CAME Wooster Family Grant in Medical Education

CAME Foundation Wooster Family Grant in Medical Education Winners 2019!

The CAME Foundation is happy to announce the successful winners of the CAME Foundation Wooster Family Grant in Medical Education for 2019!

The grant, announced at CCME 2015 was created after a donation was received from the Wooster Family, and the CAME Foundation was tasked with raising matching funds. The Wooster Family felt that there was a need for additional funding as opportunities for peer-reviewed grant support in medical education are limited. Emerging educators and those with new unfunded projects are particularly challenged in attracting support at these critical times.

This award is meant to support new and innovative projects in medical education that are not part of a larger, formalized and funded education research program.

The following individuals and their projects have been selected as the 2019 recipients of the CAME Foundation Wooster Family Grant in Medical Education:

Dr. Maria Hubinette

Project Title: Causes and Consequences of Moral Distress and Burnout in Medical Students—Developing an Agenda for Improvement’

Dr. Maria Hubinette is a community-based family physician with special interest in youth and women’s health. She has completed a Masters of Medical Education and is a Clinical Professor in the Department of Family Practice at UBC. Dr. Hubinette holds education leadership roles in the undergraduate (Family Medicine Undergraduate Programs Director; Lead Faculty, Portfolio, MD Undergraduate Program and Theme Lead, Health Advocacy and Social Determinants of Health, MD Undergraduate Program) and postgraduate (Lead Faculty, Curriculum, Family Medicine Postgraduate Program) programs.

Dr. Hubinette’s scholarly and professional activity focuses on health advocacy, social responsibility of the medical profession, and professional identity formation of learners.  Research activities focus on exploring how health advocacy is understood by preceptors, trainees, and community organizations, how these concepts translate to health advocacy activities, patient perspectives on medical education in health advocacy, social responsibility, and advocacy for, and with, students and residents.  Her education leadership activities center on building a broader perspective on health and an awareness by learners of the social determinants of health as well as fostering learning that promotes inquiry, reflection and integration.  Engaging learners in a two-way dialogue around learning provides innovation to this process.  Dr. Hubinette also enjoys engaging in mentorship and supervision of education scholarship projects for medical undergraduate students and family medicine residents.

Outside of the office, Maria enjoys cruising the coastal waters of BC aboard her sailboat, Dengue (yes, as in the fever) and spending time with friends and family.

Dr. Miriam Lacasse

Project Title: Development and validation of a feedback form in French for the direct observation of residents in family medicine programs in Canada – Phase 1: Needs study and content validation

Miriam Lacasse is a family physician and associate professor at Université Laval’s Department of Family and Emergency Medicine. She received her Doctor of Medicine and Master’s in Experimental Medicine from Université Laval in 2005, where she also completed her family medicine residency in 2007. She then completed the Academic Fellowship Program of the Department of Family and Community Medicine at the University of Toronto in 2009. In addition to her clinical work as a family physician at the Laurier Academic Family Medicine Group in Quebec City, she is very involved in the clinical training of family medicine residents.

Since January 2017, she has been co-directing the QMA-CMA-MD Chair of Educational Leadership in Health Sciences Education, whose mandate is to support health sciences training programs in their adoption of a scholarship of teaching and learning approach and to contribute to the teaching of health sciences education by implementing innovative practices in collaboration with health sciences faculty members. She has also been the Family medicine residency program Assessment Director since 2009. Her research focuses primarily on competency assessment and learners in difficulty in health sciences education.

Direct observation is an important component of competency-based assessment. There are currently several assessment tools for direct observation, most published in English, but validity and benefits are highly variable. Most tools are poorly adapted to Canadian family medicine programs. Furthermore, since no validated tool is available in French to document feedback during direct observation, each program or site uses locally developed tools.

Dr. Lacasse and her team will therefore be developing and validating a French feedback tool for family medicine residency training. The funded project is a needs assessment about the content and format for direct observation feedback documentation tools, that will involve a literature review and focus groups with participants from all Canadian family medicine programs with francophone sites (Laval University, McGill University, Université de Montréal, Université d’Ottawa and Université de Sherbrooke).

Dr. Kaif Pardhan

Project Title: Perceptions of assessment and feedback: hawks, doves and impact on learning.

Dr. Pardhan is a staff emergency physician at Sunnybrook Health Sciences Centre and McMaster Children’s Hospital. He also holds academic appointments as a Lecturer in the Division of Emergency Medicine in the University of Toronto (U of T) Department of Medicine and Assistant Clinical Professor appointment at McMaster University in the Division of Pediatric Emergency Medicine, Department of Pediatrics. He currently holds the position of Assistant Program Director of the U of T Emergency Medicine Residency Program and Director of Clinical Operations in the Department of Emergency Services at Sunnybrook. Dr. Pardhan’s academic and scholarly focus is on medical education and education policy. He is particularly interested in the assessment of trainees and supervisors, physician leadership and transition to practice. His current research projects include examining supervision and assessment in the transition to practice, tools to increase the number of evaluations received by clinical faculty members from trainees, and how stringent versus lenient feedback impacts learning.

