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.
Archives: Programs
Spine Stereotactic Body Radiation Therapy Master Course
This comprehensive, multi-faceted, 12 week training program, is designed for learners to acquire the necessary knowledge and skills to perform Spine SBRT at their home centres by combining didactic lectures with practical exercises. The course is organized in four phases as follows:
Phase 1 – Self Study, Asynchronous Modules
6 Self-study modules comprise phase 1, each module contains active learning through quizzes to test knowledge
Phase 2 – Synchronous, Group Learning (Virtual)
Experts and participants engage in discussion for group learning. Experts will answer learners’ questions, provide feedback and offer insights as it relates to spine SBRT and the material covered in the didactic e-learning modules
covered in the e-learning modules.
Phase 3 – Self Study, Asynchronous
Learners will engage in active learning through online exercises that test clinical judgement and decision making. A total of 10 exercises are available that encompass contouring and treatment planning. Completion of each exercises results in individualized feedback against a gold standard.
Phase 4 – Synchronous, Group Learning (virtual)
A series of synchronous, group learning sessions occur in phase 4.
The first session is dedicated to debriefing the self-study exercises in Phase 3, where experts provide group feedback and answer learner questions associated with the exercises.
The second session is a simulation session to guide learners through clinical decision making.
Learners then engage in a synchronous, interactive sessions testing practical skills in Image Matching where learners will access CT datasets and perform image matches. Experts discuss and provide feedback to debrief each clinical case.
The last synchronous session is a summative patient case study where learners and experts discuss the end to end patient journey using clinical cases through group discussion.
Relevant reference resources are provided to augment the web-based learning to allow the learner to customize the depth and breadth of the learning experience to suit individual learning needs. Periodic assessment throughout the series will permit the learner to test their learning and identify areas for further exploration.
Credits (up to)
2025-2026-ECHO (Extension for Community Health Outcomes) Ontario Mental Health
CAMH provides leadership to the overall Program, titled “ECHO Ontario Mental Health”, which encompasses eight unique ECHO courses including: ECHO Ontario Mental Health, ECHO Ontario Obsessive Compulsive Disorder, ECHO Ontario Addiction Medicine and Psychosocial Interventions, ECHO Ontario Integrated Mental and Physical Health, ECHO Ontario Psychotherapy, ECHO Ontario Trans and Gender Diverse Healthcare, ECHO Ontario Adult Intellectual and Developmental Disabilities, and ECHO Ontario First Nations, Inuit and Métis Wellness.
Learning in these programs is supported through the provision of didactic presentations and interactive case-based learning during every session. ECHO (Extension for Community Healthcare Outcomes) is a ‘Hub’ and ‘Spoke’ model of knowledge sharing which links expert specialist teams (the “Hub”) with Ontario healthcare providers in local communities (the “Spokes”), using multi-point videoconferencing.
Credits (up to)
2025 Culturally Adapted Cognitive Behaviour Therapy for Black Populations
Culturally Adapted Cognitive‐behavioural therapy (CA-CBT)
Cognitive‐behavioural therapy (CBT) is a highly effective therapy for the treatment of common mental health problems such as anxiety and depression. While CBT works for clients from most cultural backgrounds, research has shown that adapting CBT to meet the needs of specific groups increases its effectiveness.
This course discusses practical cultural adaptations to traditional CBT for depression and anxiety for improved treatment experiences and outcomes for Black Populations. It is intended for mental health professionals who have prior training, knowledge and experience in cognitive behaviour therapy (CBT).
Credits (up to)
Canadian Rheumatology Ultrasound Society Basic Course
The use of of musculoskeletal ultrasound (MSK US) has increased amongst Canadian rheumatologists in the last 20 years, but we still trail other countries in this regard. MSK US complements the physical examination by allowing for superior visualization of synovitis and erosive changes compared to conventional radiography, and provides detail that supplements MRI and CT by providing dynamic real time images, while costing less. MSKUS expands the diagnostic and prognostic ability at the bedside and improves the safety, accuracy and success of joint aspirations and injections. Few rheumatologist have formal training to use this modality, thus this basic MSK US course focuses on the needs of rheumatologists and their patients. This course is a mixture of online didactic teaching over 2 weekends and virtual asynchronous feedback of ultrasound scanning homework after each weekend. An anatomy review by an anatomist at the University of Toronto provides knowledge of key anatomical joint areas scanned. Participants will engage in live lectures and interactive hands-on ultrasound sessions over two weekends to learn scanning technique for those specified areas. In between the weekend sessions, the attendee will practice ultrasound scanning and submit images for review by expert faculty and receive personalized feedback. Participants will also read key MSK US papers and complete online quizzes. Completion of the US weekends, US homework and these online quizzes will lead to a Level 1 completion certificate.
