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6th Annual Sunnybrook Education Conference

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Friday, November 17, 2017

Man presenting at education conference


Join us for the 6th Annual Sunnybrook Education Conference: Reinventing Learning: The Science Behind Teaching and Learning on Friday, November 17, 2017This full-day event is designed for the GTA health-care community and external partners in education, and will include a broad range of world-class speakers, presentations, posters and interactive workshops.

Do you conduct education research? Submit an abstract for the 6th Annual Sunnybrook Education Conference today!

At the conference, you will:

  • At the conference, you will:

    • Discover innovation and the science behind teaching and learning for patients, families, students and healthcare providers;
    • Examine new technologies and advances in the field of healthcare education;
    • Develop and broaden the scope of education through immersive experiential learning opportunities and inter professional education integration, and
    • Collaborate with colleagues, experts and educators in healthcare on knowledge translation.

DATE: Friday, November 17, 8 a.m.- 4:30 p.m.

EARLY REGISTRATION COST: (includes meals and conference materials)

  • $80 for Sunnybrook staff
  • $120 for non-Sunnybrook staff

Registration after October 19, 2017:

  • $100 for Sunnybrook staff
  • $150 for non-Sunnybrook staff

STUDENT/TRAINEE COST: Free (You will need to show proof of student status)

WHERE: Sunnybrook Health Sciences Centre, 2075 Bayview Ave. McLaughlin Auditorium, EG18a.

Register now

» Agenda

7:30 a.m. – 8:30 a.m. – Registration and Breakfast

8:30 a.m. – 8:40 a.m. – Welcome & Opening Remarks (McLaughlin Lecture Theatre)

8:40 a.m. – 9:25 a.m. – Opening Keynote Address:

9:45 a.m. – 10:45 a.m. – Top Oral Research Presentations 

10:50 a.m. – 12:20 a.m. – Workshops

12:20 p.m. – 1:20 p.m. – LUNCH and Poster Presentations

1:20 p.m. – 2:50 p.m. – Workshops

3:05 p.m. – 3:55 p.m. – Oral Research Presentations

3:55 p.m. – 4:20 p.m. – Debate

4:20 pm - 4:30 – Awards Ceremony, Closing Remarks, Activity Draw

» Top Oral Research Presentations

Coming soon

» Workshop Descriptions

Woman listening at education conference

Priority 1: PATIENT AS EDUCATOR

Digital Narrative Medicine for Bipolar Disorder
“All sorrows can be born if you put them in a story or tell a story about them.” Isak Dinesen Medical anthropologists argue that illness narratives are not merely accounts of symptoms but a mechanism through which people become aware of and make sense out of their experiences. A transformation takes place from something lived into something interpreted that is given structure and meaning through the dialogue that takes place between the patient and physician. “Narrativization” therefore acts as a reflexive, therapeutic, and even a transformative mechanism for people who have experienced illness. Inspired by the New York Times (2011) multimedia series Lives Restored, The Bipolar Disorder Digital Narrative Medicine Project was developed based on the theoretical foundation of narrative medicine as well as the recovery model. In this project, 5 diverse men and women with bipolar disorder who were treated at Sunnybrook Health Sciences Centre in Toronto, Canada were interviewed about their experience of illness by a renowned health reporter and a detailed narrative was then constructed of their life story. Each narrative was accompanied by a 3-5 minute short film that sensitively depicted each person as a unique individual living with dignity despite suffering from a serious mood disorder. The goal of this multimedia project was to facilitate a more personalized and subjective understanding of bipolar disorder and to enhance compassion in the treatment of mental illness.

Workshop Objectives:

Upon completion, session attendees will be able to:

  • Learning Objective 1: Describe how narrative medicine and recovery principles can be effectively applied to film depiction of mental illness.
  • Learning Objective 2: Recognize how narrative and film can be combined together to enhance empathy and compassion in mental health care.
  • Learning Objective 3: Reflect on how to assess impact from educational products whose primary aim is to enhance compassion in mental healthcare.

Dr. Ari Zaretsky, MD, FRCPC
Vice President, Education and Chief, Department of Psychiatry,
Sunnybrook Health Sciences Centre

Family as Faculty: Learning from the lived experience
Although we as healthcare educators have expertise in our professional area of practice, we do not necessarily know what it’s like to be in the shoes of the clients and families that we work with. There is great opportunity to collaborate with clients and families to enable teaching excellence. In this interactive workshop, participants will gain a deeper understanding of the challenges our clients and families face, and the importance of involving families as educators and how incorporating their experience enriches the learning environment. Workshop participants will have an opportunity to reflect on their practice and learn from others.

