CENTER FOR HEALTH EDUCATION SCHOLARSHIPches.med.ubc.ca

October 17, 2013 (8:00 AM to 4:30 PM)

SFU Segal Graduate School of BusinessAbstract submission deadline: September 12

Registration deadline: September 15

ches.med.ubc.ca/chesday

2014 CHES Celebration of ScholarshipEvent Program

October 9, 2014 – SFU Segal Graduate School of Business

in health professions education.

CHES is shaping the theories and activities of

LEARNING in the health professions by

CREATING NEW KNOWLEDGE through RESEARCH and

building capacity through

mentorship of individuals; and fostering a

CULTURE OF COLLABORATION and

scholarly thinking

informed innovation;

centre for health education scholarshipches.med.ubc.ca

LOCATION

SFU SEGAL GRADUATE SCHOOL OF BUSINESS500 GRANVILLE ST (W PENDER & GRANVILLE)VANCOUVER

Note: Please be aware there will be an event photographer present throughout the day. We will do our best to keep disruptions to a minimum – photos taken during presentations will be limited to the first 5 minutes. If you have any concerns, please direct them to a CHES staff member.

ACTIVITY LOCATION TIME Registration Lobby 07:45 Breakfast Round Table Sessions* Room 1200, 2300, 2800 08:00

Welcome Room 1300–1500 09:15

Gordon Page Invited Lecture Room 1300–1500 09:30 Coffee Break Lobby 10:45

Oral Presentations (Session 1A, 1B, 1C) Rooms 1300–1500, 2300, 2800 11:00 Lunch Room 1300–1500 12:15 Oral Presentations (Session 2A, 2B) Rooms 2300, 2800 13:15 Poster Presentations Room 1200 14:15 Closing Plenary Room 1300–1500 15:30

Don’t forget to mention us at @ubcMedCHES and use the hashtag #CHESDay2014 when tweeting throughout the day!

*Breakfast Round Table Sessions are limited to pre-registered individuals

∙ Join the “SFUNET” network, ∙ Open a browser and refresh the page to be redirected to a login page,∙ Enter credentials – ID: LW2130 / Password: SJ8h957v

To access wifi:

centre for health education scholarshipches.med.ubc.ca

3

Competence is a hot topic that has been much discussed.

What competence is considered to be has changed

considerably over different historical eras.

Today there are many calls to re-examine our definitions

of competence. For instance the Lancet Commissions

report of 2010 - “Health professional for a new century:

Transforming education to strengthen health systems

in an interdependent world” - argues that many of our

approaches are outdated and not adapted to today’s

changing healthcare systems.

This talk will briefly explore the history of models of

competence, before examining three domains that are

likely to require specific attention in the 21st century:

knowledge and its evolution; skills and the ability to

perform; and identity and the ability to work in teams.

(Trans)formation: Learners, teachers and 21st century health professional curricula

DR. BRIAN HODGESProfessor, Department of Psychiatry,University of Toronto.

Vice President Education,University Health Network.

Dr. Brian Hodges is Professor, Department of Psychiatry,

University of Toronto and VP Education for the University

Health Network. He graduated from Queen’s University

Medical School in 1989, completed psychiatry residency

at the University of Toronto in 1994, a Master’s of Higher

Education in 1995 and a PhD in 2007. From 2003 until 2011,

he served as Director of the University of Toronto Wilson

Centre, one of the largest centres for health professional

education research in the world. From 2004–2008 he was

Chair of Evaluation at the Royal College of Physicians

and Surgeons, overseeing assessment in the 62 specialty

programs in Canada. He has worked with medical schools and licensure organizations around the world, and was named Full Professor and Richard and Elizabeth Currie Chair in Health Professions Education Research at University of Toronto in 2009.

Gordon Page Invited Lecturer BRIAN HODGES

DR. GORDON PAGE The annual Invited Lecture honours the contribution of Dr. Gordon Page to health professions education scholarship at UBC and recognizes his instrumental role in the conceptualization and development of the Centre for Health Education Scholarship.

Dr. Gordon Page is an Emeritus Professor, Faculty of Medicine,

University of British Columbia. He is a professional educator,

and for 30 years was Director of the Health Sciences Division of

Educational Support and Development at UBC.

