In This Section:
- Faculty Appointments
- Teaching in the MD Program
- Clinical elective and selective supervision
- Serving as a year 3 Integrated OSCE examiner
- Enriching Educational Experience (EEE) Preceptorships
- Franco Doc shadowing experiences
- Career mentorship and education
- Course committees
- Leadership roles
- Admissions file review and interviews
There are a number of ways to become more active in the MD Program, whatever your current level of participation. Several of these opportunities are described below.
All physicians who supervise, teach and assess medical students in a required clinical learning experience at all instructional sites are required to have a University of Toronto faculty appointment. For details on obtaining a faculty appointment, refer to the Faculty Appointments and Promotions page on the Faculty of Medicine's website, contact the Academy Director responsible for your clinical instructional site, or inquire with the business officer in your academic department.
Faculty members who are interested in teaching medical students are invited to contact the following individuals, depending on the kind of teaching they are interested in:
|Type of teaching role||Who to contact|
|If you are interested in getting involved, contact the Academy Director associated with teacher’s hospital/community|
|Family physician supervisor for individual (1:1) Foundations student placements (FMLE)||FMLE Director|
|Preceptor for Enriching Educational Experiences (EEE)||EEE Director (see below)|
|Seminar leader or lecturer during clinical clerkship rotation||Clerkship course director|
|Clinical clerk supervisor (in ambulatory clinic and/or in-patient setting)||Clerkship site director for specific clinical clerkship rotations|
|Portfolio group facilitator||Portfolio Coordinator|
|Clerkship elective supervisor – see next page||Clerkship Electives Officer|
|Transition to Residency (TTR) selective supervisor||TTR Coordinator|
In addition to teaching in the core clerkships, faculty members can accept elective or selective students for clinical experiences lasting two weeks or more. The objectives may be determined by the faculty member or in dialogue between the student and the faculty member. Students on elective or selective are in their final year of the program.
During the third-year clerkship, students are required to complete two integrated OSCE (iOSCE) examinations. The first takes place midway through the academic year in February, and the second at the end of the Clerkship year in August. The exam covers clinical skills pertinent to all of the clinical disciplines that students encounter during the Clerkship, and students must pass the iOSCE to complete their medical studies. Serving as an iOSCE examiner is therefore critically important to the students’ education, and a very good opportunity for teachers to assess the level of clinical competence achieved by the students.
Faculty members interested in participating in the iOSCE should contact the course director for the clinical clerkship rotation in their University Department. (Clerkship course director contact information)
The Enriching Educational Experiences (EEE) Program has been incorporated into the Foundations Curriculum as a component of ICE (Integrated Clinical Experience). Enriching Educational Experiences are clinical placements organized for self-directed learning that allow students to explore different career options in different settings and with different preceptors. Enriching Educational Experiences may involve a range of activities based on the principles of delegated and graded responsibility. Some EEE activities are contained within Longitudinal Experiences (LEs) organized by various departments or student interest groups. The EEE Module within MedSIS can help students organize and carry out activities in ways that are fair and informed. Occupational insurance for unpaid clinical placements like EEE activities may depend on whether the activity is taken as part of the curriculum (ICE: EEE) or outside the curriculum.
All EEE activities must be logged with the EEE Program in MedSIS where students can also access a catalogue of past activities that can be used as a starting point for organizing experiences. The Module also contains important information for students and supervisors about how these activities are to be carried out, and information about insurance coverage.
Participating as a preceptor or mentor in the EEE program is an excellent option for faculty members who are unable to commit to core teaching but would like to be involved in the growth, development, and education of our future physicians.
For additional information, see:
OHPSA, along with the U of T Medicine Communauté Francaise (student group) and Réseau franco-santé du Sud de l’Ontario, are working together on the AFMC Franco Doc initiative to increase French usage amongst future physicians by organizing and supporting clinical and experiential activities in French and Bilingual environments.