As a participant, you will:

  • Discuss why and how involving the lived experience enhances teaching
  • Identify challenges, opportunities and supports needed for involving clients and families as educators
  • Develop or modify an action plan for involving clients and families as educators in your work

Amir Karmali
Family-centred Care Specialist, Client and Family Integrated Care,
Holland Bloorview Kids Rehabilitation Hospital and

Susan Cosgrove

Caregivers as Educators of Healthcare Professionals
The presentation is primarily based upon a spousal caregiver who provides care to his wife who has young onset dementia. He describes the caregiving journey as “muddling” through. He discusses professional interventions which he found useful and helpful, as the primary caregiver, and which interventions he did not find helpful. His perspective is interesting, thoughtful, insightful and extremely valuable to both spousal caregivers, their families, and to professionals providing caregiving education, support and navigation of the healthcare system, community programs and services.

Elaine Kohn MSW, RSW, Social Worker,
Baycrest Health Sciences

Priority 2: TEAM-BASED LEARNING

Generation Google: How to survive and thrive in a multi-generational team environment
The workshop is designed to outline generational theory and to describe individual generations that exist within the current healthcare team. The workshop highlights the communication styles of each generation; the misunderstandings that can take place and the opportunities for common ground.

Mara Goldstein MD, FRCPC, Staff Psychiatrist,
St. Michael’s Hospital

Educational Strategies on Engaging Communication and Conflict Within an Interprofessional Team
Interprofessional conflict is a key competency for both individuals and teams to provide person centred care. Facilitation in conflict competence reinforces that conflict is a natural part of our working life and influences our ability to provide person-centred care. Through the use of interactive discussion, self reflection and video scenarios, participants will be able to reflect on their own ability to engage, facilitate and educate on interprofessional conflict, utilize tools/resources to pro-actively support interprofessional communication and team collaboration.

Participants will:

  • Define conflict and relevance to interprofessional teams;
  • Examine sources of interprofessional conflict and factors that create a climate for conflict competence and psychological safety
  • Assess and reflect on preferred conflict style and responses to IP conflict;
  • Reflect on the role as an educator and facilitator to engage learners and teams in reframing conflict towards interprofessional collaborative care

Dean Lising,
Strategy Lead, IPE Curriculum & Collaborative Practice Lead, Centre for Interprofessional Education,
University of Toronto and

Elizabeth McLaney, Director, Interprofessional Education,
Sunnybrook Health Sciences Centre

Interprofessional Simulation – Bringing People Together
Interprofessional (IPE) Simulation is an innovative teaching strategy to enhance collaborative care. Join this session for an opportunity to identify the benefits of using simulation in an interprofessional context, apply the principles of scenario design to an IPE simulation and discuss IPE facilitation and simulation debriefing strategies.

Agnes Ryzynski, Manager, Sunnybrook Canadian Simulation Centre and Curriculum Development,
Sunnybrook Health Sciences Centre and

Darlene Hubley,
Holland Bloorview Kids Rehabilitation Hospital

Priority 3: LEARNER EXPERIENCE AND CULTURE

Effective Communication with the Learner in Difficulty
Clinical teachers are often daunted by the realisation that a learner is in difficulty. Reluctance to offend the learner, frustration with the learner for not meeting responsibilities, and fear of having to justify one's actions can make it challenging to address concerns in a timely, supportive and productive way. There is a need to train faculty to be able to articulate the behaviours that make a resident appear “lazy”, and how to communicate “bad news” (Dudek, 2005). This workshop will introduce three communication techniques to help teachers talk to learners about performance issues, clarify the underlying problem, and begin to negotiate a remediation plan.

Dialectical Behaviour Therapy is a manualised, evidence-based psychotherapy which operationalizes its communication techniques in a concrete, specific way. Transferring strategies from a therapeutic to a teaching context allows teachers to improve the depth, clarity and directness of their communication, and helps counteract the urge to avoid raising difficult topics. The three techniques that this session will focus on are: validation, “both-and” statements, and a structure for difficult conversations.

Carmen Wiebe, MD FRCPC, Staff Physician, BPD Clinic, Centre for Addiction and Mental Health (CAMH) and Mark Halman MD, FRCPC, Lead, Collaborative Care Psychiatry,
Mount Sinai Hospital

How to Promote Student Wellbeing – Perspectives from the Medical Student Community
Join us for a workshop with representatives from Student Health Initiatives and Education (SHINE), ArtBeat, Monologues in Medicine, and After Hours, student organizations within the University of Toronto Faculty of Medicine. Attendees will be introduced to how students are caring for their fellow peers and how the University of Toronto Faculty of Medicine is supporting these organizations. This workshop will focus on understanding the perspectives of medical students at the pre-clerkship level from a variety of areas including the humanities, resiliency, and well-being. By the end of this session, attendees will be able to understand the needs and perspectives of medical students in order to become more effective educators in the medical education setting.