Dr. Brent Thoma

Project Title: Determining the essential elements of dashboards to foster competency committee decision making using competency-based assessment data

Dr. Brent Thoma is an Assistant Professor at the University of Saskatchewan where he works as an emergency physician, trauma team leader, and medical education researcher. Over the past two years he has worked to facilitate emergency medicine’s Competence By Design (CBD) rollout at the University of Saskatchewan as a CBD Lead, Program Director, and Specialty Committee Member. He is the Vice Chair for the Royal College ‘Clinician Educator’ Area of Focused Competence Committee. His research on technology-enhanced learning has recently been focusing on the utilization of learning analytics within competency-based assessment. His project, “Determining the essential elements of dashboards to foster competency committee decision making using competency-based assessment data” aims to develop data presentation and visualization techniques for CBD data that will support the decisions of competency committees.

Congratulations to Drs. Maria Hubinette, Miriam Lacasse, Kaif Pardhan and Brent Thoma on this wonderful achievement!

Stay tuned to the CAME website for more information in the months to come!

CAME Wooster Family Grant in Medical Education

Purpose
Opportunities for peer-reviewed grant support in medical education are limited. Emerging educators and those with new unfunded projects are particularly challenged in attracting support at these critical times. This award is meant to support new and innovative projects in medical education that are not part of a larger, formalized and funded education research program.

Eligibility
Clinical faculty members* in a Canadian faculty of health sciences/medicine (or equivalent), who are members of CAME, seeking funding for scholarly projects related to medical education.

Members of the CAME Board of Directors or the CAME Foundation Board of Directors cannot be a principal investigator on a Wooster Family Grant in Medical Education submission, however they can be listed as a co-investigator. Members of the Wooster Grant Committee are not eligible to be a principal investigator or co-investigator. Members of the CAME Board of Directors or the CAME Foundation Board of Directors who are co-investigators on a submission, will have to recuse themselves from any discussion of grant approval.

* A Clinical faculty member is a physician faculty member with an active clinical practice, holding an appointment in a Canadian School/Faculty of Medicine.

Application Process

Step 1: Letter of Intent

Submission of a Letter of Intent for the purpose of obtaining a Wooster Family Grant for the 2020 funding year.

The Letter of Intent is a 500-word document outlining the scope, impact, objectives, methodology for new and innovative projects in medical education. Applications can be completed by completing the following submission form.

The letters of intent will be reviewed by the CAME awards committee using the scoring grid. At least three reviewers will read, review and score your letter of intent. From these scores, the letters will be ranked and the top 10 (depending on number of submissions) will be asked to submit a full proposal. You will not be able to submit a full proposal if you have not been recommended by the review panel to do so.

Preference will be given to those projects that are:

  1. Being led by a PI who is a faculty member within the first 5 years of their first peer-reviewed education scholar activity, or within the first 5 years of their initial faculty appointment, OR
  2. Being led by faculty members who are carrying out the scholarly project in medical education as part of a formal institutional academic program (for example, a faculty development program or graduate degree), OR
  3. New and innovative projects that are not already funded or are not part of a larger project or program of research, OR
  4. Incorporate a design that uses theory to inform practice or that uses practice to advance or develop theory.

Award amount:

Funding will be awarded annually to one or more applicants at the discretion of the awards committee. A maximum of $5000.00 per project will be awarded. The number of projects funded will depend on the number and scope of eligible projects in a given year. The committee reserves the right to not fund any projects in any given year.

1. Letter of Intent submission date: Sept 6, 2019
2. Notice to applicants to proceed with full proposal: Oct 1, 2019
3. Full Project Proposal submission deadline: Oct 25, 2019
4. Selection of proposals to be recommended for funding: November 15, 2019
5. Announcement of winning submissions: Dec 6, 2019
6. Recognition of winners at CAME annual general meeting at CCME: April 18, 2020

Preliminary Timeline:

  1. Template: Letter of Intent
    Send Letter of Intent electronically via the submission form by 4:00pm EDT, September 6,  2019.

Step 2: Full Proposal

If the letter of intent is successful applicants will be notified on October 1, 2019 and will be requested to submit:

1. An abridged CV (maximum 3 pages, focusing on previous research and education scholarship)

2. A project summary (maximum 1000 words) including:

  • Background and rationale
  • Proposed study question/objective
  • Methods
  • Analysis plan
  • Expected outcome or impact

3. A brief description of the intended dissemination strategy.

4. Budget. Note the following expenses are ineligible: salary support for PI or other faculty member,   Univ University/institution overhead, computers and other equipment unless integral the study (e.g., tape recorder); publication costs in an Open Access journal;

5. Proposed timeline.

6. A letter of support from departmental chair/chief or education dean.

7. A high definition professional photo (head shot) and 3-4 line biography.

Adjudication(Full Proposal):

The adjudication process of full proposal applications will be administered by CAME.