Funding is available throughout the school year and summer to support shadowing and clinical rotations in French and Bilingual clinical settings. Interested students should contact Ike Okafor Senior Officer, Service Learning and Diversity Outreach at firstname.lastname@example.org
During the MD Program, students not only acquire the knowledge and skills required for the practice of medicine, but also engage in an ongoing process of career exploration. Faculty members can play a critical role in this process through various activities including mentorship, career talks, and special programs offered by some clinical departments in the Faculty of Medicine. To learn more about the options available to faculty members, please contact the Associate Dean Health Professions Student Affairs, the Director, Career Advising System, the Academy Director associated with your hospital, or the course director/undergraduate program director of your Faculty of Medicine Department (see the Clerkship contact information).
Every course in the MD Program has a course committee which is responsible for the design, implementation, and evaluation of the course. The committee generally consists of the course director, administrative staff, student representatives, and several faculty members. The faculty members on the committee are usually those responsible for a significant teaching unit in the course and/or for one of the sites where learning takes place during the course. Teachers who are already involved in a course and wish to explore the possibility of contributing further to the course’s organization are encouraged to contact the course director (see Foundations contact information or Clerkship contact information).
There are many leadership roles in the MD Program, including being a course director, a site director within a course, or an organizer of a major segment or unit of a course. Teachers, particularly those already involved in a course, are encouraged to discuss leadership opportunities with either the relevant course director or the Foundations or Clerkship director (see Foundations contact information or Clerkship contact information).
Every year, a large number of faculty members contribute their time and experience to the MD admissions process, helping to determine which of the thousands of applicants will be granted an interview and, of those, who will be offered a place in the next first-year class. Faculty members who are interested in participating in the admissions process as file reviewers and/or interviewers are encouraged to contact the UME Enrolment Services Offices at email@example.com.
University of Toronto medical students have many different opportunities to learn about research, both during the regular curriculum and at other times, notably the two summers of the Preclerkship.
Learn about research as part of the curriculum:
Students receive a comprehensive introduction to health science research, both how it is conducted and how it is applied to the care of patients and communities during the Health Science Research component.
Research Outside the Curriculum: The major MD Program that supports funded research activity for medical students is called the Comprehensive Research Experience for Medical Students (CREMS). CREMS is a unique research program in Canada that allows interested U of T medical students to gain extracurricular research experience in any field in various structured programs without interrupting their medical studies. See http://md.utoronto.ca/research.
There are four main programs which involve University of Toronto faculty:
- Graduate Diploma in Health Research (GDipHR): A 20-month longitudinal program that runs from January of the student’s first year in the MD program to the end of August in the summer between second and third year, with full-time research during the summers. Student funding is divided equally between the CREMS program and the research supervisor. Faculty are encouraged to submit applications early so they can be posted online. See https://md.utoronto.ca/graduate-diploma-health-research-0 for more information and the application process.
CREMS Summer Program: A full-time 10-12-week summer research program between first- and second-year or between second- and third-year. Student funding is divided equally between the CREMS program and the research supervisor. See http://md.utoronto.ca/summer-research-programs for more information and the application process.
MAA CREMS International Health Summer Research Program: A 10-12-week international summer research program in which students participate in research related to important health issues in developing nations, conducted under the auspices of the on-going international work of a U of T faculty member. The program is run in partnership with the Medical Alumni Association, which provides the majority of the funding for this program. For more information, see: http://md.utoronto.ca/medical-alumni-association-crems-programs > see International Health
MAA-CREMS Research in the Humanities and Social Sciences: This 10-12 week summer program is for students who have a keen interest in the humanities or social sciences directly related to the field of medicine. Two students are selected each year with a preference for one student to do a project related to the history of medicine. Faculty do not have to be within the Faculty of Medicine. For more information see: http://md.utoronto.ca/medical-alumni-association-crems-programs > see Humanities and Social Sciences
The objectives of all of the CREMS programs are to allow medical students to explore and gain valuable research experiences, to prepare medical students for a career as a physician with a good research foundation and understanding of biomedical research, and to engage and encourage students to consider a career as a clinical scientist.
In addition to CREMS, many faculty members supervise medical student research organized through their hospital research institutes or similar organizations. Interested faculty members should contact their research institute administration for information on any programs that they support.
Faculty who are interested in either supervising medical student research through the CREMS program or in publicizing a non-CREMS research opportunity to medical students should contact the program director at firstname.lastname@example.org.