Upcoming Online Events

July 8, 2020


10:00 am to 11:00 am

WebEx: Using WebEx for Meetings

July 8, 2020


ExamSoft Education Connection Webinar Series, starts June 10, 2020, with new webinars available each week through August 12, 2020. Register separately or for the entire series

Storytelling with Auntie Cool - Colleen Denniston

July 9, 2020

July 10, 2020


July 9, 2020 10:00 am to 11:00 am

July 10, 2020 9:30 am to 10:30 am

WebEx: Using WebEx Training Centre

July 15, 2020


ExamSoft Education Connection Webinar Series, starts June 10, 2020, with new webinars available each week through August 12, 2020. Register separately or for the entire series

Beyond Strengths and Opportunities: Individualized Learner Composite Reporting - John Brock Harris

July 17, 2020


2:30 pm to 4:00 pm

Academic Video Service: Panopto

July 17, 2020


11:00 am to 12:00 pm

WebEx: Using WebEx for Meetings

July 17, 2020

Saskatchewan Health Quality Council

QI Power Hour Webinar

The Ladder of Inference

July 17, 2020, 9:30-10:30AM CST
Speaker: Glenda Beauchamp
Did you know that 49% of all recorded workplace conflicts were a result of clashing personalities in the office? (Source: CPP "Global Human Capital Report").
Research suggests that companies that support collaborative working are five times more likely to be high performing because collaborative culture tends to have higher engagement levels, lower stress levels, and higher success rates. (Source: Forbes)
Join us for a discussion about how we can use the Ladder of Inference to build mutual understanding and work towards a collaborative work environment.
In this webinar you will:
  • Learn about the Ladder of Inference (What is it? How can it help de-escalate conflict and support the effectiveness of groups and teams?)
  • Reflect on the ways your work and the mindset you operate from in stressful situations
  • Explore the Mutual Learning Mindset and how it can support effective groups and teams

July 20 - August 31, 2020

Dalhousie University


The Fundamentals of Teaching Program is a series of online courses
designed to support Dalhousie medical faculty in their roles as teachers.

July 20 – August 31, 2020 | Webinar dates Jul 23, 30 and Aug 6 and 13 (8-9 pm)

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

  • Identify strategies to improve online learning experiences including lecturing, grand rounds, and small group learning sessions.
  • Effectively provide clinical teaching and supervision in altered clinical circumstances (including virtual care).

Registration fee: $360 for non-Dalhousie affiliated participants. More information and to register, click here.

July 22, 2020


ExamSoft Education Connection Webinar Series, starts June 10, 2020, with new webinars available each week through August 12, 2020. Register separately or for the entire series

Squaring the Round Peg: Hybridizing ExamSoft and ExamSoft Rubrics for Practical OSCE Assessments - Mario Hofheinz

July 23, 2020


1:00 pm to 2:30 pm

Academic Video Service: Panopto

July 29, 2020


ExamSoft Education Connection Webinar Series, starts June 10, 2020, with new webinars available each week through August 12, 2020. Register separately or for the entire series

Using ExamSoft Data to Evaluate Those Pesky “All That Apply” Questions - Cheryl Frutchey

Streamlining the Dinosaur: Identifying and Addressing Issues in a Long-Running ExamSoft Environment - Richard Halpin

 August 5, 2020


 ExamSoft Education Connection Webinar Series, starts June 10, 2020, with new webinars available each week through August 12, 2020. Register separately or for the entire series

Utilization of ExamSoft Tagging and Gateway Exams - Priscilla Martin

August 12, 2020


ExamSoft Education Connection Webinar Series, starts June 10, 2020, with new webinars available each week through August 12, 2020. Register separately or for the entire series

A Biopsy Sample of Student Learning: ExamSoft Assessment Analytics Aid Development of Competency Based Medical School Radiology Clerkship and Continuous Curricular Improvement - Atul Agarwal

Join #MedEdChat on Twitter every Thursday evening.  More information


Other Online Sessions

Alliance for Clinical Education

Meded Chat Transcripts.  View here


Dealing with problems in health professions education during the COVID-19 pandemic: Part 1,” with Trevor Gibbs, Judy McKimm, Jennifer Cleland, Richard Fuller, and David Taylor


