Education Development Fund (EDF)

Funded by the Education Deans, the Education Development Fund (EDF) is intended to support new and innovative projects that align with our Faculty’s strategic priorities in education. The EDF is a seed fund designed to encourage those who are transitioning to, or are newly engaged in, education scholarship to further their career development.

Funding has traditionally been awarded to initiatives that focus on the design, implementation and evaluation of courses, programs and curricula including faculty development, continuing education and clinical learning initiatives. Eligible projects should consider the goal of broad implementation and impact across our academic programs represented by the Education Deans: MD Education, Postgraduate Medical Education, Continuing Professional Development, Graduate and Life Sciences Education in the Temerty Faculty of Medicine (including basic sciences, and the rehabilitation sciences).

EDF funded projects can either be an Educational Innovation and Development project OR an Education Research project. 

Innovation and development project:  A project, practically related to a course or course materials, with the objective of improving existing curricula through encouraging new directions in education, enhancing integration and collaboration between portfolios, facilitating critical reflection about best practices, and/or expanding the impact of educational advancement.  The development of education materials, products and resources will be considered.

Research project:  The search for and production of new knowledge. Designed to produce data or results that will result in feasible and sustainable impact and influence and will encourage innovation in teaching practices and effectiveness.

A strong evaluative component is expected in each project and the outcomes should produce results that can be disseminated.

Funding will be provided to a maximum of $10,000 per project. As there is a required departmental match, funding for your project could total $20,000. Funding will be provided for two years, effective July 30, of the year of funding. 

Projects must not have received funding from another source to support the same work. National or international projects that reflect the strategic goals of the Faculty are acceptable to the Education Deans for funding, provided that there is evidence of substantial impact within the University of Toronto, Faculty of Medicine community. Larger more complex projects with multiple and previously funded phases will be reviewed carefully to ensure that educational components are explicitly outlined within the application.

2022 EDF applications are now being accepted. The online application form can be accessed here.

Please carefully review each of the detailed sections below that describe requirements and responsibilities for the application process and for grant holders.

Applicants are encouraged to access resources made available by the Centre for Faculty Development. These resources include tips on getting funded, links to resources for research design, sections on ethics and impact, links to various workshops and access to the Education Research Community. There is also an opportunity to connect with Education Scientists across the system for consultations

Should you have any questions about the EDF or the Call for Applications, please do not hesitate to contact the Project and Administrative Manager via

All applications must be submitted online.

Eligibility & Team Member Roles

As the EDF is designed to encourage faculty members who are transitioning to or newly engaged in education scholarship, it is important to distinguish between and among potential roles for team members.

In addition to listing team members and providing contact information for departmental contacts, the EDF application will ask you to provide a brief description of the team including roles and responsibilities of team members.


  1. Must be a faculty member in the basic, clinical or rehabilitation sciences at the Temerty Faculty of Medicine, University of Toronto.
  2. Must be newly engaged in education scholarship.
    1. The EDF Adjudication Committee defines 'newly engaged' as a faculty member who has not served as PI or Co-PI on more than two previously funded education research grants AND has not published more than two medical education papers as Principal or Co-Principal Author. Note: Education Scientists are eligible to apply as PI or Co-PI within the first three years of their academic appointment. They may not have received funding for more than one previous education research grant as PI or Co-PI. 
  3. Must agree to disclose all other sources of funding that have been sought out for the project at the time of the application.
  4. Must be leading and completing the project. This grant is not meant to fund faculty members who are supervising resident or graduate student projects. 
  5. May have received a previous EDF grant. However, they must have fulfilled all of the obligations and conditions for the previously awarded project. 

It is in the spirit of the Education Development Fund to encourage collaborations between Clinician Educators and Education Scientists and therefore applicants are asked to please consider the following:

i. Education Scientists who apply as the Principal Investigator or as Co-PI are strongly encouraged to ensure that their project teams include Clinician Educators in order to assist with the translational and practical application of their projects.

ii. Clinician Educators are strongly encouraged to consult with either departmentally sourced or hospital based Education Scientists and resources as they may have valuable input and would be able to strengthen project methodology, project evaluation and research dissemination.