Throughout his career he has worked locally, nationally and

internationally with academic and professional groups

concerned with the quality of health professions education,

and with assessing the competence of health professionals

in training and in practice. He has been a visiting professor

at numerous universities and colleges in Canada, Australia,

New Zealand, Europe, the USA, China, Japan, the UAE and SE

Asia. Dr. Page’s major research and development interests

are directed toward the assessment of medical trainees and

practitioners, and over the past 25 years he has obtained

grants in excess of $5,000,000 to support these interests.

In recognition of his contributions, he has received the following awards:1. The 2009 Royal College of Physicians and

Surgeons of Canada Duncan Graham Award in

recognition of outstanding lifelong contribution

to medical education

2. The 2008 Medical Council of Canada Dr. Louis

Levasseur Distinguished Service Award

3. The 2007 Association of Faculties of Medicine of

Canada AFMC-AstraZeneca Award for Exemplary

Contribution to Faculty Development in Canada

GORDON PAGE

@ubcMedCHES #CHESDay2014

4. The 2005 Medical Council of Canada Outstanding

Achievement Award for Contributions to the

Assessment of Clinical Competence

5. The 2003 Canadian Association for Medical

Education Ian Hart Award for Distinguished

Contribution to Medical Education

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Oral Presentations Session 1C 11:00 - 12:15LOCATION: ROOM 2800 (2nd FLOOR) MODERATOR: JONATHAN MISSKEYPresenters Authors title time

Richard Veerapen The promotion and protection of patient autonomy by physicians during multi-party clinical encounters 11:00 - 11:15

Alvin Ip Jerry Ku, Wayne Hung, and Jane Buxton

Developing social accountability and CanMEDS competencies in medical students through three different modes of learning 11:15 - 11:30

Wafa Asadian

Angela Towle, Cathy Kline, William Godolphin, Cheryl Hewitt, and Scott Graham

What are the components of successful community-university partnership in health professions education? 11:30 - 11:45

Maria Hubinette Sarah Dobson, Diana Dawes, and Ian Scott

Seeing the forest and the trees: A comprehensive health advocacy framework 11:45 - 12:00

Erin Wilson Interpretive practices towards understanding relational continuity 12:00 - 12:15

Oral Presentations Session 1A 11:00 - 12:15LOCATION: ROOM 1300–1500 (1st FLOOR) MODERATOR: CYNTHIA MINPresenters Authors title time

Sue Murphy Donna L. MacIntyre Volunteer patients or standardized patients for interviewing practice: Should we consider the cost? 11:00 - 11:15

Sue Stanton A model for creating viable graduate elective courses 11:15 - 11:30

Theresa McElroy Sue Stanton Influencing rehabilitation knowledge and practice through workplace masters research 11:30 - 11:45

Erica Frank A test of the first course that is globally for credit for free 11:45 - 12:00

Robin RootsRoberts K, Olatunbosun T, Macbeth A, Hatry A, Barrows J, Chan T, Lynn BM

The continuing professional development needs of physical therapists in BC: Findings from a province-wide needs assessment

12:00 - 12:15

Oral Presentations Session 1B 11:00 - 12:15LOCATION: ROOM 2300 (2nd FLOOR) MODERATOR: JULIANNA CAONPresenters Authors title time

Pawel KindlerWarren Fingrut, Brian Baker, Andrew Battison, and Matthew Miles

Medical student perspective on self-directed e-learning modules 11:00 - 11:15

Evan Baker and Lauren Whitehead

Evan Baker*, Annie Ma*, Lauren Whitehead*, Tracy Pressey, Pawel Kindler

Peer facilitated case-based learning and peer feedback in undergraduate medical education 11:15 - 11:30

Laura FarrellRola Ajjawi, GisèleBourgeois-Law, and Glenn Regehr

Exploring feedback in the clinical setting using learner-directed assessment and goal-oriented feedback: An autoethnography 11:30 - 11:45

Martin Pusic M. Pecaric and Kathy Boutis

A simple method for evaluating self-assessment while learning radiograph interpretation 11:45 - 12:00

Nerissa TaiJeff Plant, Nerissa Tai, Alexandra Hatry, andBrenna Lynn

A novel approach to physician practice quality improvement: Synergizing multisource feedback and mentorship in a low-stakes, physician-led initiative

12:00 - 12:15

CHOOSE YOUR OWN ADVENTURE ORAL PRESENTATIONS Room 1300–1500 (1st Floor)

Room 2300 (2nd Floor)

Room 2800 (2nd Floor)

*Equal contributors

From the lobby, turn LEFT. Voilà! You have arrivedat your destination.