The COVID-19 Pivot: Protecting patients and physicians during the pandemic,” with Allison McGeer, Jennifer Young, and Allan Grill

Jones & Bartlett

View this 40 minute webinar on creating an effective learning environment in an online course

Faculty Development Programing

Due to the COVID-19 outbreak, all Faculty Development in-person programming has been postponed until further notice.  Please check back for updates.  Thank you

FD events are for staff, physicians, medical students, residents, graduate students, PhD faculty, other clinicians/health care providers - All are welcome !

Our core FD programming (with approved study credits)* is offered monthly throughout the year (except July and August). See below for more details.

  • Teaching and Learning Tuesdays* noon hour Lunch and Learns – 2nd Tueday of every month
  • Medical Education Grand Rounds (MEGR)* on the last Thursday of every month 2pm; B525
  • Reading Club – times and places vary.  Please check out the calendar
  • Rural Medical Education (RMED) – a series from University of Alberta by and for rural physicians

Teaching and Learning Tuesdays* Lunch and Learn

General Information

2nd Tuesday of every month at 12:00 PM

WebEx available – email the FD office or call 306-966-5171.  The contact for Regina is reginafaculty.development@usask.ca.

Videoconference connection with Regina Campus.  Join us from the RGH Learning Centre.  Bring Your Own Lunch - light snacks available in Saskatoon

Full upcoming Lunch and Learn details - please check the event calendar.

Medical Education Grand Rounds*

Medical Education Grand Rounds (MEGR) - The last Thursday of the month*

These sessions are typically the last Thursday of the month from 2-3 PM in room HLTH B525.  You can join us in person or via WebEx. These sessions are recorded so you can access them whenever is convenient for you. Meetings involve either a discussion around a medical education article of interest or a presentation of current research followed by discussion.  While the focus is medical education, these sessions are open to all & the topics are usually applicable to other areas of health science education or education in general.  Information on upcoming sessions can be found below.  Contact us at medicinefaculty.development@usask.ca for more information, to present your research, or to propose an article for discussion at an upcoming rounds.  All are welcome!

December, 2014
Why I’m Asking You Not to Use Laptops, Anne Curzan.

November, 2014
Am I right when I am sure? Data consistency influences the relationship between diagnostic accuracy and certainty, Cavalcanti & Sibbald.

October, 2014
Can Coaching Help Transform Teacher Quality? (Requires a WordPress Account) - Alex Quigley.

September, 2014
On Dialogue, Culture, and Organizational Learning, Edgar H. Schein.

June, 2014
Medical Student Mental Health 3.0: Improving Student Wellness Through Curricular Changes, Stuart J. Slavin, MD, MEd, Debra L. Schindler, PhD, and John T. Chibnall, PhD 

May 2014
What is the educational impact of standards-based assessment in a medical degree?, Wilkinson, Wells, & Bushnell.

February 2014
Chapter 7: How Do Students Become Self-Directed Learners? in How Learning Works.  7 Research-Based Principles for Smart Teaching.

January 2014
Development and evaluation of a risk communication curriculum for medical students.  Risk communication is an important advanced communication skill, and the Risk Talk curriculum provides a model educational intervention and new assessment tools to guide future efforts to teach and evaluate this skill.

December 2013
Do Learners Really Know Best? Urban Legends in Education, Paul A. Kirschner & Jeroen J.G. van Merriënboer

November 2013
Effects of Lecture Information Density on Medical Student Achievement, IJ Russell, WD Hendrickson, & RJ Herbert.

October 2013
From Flexner to Competencies: Reflections on a decade and the journey ahead, Carol L. Carraccio & Robert Englander. The authors reflect on the major forces that have influenced the movement and tipped the balance toward widespread adoption of CBME in the United States, primarily in graduate medical education. These forces include regulatory bodies, international counterparts, and the general public.

September 2013
Self-Directed Learning: A Cognitive and Computational Perspective, Todd M. Gureckis and Douglas B. Markant.