A collaborator must be a faculty member, learner, OR staff within the Temerty Faculty of Medicine or its affiliated hospitals and engaged in the educational activities in basic, clinical or rehabilitation sciences at the University of Toronto, in either an administrative, project management or research capacity. Assigned roles and responsibilities for each of the project collaborators must be clearly outlined in the project application.


A Senior Advisor must be a faculty member engaged in the educational activities in basic, clinical or rehabilitation sciences at the University of Toronto, Temerty Faculty of Medicine. They must also agree to serve in an advisory or mentorship capacity to the overall project design, development and completion.


Leaders in the following categories may be listed as "Senior Advisors" on an application: Vice Chairs; Senior Program, Curriculum and Course Directors; Research Directors; and, Senior Education Scientists. They may not be listed as PI, Co-PI or Collaborators. 


  1.  Leaders in the following categories are potential funders and therefore not eligible to apply for an EDF grant: Members of the Decanal team, Departmental Chairs, Division Chairs or Chiefs.
  2. EDF committee members are not eligible to apply for an EDF grant in any capacity.
  3. Anyone who will receive compensation for work to be completed on a project is not eligible to apply for an EDF grant. 

Applicants are encouraged to seek further clarification regarding their eligibility and the above stated exclusion criteria. Please send questions directly to

Department Chair's Endorsement

Applications must upload a letter of support from the Temerty Faculty of Medicine Academic Department Chair (or the Vice-Chair Education if designated) of each Principal Investigator. The letter of support should outline the potential for meaningful incorporation and sustainability in the Faculty of Medicine education programs and the provision of support for the Project Leader to attend development sessions and complete the dissemination plan. For a single PI, the letter must confirm that secured matched funding is in place. This letter should also confirm the source of the matching funds and the amount. In the case of two PIs, at least one letter must confirm that secured matched funding is in place, confirm the source of the matching funds and the amount.

Project endorsement from Hospital Clinical Departments, University or Hospital Division Chiefs, Medical Education Offices, Research Departments or Managers, will not be accepted.

Budgets must reflect a true 1:1 match within budget columns.  Academic department funds could include funds from other granting agencies and sources received by the supporting academic department.  In the spirit of transparency, applicants are encouraged to list ‘other’ funds outside of the 1:1 match within their budget. University base budget or operating funds cannot be used to provide the match.

The Office of the Education Deans will transfer the awarded funds to the Academic Department of the Principal Investigator in the Temerty Faculty of Medicine. Applicants are expected to provide necessary FIS numbers to facilitate this transfer within 4 weeks of the application approval. It is the responsibility of the applicant to submit required information or the offer of funding will be withdrawn. It is expected that departmental business officers work closely with the successful applicants to facilitate this transfer.  The Department will be responsible for the disbursement of funds to the Principal Investigator.


Applicants are required to upload a proposed budget using a provided template with their application (see section below titled "Application Process and Templates").

The details below are provided to help guide your development of your proposed budget and explain allowable and not allowable expenses for EDF funds. Budgets will be carefully reviewed for appropriate use of project funds and may require adjustment at the request of the Education Development Fund adjudication committee. Funded PIs and Co-PIs are required to provide updates on expended funds as part of the reporting requirements.

It is recommended and encouraged that EDF recipients utilize existing University of Toronto resources where appropriate i.e., student participation, technical support services, professional services, etc.  The application will ask you to describe the anticipated resources available and required (financial, expertise, technology) to complete your project. The application will also ask for you to disclose intended vendors with appropriate quotes if feasible.

Budgets must reflect a true 1:1 match within budget columns.  Academic department funds could include funds from other granting agencies and sources received by the supporting academic department.  In the spirit of transparency, applicants are encouraged to list ‘other’ funds outside of the 1:1 match within their budget. University base budget or operating funds cannot be used to provide the match.

