Teaching and Learning in the Clinical Context (TLC) is a 12-week virtual program with both self-paced, interactive eLearning modules as well asfacilitated group learning sessions.
The goals of the program are for participants to:
1. Develop the foundational knowledge and skills needed to teach in the clinical context.
2. Recognize how to be adaptive clinical teachers, responsive to unique contextual and learner needs.
The program is practical and evidence-informed, enabling clinicians to successfully teach and prepare our learners for the current and future healthcare climate.
Topics Covered in the Modules Include (but are not limited to):
Identity as a clinical teacher
The teaching and learning environment
Power and the teacher-learner partnership
Critical reflection
Identifying learner needs and setting objectives
Educational approaches
Giving and receiving feedback
The learner in difficulty
Learner mistreatment
The development and delivery of the program are underpinned by an anti-oppression lens. The program is also anchored by the locally developed Faculty Developer Competence Model.

Teaching and Learning in the Clinical Context (TLC) is a 12-week virtual program with both self-paced, interactive eLearning modules as well asfacilitated group learning sessions.
The goals of the program are for participants to:
1. Develop the foundational knowledge and skills needed to teach in the clinical context.
2. Recognize how to be adaptive clinical teachers, responsive to unique contextual and learner needs.
The program is practical and evidence-informed, enabling clinicians to successfully teach and prepare our learners for the current and future healthcare climate.
Topics Covered in the Modules Include (but are not limited to):
Identity as a clinical teacher
The teaching and learning environment
Power and the teacher-learner partnership
Critical reflection
Identifying learner needs and setting objectives
Educational approaches
Giving and receiving feedback
The learner in difficulty
Learner mistreatment
The development and delivery of the program are underpinned by an anti-oppression lens. The program is also anchored by the locally developed Faculty Developer Competence Model.