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CAME Wooster Family Grant in Medical Education

CAME Wooster Family Grant in Medical Education

The deadline for Letters of Intent for this year's CAME Wooster
Family Grant in Medical Education has been extended to Friday, October 26, 2018.

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 2018-2019 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. The template is found here: DOWNLOAD

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.

Letter of Intent submission date: October 26, 2018
Full Project Proposal submission deadline: January 4, 2019
Selection of proposals to be recommended for funding: February 1, 2019
Announcement at CAME/CCME annual general conference: April 13, 2019

Preliminary Timeline:

  1. Template: Letter of Intent
    Send Letter of Intent electronically (in Word) by 4:00pm EDT, October 26,  2018 to Mary Cunningham, came@afmc.ca

Step 2: Full Proposal

If the letter of intent is successful applicants are 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, University/institution overhead, computers and other equipment unless integral the study (e.g., tape recorder); publication costs in an Open Access journal;
  5. A letter of support from departmental chair/chief or education dean Adjudication(Full Proposal) The adjudication process of full proposal applications will be administered by CAME.
  6. A letter of support from departmental chair/chief or education dean

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: January 4, 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. Submit material to came@afmc.ca.

* 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!