Student Health Initiatives and Education (SHINE), ArtBeat, Monologues in Medicine, and After Hours

Keys to a Successful Preceptorship Program: Focusing on our Student Learners and Trainees
This workshop is designed to provide clinicians who practice within a teaching hospital knowledge and skills to support a successful student learning experience. The session will be a combination of didactic and practical learning. The practical component will introduce the participants to the key elements of preceptorship including setting learning expectations, feedback, fostering clinical reasoning, conflict and relationship building. The practical component will consist of small group discussion of teaching cases based on the experience of the faculty and their colleagues. At the end of the session, participants will be able to understand and apply strategies as well as educational concepts supported by tools to become a more effective preceptor as part of their role as a clinician within an academic clinical setting.

Lisa Di Prospero, M.R.T.(T.), BSc., MSc., Director, Practice-Based Research and Innovation,
Sunnybrook Health Sciences Centre;

Bev Waite, Nursing Education Lead (Staff),
Sunnybrook Health Sciences Centre;

Melissa Adamson, Interim Nursing Education Lead (Students),
Sunnybrook Health Sciences Centre; and

Marnie Peacock, Clinical Coordinator, Radiation Therapy,
Sunnybrook Health Sciences Centre

Priority 4: EDUCATION SCHOLARSHIP

Developing Adaptive Expertise: What educators need to know
Adaptive expertise provides a theoretical and educational framework for developing the experts we need. In this workshop participants will have an opportunity to connect their own education practice to three key educational approaches that have been shown to foster adaptive expertise; fostering understanding, embracing struggle, and maximizing variation.

Maria Mylopoulos, PhD, Associate Professor, Department of Paediatrics, Curriculum Scientist, MD Program and Medical Psychiatry Alliance, University of Toronto;
UHN – Toronto General Hospital and

Nicole N. Woods, PhD, Director, Centre for Ambulatory Care Education, Women’s College Hospital; Associate Director & Education Scientist, The Wilson Centre, University Health Network; and Associate Professor, Department of Family and Community Medicine, University of Toronto

Curricular Design and Improvement: A roadmap to strategic curriculum development
Healthcare educators aim at improving the educational experience of their trainees. Curricular changes can contribute to better learner experience by ensuring that the educational strategies, content, experiences, assessment, and outcomes are well aligned. This workshop will discuss theories and practices related to curricular design and improvement, and will propose a stepwise approach to strategic curriculum development. Participants will also have the opportunity to discuss and reflect on how these concepts could apply to their educational environment.

Dominique Piquette MD, MSc, MEd, PhD, FRCPC, Staff Physician, Department of Critical Care Medicine,
Sunnybrook Health Sciences Centre and

Briseida Mema MD, FRCP(C), Staff Physician, Critical Care Medicine, PICU,
The Hospital for Sick Children

Immersive Reality and Its Use in Healthcare – Current Uses and Future Direction
This workshop will provide a general scope of the current use for VR within healthcare. It will also outline the cognitive learning theories underpinning its use and how best to create future VR tools using such models. We will discuss how we are implementing VR technology in our own centres and the results of our efficacy trials. Lastly we will briefly highlight, and demonstrate with examples, current software and popular tools needed to create one’s own immersive content.

Fahad Alam MD, FRCPC, Physician, Anaesthesia,
Sunnybrook Health Sciences Centre and

Clyde Matava, Physician, Anesthesia,
The Hospital for Sick Children

» Poster Sessions

Coming Soon


» Cancellation Policy

A processing fee of $25 will be retained on all cancellations. Refunds will not be issued for cancellations received after November 1, 2017.

Requests for cancellation must be made in writing to education@sunnybrook.ca

Registrations are transferable until November 1, 2017.

Sunnybrook Health Sciences Centre reserves the right to cancel events. Registrants will be notified at the earliest possible date in the event of a cancellation.
Registration fees for events cancelled by Sunnybrook Health Sciences Centre will be refunded, however Sunnybrook is not liable for any loss, damages or other expenses that such cancellations may cause.

» Accreditations

  • Coming Soon

» Contact information

Please email education@sunnybrook.ca if you have questions.