Credits (up to)
Leading Improvement in the Quality of Health Care for Community Populations
This course will prepare primary and community health care providers for practice in an environment of continuous quality improvement and accountability through:
Utilizing reflective practice to identify opportunities for improvement in the specific context of their practice environments,
Learning the knowledge and skills of continuous quality improvement and applying them to a project practicum, and
Application of the concepts of leadership to support engagement of colleagues/interprofessional care teams in quality improvement efforts.
Credits (up to)
Certificate in Academic Family Medicine
The Certificate in Academic Family Medicine is designed to address the growing need for skilled educators and leaders in family medicine. The certificate is comprised of 3 courses that are established in our graduate studies programming at DFCM and Dalla Lana School of Public Health. The courses will help learners to expand family medicine expertise from a systems lens, build skills in teaching and learning in the health professions, and develop skills in a preferred scholarship domain, all of which highlight key components of academic family medicine as a discipline.
The target audience is family physicians.
The certificate goals include:
– Developing an evidence-based approach to teaching and learning.
– Promoting innovation and scholarship in primary care
– Growing Family Medicine leadership
The certificate requirements include:
1. Foundational coursework in Family Medicine: Social, Political, and Scientific Issues in Family Medicine Course
2. Foundational coursework in Teaching and Education: Interprofessional Applied Practical Teaching and Learning in the Health Professions (INTAPT) Course
3. Scholarship selective:
– Appraising and Applying Evidence to Assist Clinical Decision-Making
OR
– Research Issues in Family Medicine/Primary Care
OR
– Leading Improvement in the Quality of Health Care for Community Populations
4. Capstone Project
Duration: The program is completed in 12-18 months.
Credits (up to)
2025-2026 Centre for Faculty Development Workshop Series
Workshops support health professionals in their multiple roles as teachers, educators, academic leaders, scholars, and advocates. Anyone involved in health professions education (e.g., academic health professions faculty, preceptors, clinical educators, clinician scientists) is eligible to register.
Credits (up to)
New and Evolving Academic Leaders (NEAL) Program 2025-2026
The NEAL Program is a one-year advanced leadership development program offered by the Centre for Faculty Development (CFD). In the NEAL program, the group builds a learning community through three intensive one-week modules over the year, themed as Foundations, Influence and Adaptation. In these modules, interdisciplinary faculty share resources and build capacity for reflective and relational practice, system thinking, influence and impact, and leading from adaptive purpose. Between modules, participants deepen their learning with coaching, peer connections, diverse assignments and leading a capstone project through engaging others. The program is intentionally shaped to bring together a diverse set of participant leaders to consider how we all need to work collaboratively in shaping and shifting our broader system for positive health outcomes. Learners may have a formal role as a leader, or may be an influencer or change agent with a meaningful purpose. NEAL is a Canadian Society of Physician Leaders-approved leadership CPD activity required as part of the Academic Route for the Canadian Certified Physician Executive (CCPE) designation.
Module 1:
Part A- Mon Sept 29, 2025 – Wed Oct 1, 2025
Part B- Thurs Oct 23, 2025 – Fri Oct 24, 2025
Module 2:
Mon Jan 26, 2026 – Thurs Jan 29, 2026
Module 3:
Part A- Mon April 27, – Wed April 29, 2026
Part B- Thurs May 14 – Fri May 15, 2026
Credits (up to)
Foundational Certificate in Narrative-Based Medicine 2025-2026
Narrative-based medicine is premised on the understanding that, knowingly and unknowingly, practitioners and patients together construct narratives over the course of their encounters; that these stories – with their multiple characters, conflicts and desires, subtleties and miscommunications – affect the nature and meaning of health events in all our lives; and that getting better at working with stories of all kinds has a powerful impact on both patient care and clinician fulfillment.
Jointly led by an expert in narrative-based medicine and an accomplished writer, both of whom have extensive experience working with health professionals, this intensive program is taught in two parts: NBM Principles and Practices focuses on the theory and practice of narrative-based medicine while Writing and Narrative Craft seeks to improve learners’ creative and reflective skills as writers and readers.
The program is Canada’s only virtual intensive certificate program in narrative-based clinical practice. Domestic and international learners across all disciplines are welcome.