June 2013
Can coaching help transform teacher quality? (Blog)

February 2013
Student perceptions of evaluation in undergraduate medical education: A qualitative study from one medical school, Schiekirka et al., 2012.

January 2013
Effects of Three Types of Lecture Notes on Medical Student Achievement, I.J. Russell et al. (1983)

December 2012
The Readiness for Clerkship Survey: Can self-assessment data be used to evaluater program effectiveness? Linda N. Peterson, PhD, MEd, Kevin W. Eva, PhD, Shayna A. Rusticus, PhD, and Chris Y. Lovato, PhD

Some many months ago while on sabbatical in Hawaii for the first of the two blocks, I discovered that if we run correlations of grouped self-assessment data with the means of the objective tests/measures instead of getting an rnear zero (which is what we get when correlating individual scores) the correlation is actually high and significant indicating a relationship. We found this with TIPS and other data. This was a break-through in the debate over the use and validity of self-assessments. As I was working with Krista to amass some studies to publish (we are hoping that it will come out this year) I confided in one of the authors of the Petersen et al paper, someone with whom I published an article on this topic previously. Then, before I could get my paper out, the Petersen et al paper appeared! Is that an issue? Has there been an ethical breach in this case? What if anything ought one to do about this?

November, 2012
Medical students' approaches to learning over a full degree programme.  This article discusses a study of student approaches to learning and studying - deep, surface, and strategic - in a new medical curriculum in the UK.  Changes in approaches are addressed as well as reasons for the limited amount of change noted.  A significant philosophical question is "how much impact can a medical school curriculum have on the nature of student learning and studying"? 

October, 2012
Physician perceptions of the role and value of basic science knowledge in daily clinical practice

September, 2012
An Innovative way of conducting a journal club.

August, 2012
Randomized controlled trials and meta-analysisin medical education: What role do they play?, David A. Cook.

July, 2012
An Innovative Process for Faculty Development in Residency Training

June, 2012
Collaborative group work: Effects of group size and assignment structure on learning gain, student satisfaction and perceived participation, Jan G.M. Kooloos, Tim Klaassen, Mayke Vereijken, Sascha Van Kuppeveld,Sanneke Bolhuis & Marc Vorstenbosch.

May, 2012
Applying the science of learning to medical education, Richard E. Mayer. The cognitive theory of multimedia learning is an information processing explanation of how people learn from words and pictures. It is based on the idea that people have separate channels for processing words and pictures, that the capacity to process information in working memory is limited, and that meaningful learning requires appropriate cognitive processing during learning.

April, 2012
Faculty Development for Postgraduate Education– The Road Ahead

February, 2012
It’s NOT rocket science: rethinking our metaphors forresearch in health professions education, Glenn Regehr.  This article discusses the divide between applied and theory-building research in health professions education. The author argues that the tenets used in scientific research may not be appropriate for applied research. Instead of focusing on the imperative of proof, educational research should strive for an imperative of understanding. As well, an imperative of complexity should replace the imperative of simplicity strived for in scientific literature. The author concludes that applying more appropriate models to educational research will allow us to achieve greater understanding in this area. 

January, 2012
Applying multimedia design principles enhances learning in medical education, Issa N, Schuller M, Santacaterina S, Shapiro M, Wang E, Mayer RE, DaRosa DA. 

December, 2011
Teacher-student relationships in medical education: Boundary considerations, S. Michael Plaut & Dennis Baker. Personal and situational risk factors may make teachers or students more prone to cross healthy boundaries. Education about boundary issues, including discussion of case vignettes, may help build awareness and thus help foster more balanced teacher–student relationships.

November, 2011
The Lecture System in Teaching Science, Robert T. Morrison, New York University.  This is one instructor's reflections on why he doesn't believe in the lecture system. 
July, 2011 
The replacement of 'paper' cases by interactive online virtual patients in problem-based learning, Terry Poulton, Emily Conradi, Sheetal Kavia, Jonathan Round, and Sean Hilton.  To counter the limitation that paper cases are linear and do not allow students to explore the consequences of decisions, interactive online virtual patients (VPs) were developed which allowed students to consider options as the cases unfold, and allow students to explore the consequences of their actions.  St. George's University of London (SGUL) is now adapting its transitional year between the early campus years and the clinical attachment years.  This will include the integration of all technology-based resources with face-to-face learning and create a more adaptive, personalised, competency-based style of learning. 