All funds, other than costs related to project dissemination, are expected to be disbursed by the end of the first year and all costs, including dissemination costs are to be disbursed by the end of the second year. Any unused funds, as outlined in the final project report, will be required to be returned to the EDF to fund future projects. Requests for funding extensions after 1 year (for funds other than dissemination costs) must be made in writing to the Education Development Fund Committee, for consideration. Requests for changes to the originally approved budget must also be made in writing to the Education Development Fund Committee, for consideration.

Successful applicants must meet all requirements for the transfer of funds including the declaration of all other sources of relevant funding, receipt of ethics approval, provision of necessary FIS numbers to facilitate the transfer within 4 weeks of the application approval. It is the responsibility of the applicant to submit required information or the offer of funding will be withdrawn.


  • Costs associated with project dissemination (ie. poster layout and printing costs to a maximum of 250.00)
  • Conference Travel - maximum of 1000.00* of EDF funds may be used to off-set travel where EDF project/work is to be presented. *This amount should include both travel and accommodations.
  • Research Assistant ($25-35/hr)
  • Costs to run interviews and focus group
  • Transcription
  • Data analysis and hand coding of transcribed text
  • Summarizing of data and assistance with manuscript development
  • IT/eLearning related projects: Technological consultation, needs assessment, content writing, evaluation, graphic design and animation (approx. $75.00/hr)
  • Learning Portals/Websites: Programming, learning management/content management systems (approx. $2,500.00 – $15,000.00)
  • Illustrations
  • Costs for simulation (all modalities) and anatomical models
  • Incentives (i.e., gift cards, honorariums, stipends for focus group/study participants) up to a maximum of 5% of the total budget (including matched funding). For example, if the total project budget (including match) is $10,000.00, $500.00 of your budget may be used toward incentives.


  • Publication costs i.e. Open Access and like journal publication fees or costs associated with manuscript publication.
  • Payment to Educational Research Consultants, U of T Staff and Faculty for duties/tasks performed related to the project.
  • Incentives (ie. gift cards, honorariums, stipends for focus group/study participants) exceeding 5% of the total budget.
  • Catering
  • Reimbursement for participant travel/parking
  • Conceptualization and design of representative imagery.

Project Timeline and Reporting Requirements

Applicants are required to upload a proposed project timeline using a provided template with their application (see section below titled "Application Process and Templates"). This should include details of anticipated project deliverables, time estimates and a project schedule.

A progress report (approximately 6 months into the project) is required outlining the project status, budgetary expenditures, dissemination and sustainability plans.

A 1 year report is required at the end of the first funding year. Formal written reports will record the work done to date, include a summary of budgetary expenditures, describe progress towards and barriers to implementation, and include a plan for dissemination/knowledge translation. 1 year reports must also be accompanied by a letter describing the outcomes as they relate to meaningful incorporation and sustainability of the project as discussed between the recipient and the Department Chair. All funds, other than costs related to project dissemination, are expected to be disbursed by the end of the first year and all costs, including dissemination costs are to be disbursed by the end of the second year.

Preparation and presentation of a poster, to be presented at the Wilson Centre Research Day, will be required. The exact date/location will be confirmed by the Project and Administrative Manager.

A final project report is due upon the completion of the project (within 2 years of the original funding date). This report must contain details regarding final budget expenditures which will outline any unused funds or overages, status of knowledge dissemination, implementation and planned future related work. Project teams are highly encouraged to also include perceived impact of the project on the PI’s career and the perceived impact of the project on collaborators.


The EDF application process requires PIs and Co-PIs to attest that they are aware of and agree to their role and responsibilities as PI and Co-PI and also attest that they have not received more than two previously funded education research grants AND have not published more than two medical education papers as Principal or Co-Principal Author (or in the case of Education Scientists, that they have not received more than one grant as PI or Co-PI).