From the lobby, head UPSTAIRS or take the ELEVATOR. Room 2300 is the first room to your LEFT.

Room 2800 is the first room to your RIGHT.

Poster Presentations 14:15 - 15:30LOCATION: ROOM 1200 (1st FLOOR) presenter authors title #

Majid Doroudi Ryan Li-Yun-Fong, M. Doroudi, K. Afshar

Development of integrated clinical skills and urinary system anatomy and embryology modules 1

Emilie Stevens Rose Hatala and Cary Cuncic Thinking on the front line: A pilot study of understanding resident decision making in clinical practice 2

Christie Newton Willa Henry, Wendy Hartford, Joanna Bates

Northern family medicine residency teaching: A qualitative study of their experiences 3

Adrian Yee Rod McFadyen, Dawn Kirkham, Shauna Fenwick, Taj Baidwan

A collaborative pilot project to enhance leadership education in undergraduate and postgraduate programs on Vancouver Island

4

Mir Kaber Mosavianpour

Hamideh Sarmast, Jean-PaulCollet, Niranjaan Kissoon

A systematic review on Theoretical Domains Framework (TDF): TDF domains and constructs compared to other tools for assessing barriers to change

5

Donna DrynanLaura Bulk, Devon Cochrane, Stephanie Crozier, Kris Kent, Cloe Whittaker, Luisa Yu

Bridging the gap between theory and practice: Implementation of T-RES for occupational therapy fieldwork placements

6

Laura Nimmon Terese Stenfors-Hayes Sociocultural theory in medical education research: Exploring the role of power 7

Tal Jarus

Laura Bulk, Luisa Yu, Michael Lee, Marlee Groening, Sue Murphy, Sneha Shankar, Kim Fink-Jensen, Parisa Ghanouni, Gurdeep Parhar, Adam Easterbrook

My accessibility plan: Facilitating access to health and human service education 8

Oscar Casiro Oscar G. Casiro, Geoffrey Payne, Rebecca Raworth

Adapting curriculum governance to accommodate transformational change across regional campuses 9

M. Clifford Fabian Oscar Casiro A site-specific decision-making framework for a regional medical campus 10

Kiran Veerapen Gisèle Bourgeois-Law 10 years on: Faculty development at a distributed site – a new model is needed 11

Sharon Doucet Sandra Jarvis-Selinger, Katherine Wisener, Jenn Clark, Leslie Sadownik

One size does not fit all: The Fred Bryans master teacher program 12

Kristofer Harder Kiran Veerapen Finding the gaps: Using multi-perspective inquiry to improve early patient contact at the Island Medical Program 13

Kimberley MacNeil

MacNeil, K, Fielding, D, O’Flynn Magee, K, Pearson, M, von Bergmann, H, Bainbridge, L., Butler, D.L., Regehr, G.

Supporting cross-professional collaborations in health education scholarship 14

Carmen EllisonJoanna Bates, Chris Lovato, Dave Snadden, on behalf of UBC Faculty of Medicine Regional Associate Deans

Building a program of research in distributed medical education 15

Oral Presentations Session 2B 13:15 - 14:15LOCATION: ROOM 2800 (2nd FLOOR) MODERATOR: ALASDAIR NAZERALI-MAITLANDPresenters Authors title time

Joanna Bates Rachel Ellaway Contextual shifts and contextual competence – a work in progress 13:15 - 13:30

Lawrence Lo Glenn Regehr Medical trainees’ understanding of the activity of answering supervisors’ questions in the clinical setting 13:30 - 13:45

Jude Walker HsingChi von Bergmann, Zul Kanji

Supporting dental hygiene students in their path to becoming health professionals: A study of DH students in two tracks 13:45 - 14:00

Ian ScottMaria Hubinette, Sandra Jarvis-Selinger, Alex Gretton

Identity formation, portfolios and clinical reasoning: Is there a nexus or are these just three interesting ideas? 14:00 - 14:15

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Oral Presentations Session 2A 13:15 - 14:15LOCATION: ROOM 2300 (2nd FLOOR) MODERATOR: JAMES TESSAROPresenters Authors title time

Andis Klegeris Hurren, H., McKeown, S., Speilman, L.J., Stuart, M.