June, 2011
An urgency in addressing university teaching led to the identification of five major barriers to the adoption of effective teaching practices in higher education:

  1. Lack of leadership at senior management level such that research is perceived as being significantly more valued than teaching
  2. Institutional reward systems that focus primarily on research productivity when academics present for tenure or promotion
  3. Long-established practices, norms and beliefs shaped by the experience of faculty members beginning in graduate school and through their induction, socialisation and ongoing careers as faculty members
  4. Faculty lack knowledge about evidence-based learning methods
  5. Lack of practical and effective mechanisms for the professional development of faculty regarding teaching

May, 2011
Racial discrimination & health: Pathways & evidence, Ahmed, A.T., Mohammed, S.A., & Williams, D.R.  This article is an overview of the growing body of research examining the ways in which psychosocial stress generated by subjective experiences of discrimination can affect health.

April, 2011
The Treachery of Images: How René Magritte Informs Medical Education, Wear and Zarconi, 2010.  This article questions the role of competencies-based education and calls for more ‘naked’ teaching unattached to competencies.

March, 2011
How can experience in clinical and community settings contribute to early medical education? A BEME systematic review, Dornan et al., 2006. This is a BEME review of the outcomes of early clinical exposure/experiences in Medical Education.  Although a modestly old document, in light of plans for the College of Medicine to incorporate early clinical experiences into the curriculum in a more formal way, this article will help to inform the doubtful and unaware and support change agents.  

January, 2011
Evaluating pelvic examination training: Does faculty involvement make a difference? A randomized controlled trial, Pradhan et al., 2010.  As medical schools continue to strive to deliver high-quality education with diminishing resources, the need to evaluate long-standing teaching techniques becomes imperative. The use of gynaecological teaching associates to teach pelvic exam skills to medical students is an example of an education intervention that deserves thorough evaluation. The objective was to evaluate effects of two pelvic examination training methods on OB/GYN clerkship students with respect to costs, students' performance, and perception. The two training methods produced comparable OSCE scores, and students in both groups felt more confident after training and found the training sessions to be valuable. There was a significant cost-savings associated with using GTAs for pelvic exam training.

December, 2010
What has changed in the evidence for early experience? Update of a BEME systematic review, Yardley et al., 2010.  This study reviews evidence published from 2002 to 2008 concerning early experience for healthcare undergraduates.

November, 2010
Helping Doctors and Patients Make Sense of Health Statistics, Gigerenzer et al., 2008.  This article provides "evidence that statistical illiteracy (a) is common to patients, journalists, and physicians; (b) is created by nontransparent framing of information that is sometimes an unintentional result of lack of understanding but can also be a result of intentional efforts to manipulate or persuade people; and (c) can have serious consequences for health".  Because statistical literacy is necessary for citizens to make informed health decisions based on accurately interpreting information, it needs to be an essential component of education for the public as well as those in the medical profession.  

August, 2010 
Enhancing Evaluation in an Undergraduate Medical Education Program, Gibson et al., 2008.  Program evaluation strategy at the University of New South Wales

July, 2010 
The Dreyfus model of clinical problem-solving skills acquisition: a critical perspective, Pena, 2009. The Dreyfus model describes how individuals progress through various levels in their acquisition of skills and subsumes ideas with regard to how individuals learn. Such a model is being accepted almost without debate from physicians to explain theacquisition of clinical skills.

June, 2010 
Placing the Patient at the Core of Teaching, Muir, 2007.  Student focus groups indicated that (1) community-based education showed them real life in a home context; (2) early contact with a patient enabled them to have a better understanding of patient-centred medicine; and (3) meeting a patient early in their training infused reality and continuity to their careers and a clearer understanding of the patient's condition.  This article describes a patient shadowing program for undergrad medical students begun at the University of Dundee in 2005. 