Applicants are required to upload a signed attestation using a provided template with their application (see section below titled "Application Process and Templates").  In the case of Co-PIs, each Co-PI is required to sign their own attestation form and upload to the application site.


Applicants must include at the time of submission (via upload) a formal letter or email notification from either a Hospital or the University of Toronto Research Ethics Board stating that ethics has been approved/the project is exempt or that it is pending.

Applicants applying for Ethics approval or exemption at their Hospital are encouraged to submit their applications as early as possible to avoid delays.

Applications will not be accepted or reviewed if ethics has not been formally initiated at the time of their application submission.

Should your project be selected for funding, final ethics approval must be in place before funding is released. If you do not require ethics for your proposal, please indicate this in your submission via a formal letter from the REB noting the exemption.

Application Process & Templates

The application process is conducted entirely online using a provided template.  The application process will open on December 1, 2021 and will close at 11:59pm on Friday, March 11, 2022.

Applications will not be considered if they do not follow the submission guidelines.

For the purposes of developing content, the EDF application is also available in Word or PDF versions. However, only applications received through our online process will be accepted.  For your information only, you may refer to the application documents below.  DO NOT SUBMIT.

A complete application will include:

  1. The completion of the application online
  2. Uploaded Budget and Project Timeline  
  3. Uploaded PI and CoPI Attestation (if applicable)
  4. Uploaded Department Chair's letter of support
  5. Uploaded Confirmation of ethics application submission, ethics approval and/or ethics exemption
  6. Uploaded CV of PI and Co-PI (if applicable)

(Optional): Applicants may also submit a list of supporting references of up to 1 page.


NOTE: We do not accept additional supplemental material at the application stage. Should a project be selected for funding, the Adjudication Committee may ask for supplemental information before funding is released.

No late or incomplete applications will be reviewed or accepted. You MUST hit "submit" on the last screen of the online application for your application to be considered submitted.


The Education Development Fund is a peer-reviewed grant. An adjudication panel will review all applications and advise the Education Deans on awards and the allocation of funds.

2021-2022 EDF Cycle Timelines

Date Activity
November 17, 2021 EDF 2022 Cycle Launch
December 1, 2021 Application process opens
 March 11, 2022 Application process closes
March – May 2022 Peer-Review & Adjudication Process
June 2022 Decisions will be communicated to PI/Co-PIs.
July 2022 Deadline for fund recipients to confirm ethics approval/exemption & FIS codes (4 weeks after notification)
August 2022 Funding allocated
February 2023 Progress report due
August 2023 1 year report due & all funds to be expended by this date
Fall 2023 Findings to be presented in poster or oral presentation format – Research Day/Symposium
August 2024 Final project report due (within 2 years of original funding date)

