop is to create a safe space where participants can share their experiences and begin to connect with their own writing voices. Participants who identify as BIPOC will gather over a Zoom platform with an experienced narrative medicine facilitator, and through a series of close reading and reflective writing exercises, will experience being both the story-teller and the story-listener.

Please note that this an interactive workshop where sharing in a safe space will be encouraged.  We will be asking you to turn your video on 🙂

Learning objective

Through a series of guided close reading and reflective writing exercises over a Zoom platform, workshop participants will:

• Use the principles of narrative medicine to explore how being racialized has shaped their journey as a Faculty member.

About your facilitator

Dr Saroo Sharda, MD (@SarooSharda_MD) is an assistant clinical professor in the Department of Anesthesia at McMaster University. Dr Sharda is a trained creative writing coach and narrative medicine facilitator who writes and speaks about how stories are a powerful means for connection and wellbeing as well as a tool for advocacy and anti-racism.  She identifies as a woman of colour, and has facilitated numerous workshops for healthcare professionals, including sessions specifically for BIPOC groups.

Her work has appeared in the CMAJ, BMJ, Anesthesiology, Today’s Parent and the Globe and Mail.

She holds a Masters in Medical Education and was awarded the Currie Fellowship at the Wilson Centre for Education at the University of Toronto. She is the inaugural Chair of the Physician Wellness Committee at the Canadian Anesthesiologists’ Society.

When not busy working or writing she is busy with the shenanigans of her 7-year-old and 4-year-old boys!

Fee: $525.00  + HST (10 week online course)

Health care and health care education is becoming increasingly stressful with technological advances, inequities, changing resources and the ongoing pandemic. We are managing expectations from colleagues, learners, teams, patients, families and ourselves. This stress may lead to care-giver fatigue, moral distress and feelings of helplessness often impacting one’s health and well-being both personally and professionally.

This course is geared specifically towards health care professionals, staff, and educators and is designed to promote personal and professional wellness, resilience and capacity. Through discussion, exploration and guided meditation and mindful movement practices, participants will have the opportunity to develop/ deepen their personal mindfulness practice as well as to examine the interface between mindfulness practice and the arts of healing and teaching.

Mindfulness is a non-judgmental way of relating to life circumstances so that life can be approached with greater calm, clarity and wisdom.

Past participants report greater ability to deal with stress both personally and professionally; improved physical and psychological health and greater enthusiasm and energy for life.

Course objectives

• Understand the conceptual foundations of mindfulness
• Develop/ deepen mindfulness meditation, mindful movement and mindful body practices
• Learn exercises to enhance awareness in everyday daily life
• Develop methods to deepen interpersonal communication
• Find ways to integrate mindfulness into clinical practice and/or education

This course is suitable for

• Beginners or those wanting to deepen their practice.
• Anyone interested in the role of mindfulness in health care or health care education
• No prior experience in mindfulness required

Course Faculty

Elaine Principi, B.H.Sc.PT., M.Ed. – Co-Chair of the Program for Faculty Development (PFD) Discovering Resilience Curriculum. Elaine has completed numerous courses including: MBSR, Mindful Self Compassion, 16 Guidelines for Life and Mindful Ambassador Council. With 10 yrs. of personal meditation practice and training as an ethics consultant and facilitator of Crucial Conversations, she has taught a wide variety of courses on mindfulness, resilience and communication.

Valerie Spironello MSW RSW  – Valerie has been a social worker for over 30 yrs. including working in health care, child welfare and family violence. She has a private practice offering counselling and workshops to support others in living well. (choosewellness.ca). Valerie is an Assistant Professor in the Department of Family Medicine. She is trained in: Mindfulness Based Stress Reduction; Mindful Self-Compassion; Mindful Communication; Transformative Mindfulness and Mindfulness Meditation in Clinical Practice. She has studied and taught at the University of Toronto Applied Mindfulness program and teaches through McMaster PFD. Valerie has attended, as well as co-led, numerous meditation courses/retreats, and has a long standing personal meditation practice. Her wish is to support others in learning about this life-changing practice.