The dynamics of problem-solving skills of undergraduate students at UBC Okanagan campus 13:15 - 13:30

Derek Wilson

Peterson, LN, Rusticus, SA, Eva, K, Pittini, R, Schreiber, M, Pichin, S, Moffatts, SM, Sargeant, J, Warren, A. Alexiadis Brown, P, Matte M

Readiness for clerkship and residency surveys: Cross-institutional generalizability study 13:30 - 13:45

Shayna Rusticus Kevin Eva and Chris Lovato

Defining equivalence in medical education evaluation and research: Does a distribution-based approach work? 13:45 - 14:00

Andrea GingerichCees P.M. van der Vleuten, Glenn Regehr, Kevin W. Eva

Comparing variance explained by three types of social categorization 14:00 - 14:15

ORAL PRESENTATIONS

@ubcMedCHES #CHESDay2014

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ix

The past decade has marked a profound change in the

ways that research-intensive universities consider their

teaching and learning mandates.

The evolving societal expectations and student demands,

dynamically increasing alternative technology-based

educational options, and significant financial pressures

felt especially by publically-funded institutions, have all

challenged universities to re-think their long-standing

approaches and practices.

It was not only curricula and pedagogies that became

a subject of reconsideration at an unprecedented

speed and scale; so were the processes leading to

decision-making within the educational realm and the

understanding of what faculty complement is necessary

to advance the required change to meet new demands

and optimize student learning, all while ensuring

competitiveness and financial sustainability of academic

programs.

Drawing on 10 years of experience in UBC academic

leadership, Dr. Kindler will offer reflections on the

transformations that our university has experienced

already, including the introduction of the Professor of

Teaching rank, and comment on the future of educational

leadership in academia - at systemic, institutional

and personal levels - required for research-intensive

universities to thrive in (and beyond) the 21st century.

Educational leadership in a changing university

DR. ANNA KINDLER

Senior Advisor to the Provost and Vice President Academic & Professor,Department of Curriculum & Pedagogy,University of British Columbia.

Dr. Anna Kindler is Senior Advisor to the Provost and Vice

President Academic, and Professor in the Department of

Curriculum and Pedagogy, Faculty of Education at the

University of British Columbia in Vancouver, Canada. She

received an MA in Industrial/Graphic Design from the

Academy of Fine Arts, Warsaw, Poland, followed by a second

MA and a doctorate in Art Education from the University

of Illinois at Urbana-Champaign. Over the past 10 years,

Dr. Kindler has served as Vice Provost and Associate Vice

President Academic at UBC. She has received numerous

awards, including the National Art Education Association

Distinguished Fellow Award and the 2013 Distinguished

Alumna Award from the School of Art and Design, University

of Illinois, Urbana-Champaign.

Closing PlenaryANNA KINDLER

90 University of British Columbia

3 University of Alberta

2 College of Registered Nurses of BC

2 University of Northern British Columbia

1 BC Emergency Health Services

1 College of Physicians and Surgeons of BC

TODAY’S ATTENDEES COME FROM1 Justice Institute of British Columbia

1 New York University

1 Université Laval

1 University of Toronto

1 University of Victoria

@ubcMedCHES #CHESDay2014

2015 CHES Celebration of Scholarship: week of October 5th

Gordon Page Invited Lecturer: Dr. Charlotte ReesProfessor of Education Research & Director of the Centre for Medical Education, University of Dundee

STAY TUNED FOR MORE DETAILS!

ACCREDITATION: As an organization accredited to sponsor continuing medical education for physicians by the Committee on Accreditation of Continuing Medical Education (CACME), the UBC Division of Continuing Professional Development designates this educational program as meeting the accreditation criteria of the College of Family Physicians of Canada for up to 5.75 Mainpro-M1 credits. This program is an Accredited Group Learning Activity eligible for up to 5.75 Section 1 credits as defined by the Maintenance of Certification program of the Royal College of Physicians and Surgeons of Canada. This program has been reviewed and approved by UBC Division of Continuing Professional Development. Each physician should claim only those credits he/she actually spent in the activity.

Cover photos provided by Imaging by Marlis

Don’t forget to mention us at @ubcMedCHES and use the Hashtag #CHESDay2014 when tweeting throughout the day!

centre for health education scholarshipsuite 3300 j im pattison pavilion north

Vancouver general hospital

604-875-4111 ext. 67644

ches.secretary@ubc.ca