Previously Funded Projects | 2007 - 2019

Award    Year    PI('s) Department Project Title


Sharon Peacock Anesthesia Simmulation Curriculum in Ultrasound-guided Cannulation of the Subclavian Vein using a low cost, high fidelity 3D Model
2019 Alpna Munshi Psychiatry Performance, Success, and Challenges - Experiences of IMG Residents in the Department of Psychiatry
2019 Eileen Cheung Family & Common Medicine An Evaluation of the Toronto Addis Ababa Academic Collaboration in Emergency Medicine (TAAAC-EM) Partnership
2018 Nirit Bernhard Paediatrics THE WHOLE IS GREATER THAN THE SUM OF ITS PARTS: Exploring the Integration of Reflection, Self-assessment, and Feedback through Relationships in a Competency-based Undergratuate Medical Curriculum
2018 Seema Marwaha Medicine Translating Patient Experiences into Immersive Video for Medical Education on Compassionate Care: A Pilot Study
2018 Jennifer Hulme Family & Community Medicine Advocating for Advocacy: The State of the Advocate Role in Canadian Family and Emergency Medicine Training Programs 
2018 Julie Johnstone Paediatrics "Each little change will have a ripple effect": Lessons Learned from the Implementation of Competence by design in the Paediatric Residency Training Program, University of Toronto
2018 Samantha Green & Ritika Goel Family & Community Medicine Teaching Poverty, Social Determinants, and Social Accountability
2018 Peter Wu Medicine Understanding the Impact of the Junior Attending Role on Transition to Practice - A Qualitative Study
2017 Elise Hall Psychiatry PsychEd: A Learner-driven, Educational Psychiatry Podcast 
2017 Michael Neszt Psychiatry Better Together: A Mixed-Methods Study to Guide a Continuing Professional Development and Faculty Development Curriculum in Integrated Mental Health Care
2017 Megan Landes Family & Community Medicine Laying the Groundwork: Developing a Global Health Emergency Medicine Fellowship at the University of Toronto
2017 Fok-Han Leung & Milena Forte Family & Community Medicine Reflections on Remediation Through a Graduate's Lens
2017 Batya Grundland & Jeremy Rezmovitz Family & Community Medicine Caring, Not just Curing: Using Digital Storytelling to Understand the Teaching and Learning Compassionate Care in a Canadian Family Medicine Residency Program
2017 Anna Nowacki Medicine The Addis Ababa Toxicology Curriculum Project: Educational Needs Assessment for the Toxicology Modules of an Emergency Medicine Training Program 7550
2017 Jory S. Simpson Surgery Humanism Education in Surgery: Developing a Patients as Teachers Initiative in Surgery for Clerkship Students
2017 Kate Hayman Medicine Teaching Undergraduate Medical Students to "Go Upstream" and Advocate on Social Determinants of Health using Care-Based Learning
2016 Lucas Murnaghan Surgery A Qualitative Assessment of the Role of "Bootcamps" in Junior Residency
2016 Paula Rowland Occupational Science & Occupational Therapy UnderstandingAalignments between Interprofessional Education and "High Reliability Organization": Implications for Curricula and Interprofessional Development
2016 Kathleen Sheehan Psychiatry Death, Dying and Doctors: A Qualitative Exploration of Physician-Assisted Death to Guide Continuing Professional Development
2016 Sarah Wright Family & Community Medicine Experiences of Canadian Medical Students who are First in their Family to Attend University 
2016 Tim Dwyer Surgery Competence of Orthopaedic Sports Medicine Fellows: Development of Certification Examination
2016 Anupam Thakur Psychiatry Knowledge, Skills and Experiences of CanMEDS Leader Role in Psychiatry: A Pilot Study
2016 Margaret Salmon Medicine Teaching Ultrasound-Guided Regional Anesthesia Techniques via Telesimulation versus Workshop
2015 Catherine Varner Family & Community Medicine Implementation and Evaluation of a Novel Family Medicine Obstetrical Point of Care Ultrasound (FaMOUS) Course
2015 Deborah Robertson Obstetrics & Gynecology The Effect of an Educational Session and Structured Communication Tool on the Quality of Obstetrics and Gynecology Resident Handover
2015 Clare Hutchinson Paediatrics Relationships as Learning: Understanding How Relationship Building Facilitates Patient-Centered Learning in Longitudinal Integrated Clerkships
2015 Mark Feldman Paediatrics Test-Enhanced Continuing Education - A Randomized Controlled Trial
2015 Sabrina Akhtar Family & Community Medicine Into Whatsoever Home I Enter, I Shall Enter to Help the Sick: Developing a Curriculum for Integrated Home-Based Primary Care
2014 Meridith Guiliani & Caitlin Gillan Radiation/ Oncology High-Fidelity eLearning to Support Competency-based Residency Training
2014 Sumeet Sodhi Family & Community Medicine Evaluation of Short-Term field-based Global Health Training Programs through Trainee and Host Community Perspectives 
2014 Cindy Woodland & Michelle Arnot Pharmacology & Toxicology Developmental Evaluation of Applied Clinical Pharmacology as a New Field of Study in the Master of Science in Pharmacology Program
2014 Deborah Leung & Jordan Chenkin

