Strategic Enablers

To enable the attainment of the goals and to support the achievement of all the education initiatives across Sunnybrook, we have identified the following four key enablers, the majority of which will require organizational commitment to address. Specifically, support is needed in the following areas:

• Infrastructure »

  1. Although group learning is currently virtual during the COVID pandemic, once physical distancing recedes, medical students and residents will require enhanced classroom space for small group learning. Historically, the Peters-Boyd Academy has provided some classroom space for small group learning and lectures for undergraduate medical students. Residents, however, are often learning in clinical settings which does not afford much room for privacy, including for the discussion of patient cases. A centralised and convenient dedicated space for residents to gather would also enhance their learning experience at Sunnybrook.
  2. A safe and inclusive space for interprofessional learners to come together informally is also needed. A student lounge is included in the $8-million Sunnybrook education renovation project planned for completion by June 2021. In addition, to foster interprofessional collaboration and team excellence, space is needed for special ceremonies, mixers between learners and between learners and their supervisors/preceptors.
     
     

• Technology »

  1. To achieve strategic success, Sunnybrook’s basic digital footprint for education must be, at minimum, comparable to that of other TAHSNe members. This will require us to invest in smart classrooms with the following type of capabilities: state-of-the-art audiovisual technology, videoconferencing capability, and high resolution smart boards. Enabling the seamless observation of patient/learner interactions with the ability to not only capture and store this interaction safely and privately but also to replay it asynchronously to provide teaching/coaching moments.
  2. As more learning goes online, we will need to be able to offer sufficient bandwidth for stable internet access especially as more telemedicine consults will be competing for internet access. Our educators will also require additional support to design engaging and effective online modules.
  3. Our early research in both augmented and virtual reality requires further investment. To see beyond what is physically possible and to practice skills in immersive environments will put Sunnybrook at the forefront of technology-enabled learning.
     
     

• Stakeholder Engagement »

  We work collaboratively across a number of systems which requires us to be mindful and proactive in building and maintaining relationships as well as sharing our stories and our resources. Delivery of education across Sunnybrook is made possible by our partnership with a number of key players including: Nurse Education, Interprofessional Education, the Peters-Boyd Academy, Organization Development and Leadership, and Human Resources.

  1. Internally, there are a number of key connections and points of alignment that could be strengthened to enable more effective and efficient administration of education across Sunnybrook including sharing of best practices:
     1. Relationships with program leads to enable better planning and coordination of education offerings. This could include some form of reporting relationship of education site directors and/or coordinators with the VP Education.
     2. Stronger coordination between the nurse educators within clinical programs and the Director of Interprofessional Education and Academic Affairs.
     3. Partnering with Black, Indigenous and other people of colour who work at Sunnybrook to develop staff training that addresses equity, diversity, and inclusion.
  2. Externally, our success will be facilitated by retaining our strong relationship with the TAHSNe community and the Faculty of Medicine at the University of Toronto (including the Wilson Centre, the Michener Institute of Education at UHN, the Centre for Faculty Development and the Centre for Interprofessional Education).
     1. Working with and through the Ontario Hospital Association among others, we will be seeking to expand our influence within the Ministry of Health and Long-Term Care.
     2. We will also need to strengthen connections with the Royal College of Physicians and Surgeons of Canada and other potential funders of education research.
  3. Getting our messages out more powerfully and consistently and celebrating our successes more visibly will be enabled through our relationship with Sunnybrook’s Communications and Stakeholder Relations.
     
     

• Investment »

  Our growth and contribution as outlined in this plan requires additional philanthropic and public sector funding:

  1. Philanthropic support is enabled by working with the Sunnybrook Foundation, leveraging our recent success in obtaining funding for a full-time Education Scientist, to identify ways to build our investment needs into the Foundation’s current priorities.
  2. Funding and support for non-medical learners has been overlooked traditionally by the Ministry of Health. In this regard, we will continue to be engaged actively in initiatives such as the formation of a new Education Committee by the Ontario Hospital Association in order to advocate for additional education support for academic health centres across Ontario.
  3. Our early research in both augmented and virtual reality requires further investment. To see beyond what is physically possible and to practice skills in immersive environments will put Sunnybrook at the forefront of technology-enabled learning.