  • The standing CAME awards committee Chair will convene a selection committee comprised of one member of the CAME executive, one member of the CAME Foundation board, and three nominees from among the CAME membership from three different universities solicited by the CAME Board.
  • Criteria for selection for funding include but are not limited to: methodological rigour, project originality, potential impact, and the project team members’ experience and credentials related to the proposed methodology.

Application details:

  1. Deadline for application: October 25, 2019
  2. Full proposals will be Submitted as 1 pdf document with the PI’s name and a short version of the title as the document’s name (e.g., Smith.Simulation.pdf)
  3. Application packages should be submitted via the online link that will be sent to all successful applicants by Mary Cunningham by 1700 EST on October 25, 2019.

* A Clinical faculty member is a physician faculty member with an active clinical practice, holding an appointment in a Canadian School/Faculty of Medicine.

CAME Foundation Wooster Family Grant in Medical Education Winners 2018!

The CAME Foundation is happy to announce the successful winners of the CAME Foundation Wooster Family Grant in Medical Education for 2018!

The grant, announced at CCME 2015 was created after a donation was received from the Wooster Family, and the CAME Foundation was tasked with raising matching funds. The Wooster Family felt that there was a need for additional funding as opportunities for peer-reviewed grant support in medical education are limited. Emerging educators and those with new unfunded projects are particularly challenged in attracting support at these critical times.

This award is meant to support new and innovative projects in medical education that are not part of a larger, formalized and funded education research program.

The following individuals and their projects have been selected as the 2018 recipients of the CAME Foundation Wooster Family Grant in Medical Education:

Warren J. Cheung MD, MMEd, FRCPC

Dr. Cheung obtained his MD from the University of Toronto in 2009 and completed his Royal College residency training in Emergency Medicine at the University of Ottawa in 2014. He subsequently completed an Education Research Fellowship with the Department of Innovation in Medical Education at the University of Ottawa and received his Masters in Medical Education from the University of Dundee in 2016.

Dr. Cheung is an Assistant Professor and Director of Assessment in the Department of Emergency Medicine, University of Ottawa, and a Senior Clinician Investigator at the Ottawa Hospital Research Institute. He currently holds a University of Ottawa Faculty of Medicine Junior Clinical Research Chair in Medical Education, and serves as a CanMEDS Clinician Educator with the Royal College of Physicians and Surgeons of Canada. His research focuses on improving the quality of trainee assessments within a competency-based framework, with particular interests in studying workplace-based assessments and direct observation of performance.

Project Title: Ready to Run the Show: Development of a New Instrument for Assessing Resident Competence in the Emergency Department

The emergency department (ED) is a unique clinical microsystem where residents train and learn to care for the acutely ill. While many workplace-based assessments (WBAs) designed to assess resident performance in the ED exist, the quality of assessments is generally poor, and many tools lack validity evidence. To that end, there is still a need for a tool with strong validity evidence that can be used to assess the performance of a resident during an entire ED shift and determine their readiness for unsupervised practice.

A major threat to the validity of many existing WBAs has been the lack of alignment between how supervisors cognitively construct judgments of a trainee and the way in which they are expected to document these judgments. Recent literature suggests that construct-aligned scales, such as those based on entrustment, can improve score reliability and provide more discriminating ratings.

The purpose of our study is to develop and gather validity evidence for a novel tool that incorporates an entrustability scale to assess resident performance during an entire ED shift. Our objective is to design a tool with the following characteristics:

  1. Items are self-explanatory and understood by front-line clinical supervisors

  2. The tool demonstrates reliable ratings

  3. The tool is able to discriminate between junior, mid-level and senior residents

Tammy Shaw, MD, CCFP, FRCPC, Clinical Scholar, Department of Medicine, University of Ottawa

Tammy obtained her medical degree from Queen’s University. She subsequently completed residencies in Family Medicine and General Internal Medicine at the University of Toronto followed by a clinical fellowship in Obstetric Medicine at the University of Calgary. She is currently a practising General Internist with an interest in Obstetric Medicine and is enrolled in the Master’s of Education program at the University of Dundee.

The project entitled “Learner Handover: How does it influence assessment?” seeks to determine the extent prior performance information of a trainee influences the opinions and assessment of that trainee. With the guidance of her supervisor, Dr. Susan Humphrey-Murto, and co-investigators, Drs. Claire Touchie, Debra Pugh and Timothy J. Wood, she hopes to pursue this area as the topic of her Master’s thesis.

Congratulations to Dr. Cheung and Dr. Shaw on this wonderful achievement!