Family & Community Medicine, Division of Emergency Medicine

Implementing a Point-of-Care Ultrasound Curriculum for CCFP-EM Residents
2014 Geetha Mukerji & Adina Weinerman Medicine & Paediatrics Resource Stewardship Workshop: Teaching Internal Medicine and Pediatric Residents to Communicate Effectively with Patients to Avoid Potential Harm from Unnecessary Diagnosis Tests
2014 Stefan Adhikari & Neill Adhikari

Medicine (Anesthesia)

Development of an Introductory eLearning course on Clinical Research Methods and Quality Improvement for the Toronto-Addis Ababa Academic Collaboration
2014 Sophie Soklaridis & Carrie Bernard Family & Community Medicine & Psychiatry Role of Health Advocate in Family Medicine and Psychiatry Residency Curricula
2014 Sanjeev Sockalingam & David Wiljer Psychiatry Developing a Lifelong Learning Cirriculum to Prepare Psychiatry Residents for Continuing Professional Development
2014 Jill Steir Occupational Science & Occupational Therapy Adapting Theatre Practice to Enhance Role-playing and Communication Skills of Occupational Therapy
2014 Debbie Kwan & Denyse Richardson CFD (Pharmacy & Medicine)(CAMH/St.Joe's/UHN) Fostering Continued Professional Development in the Workplace


Karen Wayman & Maria Mylopoulos Family & Community Medicine

Exploring Continuity, Integration, Context and Curriculum during Longitudinal Clerkship Training

