Publications


publication

The Office of Integrated Medical Education produces a range of different publications. These include:

  • The Office of Integrated Medical Education Newsletter

    Produced on a quarterly basis, the Newsletter is intended to provide updates on various topics related to the T-IME project and the integrated medical education (IME) more generally to our UofT units, clinical academic departments, full and community-based hospital affiliates and learners.

  • TACT Monograph, August 2015 (click here for a link)

    THE OIME manages many issues about the distributed and integrated placement of learners for clinical experiences. With changing curricular and accreditation standards, physician shortages in certain specialties and communities, new curricular standards, and pressures around clinical teaching capacity, educational quality, and the distribution of learners and preceptor funding envelopes, Dr Sarita Verma commissioned a follow up of the 2008 Task Force on Capacity under the auspices of the Teaching and Academic Capacity in Toronto (TACT) Project. A survey of key programs was conducted in 2014-2015 and this monograph represents the summary of methods and conclusions and is being distributed to clerkship and PG program directors and participants in the TACT survey. The Final Report of TACT represents an analysis of the project and can be found below. A more detailed comprehensive and confidential report has been filed with the Vice Deans UGME and PGME and the co-chairs of TAHSNe and HUEC.

  • TACT Final Summary Report, August 2015 (click here for a link)

    With unprecedented growth and expansion in medical education , a number of factors became increasingly important in determining the necessary placement of learners for clinical experiences. These factors included, for example, changing curricular and accreditation standards, physician shortages in certain specialties and communities, evolving curricular standards, shifts in clinical practice patterns and evolving physician remuneration models. All of these factors have created new opportunities – as well as pressures – around clinical teaching capacity, educational quality, and the distribution of learners and preceptor funding envelopes. Dr Sarita Verma commissioned a follow up of the 2008 Task Force on Capacity under the auspices of the Teaching and Academic Capacity in Toronto (TACT) Project. This Final Report of TACT represents the summary of methods and conclusions. A more detailed comprehensive and confidential report has been filed with the Vice Deans UGME and PGME and the co-chairs of TAHSNe and HUEC.

  • Interprofessional Education Summit Proceedings Report, December 2014 (click here for a link)

    Each year the Educational leadership at the University of Toronto hosts an educational retreat to bring healthcare leaders together to discuss and strategize on common initiatives, priorities and directions. In 2014, five sponsors joined together to host one large educational gathering for the purpose of bringing together the University of Toronto and hospital leaders, researchers, educators and practitioners to exchange knowledge and plan for the future, with emphasis on Interprofessional Education linked to Interprofessional Practice. The conference was attended by over 150 guests from all health disciplines, affiliated hospitals, and from many academic health science centres across Canada, including senior hospital and Ministry of Health and Long-Term Care leadership.

  • Integrated Medical Education Report, June 2014 (click here for a link)

    A summative report of IME related programs and topics. The report includes an update on: Key Performance Indicators of the Preceptor Funding Program, which has extended into its’ third year and progression of the TACT Project. The report also sheds some new light on successful IME initiatives such as the EiT Summer Program and IME Teaching Awards.

  • Office of Integrated Medical Education Summit on Faculty Development Proceedings Report, November 2013 (click here for a link)

    The 2013 joint Summit between Integrated Medical Education, the Centre for Faculty Development and the Council of Health Sciences Education Sub‐Committee marked the first of many such collaborations and integration. Over one hundred participants attended the event which showcased faculty development activities being done at the program, department and hospital levels, and created opportunities for networking, learning and collaborations around faculty development in the University of Toronto system.

  • Key Performance Indicators for Integrated Medical Education Infographic, June 2013  (click here for a link)

    A illustrative visualization of 2011-12 and 2012-13 KPI data

  • Proceedings: Office of Integrated Medical Education ei3 Summit, November 2012 (click here for a link)

    Attended by 130 participants, the Summit focused on contemporary issues related to the use of technology in enabling learning and teaching in undergraduate, postgraduate, continuing education and faculty development. Selected innovations developed by faculty members at the University of Toronto were highlighted through the use of interactive "innovation stations" on a range of topics including virtual patients and mobile learning.

  • Office of Integrated Medical Education Annual Report, June 2012 (click here for a link)

    The OIME’s Annual Report for 2011-2012 provides a comprehensive overview of our activities in our first year of operation. The annual report is intended to give our stakeholders and interested persons general information about our key activities, new developments, and achievements of our T-IME working groups.

  • Office of Integrated Medical Education Think Tank, September 2011 (click here for a link)

    The purpose of this inaugural event was to chart a roadmap for the future of IME at the University of Toronto. Representing a diverse group of stakeholders from the fully and community-affiliated hospitals, and the University of Toronto, seventy-five participants attended the event which included lectures, small-group breakout sessions, and a large-group report-back session.