May, 2010 
The shuffling of mathematics problems improves learning, Rohrer, D. & Taylor, K., 2007, discusses the results from two experiments analyzing the effects of blocked (standard format) versus randomly mixed practice, as well as massed (traditional) versus spaced (sessions which are taught over a period of time) instruction, in terms of retention.  The experiments support the theory that exam performance and retention improves with mixed or shuffled practice and spaced instruction/practice.

April, 2010 
Medical Education for a Healthier Population: Reflections on the Flexner Report From a Public Health Perspective, reviews the progress of U.S. and Canadian medical schools in addressing public health-oriented principles in the context of contemporary societal health needs, provides an update on recent efforts to address what has long been perceived as a deficit in medical education (inadequate grounding of medical students in public health), and provides new recommendations on how to create important linkages between medical education and public health.

Medical Education Reading Club

Here’s a spin on your typical book club! We meet once a month and informally discuss some of the recent publications that are relevant to medical education- just for the fun of it!   Let us know if you are interested to host or participate!  Join us and suggest a book/article/med ed resource.   If you are in Regina and are interested in a Med Ed Reading club, contact reginamedicine.faculty@usask.ca.

Below are a few suggestions for some summer reading.  These titles will be discussed in upcoming editions of our MedEd Reading Club.   


Nancy Duarte

Teamwork, Leadership and Communication – Collaboration Basics for Health Professionals

Teresa Paslawski

the fearless organization

Amy Edmondson

What Doctors Feel: How Emotions Affect the Practice of Medicine

Danielle Ofri

When: The Scientific Secrets of Perfect Timing

Daniel H. Pink

View this ICE blog post that describes 10 best papers in Medical Education.  You may find a couple worth sifting through this summer!

Beyond the Biology: A Systematic Investigation of Noncontent Instructor Talk in an Introductory Biology Course. CBE Life Sciences Education, 14(4), Ar43.

Seidel, S., Reggi, A., Schinske, J., Burrus, L., & Tanner, K. (2015). 

Dare to Lead

Brene Brown

Do More Great Work

Michael Bungay Stainer

Educating for Indigenous Health Equity: An International Consensus Statement

Academic Medicine

Make it Stick (The Science of Successful Learning)

Peter C. Brown, Mark A. McDaniel

Beyond the Biology: A Systematic Investigation of Noncontent Instructor Talk in an Introductory Biology Course. CBE Life Sciences Education, 14(4), Ar43.

Seidel, S., Reggi, A., Schinske, J., Burrus, L., & Tanner, K. (2015). 


Carol Dweck

Peak: How to Master Almost Anything

Anders Ericsson & Robert Pool

Seven Fallen Feathers

Tanya Talaga

Thanks for the Feedback

Douglas Stonbe and Sheila Heen

The Marrow Thieves

Cherie Dimaline

Thinking Fast & Slow

Daniel Kahneman 

Twelve tips to combat ill-being during the COVID-19 pandemic: A guide for health professionals & educators

Adam Neufeld & Greg Malin

Who am I, and who do I strive to be?  Applying a theory of self-conscious emotions to medical education

William Bynum and Anthony Artino

Rural Medical Education (RMED)

This U of A series is offered monthly both at an early time in the morning or an afterhours evening version. Sign up by contacting: edsprrh@ualberta.ca   Get RMED resources at https://sites.google.com/ualberta.ca/orrhclinicalfaculty/faculty-development/rmed-sessions




Track Your Thinking

Thinking about your thinking – click on the image above to download and use this template to record  “process notes” to reflect on what you want to use or take away from this page.  This can be similar to writing a progress note on patient care.  Download this pdf and keep it as a record.  Write out your comments on what you are learning and come back to this from time to time to see how your thoughts and feelings are changing.  Review what you have written and re-comment on how you are applying what you are learning to your day to day practice.

Faculty Development Website Survey

Click here to complete a short survey that will assist us in continuous improvement of our website. We  appreciate your feedback.