2014 Lisa Richardson & Jason Pennington Medicine

The Creation of a Web-Based Learning Module for Indigenous Health Education

2013 Michelle Arnot Pharmacology & Toxicology Creation and Use of Animation in Teaching Pharmakinetic and Pharmacodynamic Principles
2013 Jaques Belik Paediatrics Development of a Newborn Lung Simulation Model as an Educational Tool for Mechanical Ventilation for Residents and Fellows
2013 Allison Crawford Psychiatry Assessing Resident Learning Needs in Telepsychiatry
2013 Karen D'Silva Medicine Geriatric Medicine Residents-As-Teachers
2013 Richard Horner Medicine Online Interactive Modular Course for Inter-Professional and Continuing Education in Sleep Health
2013 Julia Keith Labratory Medicine & Pathobiology The National Neuropathology Lecture Series: Collaborative Inter-Professional eLearning for a Small Specialty
2013 Brenda Mori Physical Therapy Developing a New National Tool to assess Physiotherapy Students in Clinical Education - Field Testing
2013 Jeff Myers Family & Community Medicine Developing and Validating a Set of Entrustable Professional Activities for Palliative Medicine: Phase One in Designing a Summative Postgraduate Learner Assessment
2013 Nikki Woods Surgery From Passive to Active: Using Peer Assessment to Improve Vicarious Learning of Surgical Skills
2012 Cheryl Cott Physical Therapy Designing an Interactive Video Tool (iVT) to Enhance Integration of Basic and Clinical Sciences in the Analysis of Movement Challenges in Persons with Neurological Impairments
2012 James Downar Medicine Are Standardized Patient Simulation Sessions more Effective than Didactic Teaching alone for Improving the Skill and Comfort level of Medical Residents when discussing Goals of Care and Resuscitation?
2012 Theodor Grantcharov Surgery Development of a Tool for Identification and Assessment of Technical Errors in Laparoscopic Surgery
2012 Marcus Law Family & Community Medicine Assessment of the Construct Validity of Virtual Interactive Case (VIC) scores in Family Medicine Virtual Patient Cases Scores in Family Medicine Virual Patient Cases Part 1: Usability
2012 Anne Matlow Medicine Integrating a Focus on Quality of Care into an Ambulatory Care Rotation
2012 Emil Schemitsh Surgery Abuse Screening Education in Orthopaedic Surgery: Building Knowledge and Capacity for Change
2012 Priya Watson Psychiatry Essential Elements of Child and Adolescent Psychotherapy Training
2011 Michelle French Physiology Developing Interactive Animations of Key Physiological Processes to Enhance Student Competency
2011 Heather McDonald-Blumer Medicine Fostering the Professionalism of Clinical Faculty: A Qualitative Needs Assessment and Pilot Project in Internal Medicine
2011 Kathy Boutis Paediatrics Hinting Strategies for Improving the Efficiency of Medical Student Learning of Deliberately Practiced Web-Based Radiographs 
2011 Arun Radhakrishnan Family & Community Medicine Phase 2 of an Educational Intervention Addressing Barriers to Physician-Patient Communication while using Electronic Medical Records
2011 Teodor Grantcharov Surgery Design and Validation of a Surgical Skills Assessment Tools for Laparoscopic Roux-en-Y Gastric Bypass
2011 Sanjeev Sockalingam Psychiatry Preparing International Medical Graduates for Fellowship in Canada: A Needs Assessment and Curriculum Development
2011 Serena Baber Family & Community Medicine Optimizing Family Medicine Education: Exploring the Educational Training and Role of Academic Non-Physician Health Care Professionals
2011 Nicole N. Woods Surgery The Integration of Basic Science with Clinical Knowledge in Undergraduate Teaching
2011 Graham Slaughter Medicine Implementing a Bedside Ultrasound Curriculum for Procedures into an Internal Medicine Residency Program
2011 Allan Peterkin Psychiatry Working With Portfolios: Measuring Medical Students' Reflective Capacity and Empathy Levels Over Time
2010 Najma Ahmed Surgery Team Training for Trauma (3T): Developing an Interdisciplinary, Simulation-Based Human Factors Training Curriculum for General Surgery Residents
2010 Shelly Dev Medicine Is a Multimedia-Based Teaching Tool as Effective as Bedside Teaching? Proposal for a Validation Study
2010 Paula Ravitz Psychiatry Enhancing Supervison of Psychotherapy (ESP) Project
2010 Naveed Siddiqui Anesthesia The Impact of Simulator based Education on the Acquisition of Life-Saving Airway Procedure - Role of a Specialized Hybrid-High Fidelity Patient Simulator Model
2010 Khalil Sivjee Medicine Supporting International Medical Graduates Throughout Residency: Moving Beyond Orientations
2010 Joyce Nhyof-Young Radiation Oncology Implementation and Evaluation of an Experiential 'Elective' in Spirituality for Preclerkship Medical Students at the University of Toronto
2010 Lynfa Stroud Medicine Division of General Internal Medicine Integrating Communication and Procedural Skills Assessment in an Internal Medicine Residency Program
2010 Brian M. Wong Medicine Characterizing Facilitators and Barriers in Order to Promote the Successful Implementation of a Quality Improvement and Patient Safety Curriculum for Postgraduate Trainees and Medical Students
2009 Karen Leslie Paediatrics Preparing for a Career in Academic Medicine: Understanding the Process of Peer-Group Mentoring for Postgraduate Trainees
2009 Brian Simmons Paediatrics Interprofessional OSCE Development Simulation Tool
2009 Teodor Grantcharov Surgery The Impact of Bench Model Technical Skills Training on Cognitive Learning in the Operating Room
2009 Pat McKee Occupational Science & Occupational Therapy Enveloping Anatomy Learning System (Anatomy Glove and Video)
2009 Kenneth Locke Medicine The Utility of E-Portfolios for Documentation and Evaluation of the CanMEDS Scholar Domain in General Medicine and Rheumatology Post-graduate Medical
2009 Judith Peranson Family & Community Medicine Teaching an Interprofessional Approach to the Management of Musculoskeletal Problems in Primary Care
2009 Lynfa Stroud Medicine Division of General Internal Medicine Effects of a Re-structured Schedule on Internal Medicine Clinical Teaching Units: A Study of Attending Physicians, Residents, and Medical Students
2009 Jack Mandel Dalla Lana School of Public Health Global Health Education Initiative - Global Health Certificate Program for Postgraduate Trainees
2009 Allan Peterkin Psychiatry Narrative Means to Professional Ends: New Strategies for Teaching and Evaluating Professionalism in Canadian Medical Schools
2009 Clare L. Atzema Medicine Division of Emergency Medicine Does the use of Procedure Videos during Clinical Shifts Improve the Quality of Teaching of Emergency Medicine Procedures in the Emergency Department?
2009 Susan J. Wagner Speech-Language Pathology Evaluation of Care-Based Interprofessional Education (IPE) Sessions: Development and Implementation
2009 Sylvia Langlois Occupational Science & Occupational Therapy The Implementation and Evaluation of an Interprofessional Mentorship Program: Empowering Patients as Mentors for Our Students
2008 Kang Eric You-Ten Anesthesia Impact of High-Fidelity Patient Simulator-Based Education on the Acquisition of Non-Technical Skills During the Management of A Life Threatening Airways Crisis
2008 David Chan Medicine Videoconferenced Selection Interviews for Postgraduate Training Positions in Internal Medicine: A Head-to-Head Comparison with Traditional Face-to-Face Interviews
2008 Ann L. Fox Nutritional Sciences Needs Assessment of Employers of Students in the MScCH Public Health Nutrition Program
2008 Robyn Davies Physical Therapy Use of Remote Facilitation to Develop Clinical Reasoning Skills in Physical Therapy Students
2008 Tulin Cil Surgery Teaching the Sensitive Physical Exam: An Evaluation of Student Learning and Retention
2008 Margarita Lam-Antoniades Rahim Medicine Faculty Development for Ambulatory Care Teaching
2008 Heather Mac Neill  Medicine Does Learning Disease Specific Content in an Interactive Process help foster Collaborative Practice and Improved Interprofessional Attitudes for Post-Licensure Learners? Online Application of the Build-a-Case Technique
2007 Yuna Lee Medicine Evaluation of Standardized Doctor's Order Sets as an Educational Tool for Undergraduate Medical Students
2007 Mireille Norris Medicine Hospitalized Older Persons' Education (HOPE) Curriculum: Enhancing Practice and Patient Safety
2007 Melinda Soloman Paediatrics The Cognitive-Behavioral Model for Teaching Communication Skills: A Pilot Project
2007 Zeev Friendman Anesthesia Teaching Emergency Life-Saving Skills through Simulation - High Fidelity Simulation vs. Traditional Bench Models for Teaching Residents Cricothyrotomy
2007 Rene Wong Medicine Online Simulations of Office Management - A Potential Way to Expose Medical Residents to the Competencies Required to run an Outpatient Practice
2007 Euson Yeung Physical Therapy Evaluation of an Online Self-Study Module in Screening for Vertebral Artery Dysfunction in Physical Therapy Practice
2007 Heather Carnahan Occupational Science & Occupational Therapy Model and Curriculum Development for Training Rehabilitation Specialists using Simulation
2007 Christopher Denny Medicine C.R.E.W.: Crisis Resources for Emergency Workers - Interprofessional Crisis Resource Management Team Training
2007 Annette Vegas Anesthesia Development of an Online Virtual Transesophageal Echcardiography Study as an Innovative Teaching Aid
2007 Shirley Tse Paediatrics Feasibility of an Interactive Web-Based Rheumatology Teaching Module for Pediatric Residents
2007 Shelley Brook Psychiatry The Toronto Addis Ababa Pschiatry Program (TAAPP): Educational Effects of an International Outreach Program on Psychiatry Residents
2007 Nicole Woods Surgery Documenting and Disseminating the Daily Educational Innovations of Clerks: A Pliot Project in Surgery
2007 Rob Madan Psychiatry Direct Observation - A Proposal for a Survery of Medical Teachers
2007 Bill MacKay Physiology Human Neurophysiology - Hoffman Reflect Simulation