Narrative Approaches to Resilience in Practice: Tools and Techniques for Well-Being 2025

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Increasing numbers of healthcare practitioners and learners feel stretched thin. Narrative-based medicine can provide an accessible antidote to clinician stress as it promotes self-awareness, connection, and meaning-making.

Drawing upon current literature about stress and well-being in healthcare, as well as writing by clinician-authors (memoirs, poems, and personal essays), we will reflect on critical themes in professional practice.

Participants will enhance their skills of close reading, listening, and reflection during this highly interactive series that blends short, didactic presentations with hands-on activities, group discussion, and prompted writing exercises. Together, we’ll explore narrative approaches and resources for well-being through discussion, text reading, and reflective writing.

There will be ample opportunity to discuss ideas in a supportive and collegial environment, including the application of practices to professional and educational contexts. The instructor will offer optional resources for further exploration. There are no required readings or assignments.

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Best Practices in Education Rounds (BPER) – 2025-2026

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Best Practices in Education Rounds (BPER) are organized by the Centre for Faculty Development (CFD) and co-sponsored by The Wilson Centre and the Centre for Advancing Collaborative Healthcare & Education (formerly the Centre for Interprofessional Education), our fellow Faculty of Medicine Extra-Departmental Units. Presentations are held virtually synchronously. Best Practices in Education Rounds provides the opportunity to share ‘cutting-edge’ and provocative ideas with a wide audience of interested health professional teachers, educators, leaders, and scholars. BPER provides value to participants through its short, succinct format with interactive components. These one-hour presentations focus on health professions education and faculty development topics and include concepts from a variety of education perspectives, linking education research with practice. Rounds are offered 8-9 times per academic year.

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Fundamentals of Addiction online course

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This course is intended for professionals working with individual who may be facing mental health and addiction issues. It aims to help further their understanding of addictive behaviour for both substance use issues and problem gambling and to develop approaches to support their clients/patients in clinical settings. The topics covered include: social determinants of health; harm reduction; screening and assessment; treatment and legal issues and ethical considerations. We present the bio-psycho-social-plus (BPS+) model of addiction, which provides a multidimensional way of understanding this complex field.

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SickKids Advanced Cardiology Education (ACE) Program 2025 – 80 hr Certificate of Completion (Formerly SickKids Advanced Paediatric Cardiology Program)

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The ACE Program has been developed, operated, and delivered by SickKids, over the past 9 years to healthcare professionals across 5 continents. (Refer to Uploads Folder: 2024-25-SKACE-Demographics)

A comprehensive, 33-week online curriculum that empowers healthcare professionals with the latest technical, cognitive, collaborative, and affective skills necessary to deliver high-quality care to children with heart disease. This livestream webinar series, consists of 200+ sessions and takes place every Friday from 9:00 a.m. to 4:30 p.m. Eastern Time, and all sessions are recorded for later on-demand review. The program offers a unique opportunity to participate in a psychologically safe and enriching community of practice by engaging with over 100 renowned interprofessional subject matter experts and sharing knowledge and experiences with learners from around the world. Participants are eligible to earn up to 200 continuing professional development credits, and an Accredited Certificate of Completion. Attendees develop a fundamental knowledge of topics. See detailed agenda of sessions https://web.cvent.com/event/6130e94c-76c2-49e9-aec2-97c5f8985be0/websitePage:62804b6d-2006-4d1a-a77d-248f7c9fb45d.
In 2024 we developed a 39-hour Certificate of Completion program designed to provide participants with foundations in pediatric cardiology.
To acquire the 39-hour certificate, participants must attend a minimum of 20 hrs or more of Foundational Core Sessions. Elective sessions can make up the remainder of the 39 hours. Refer to the “39 hr Certificate of Completion-Foundation and Elective Sessions” document which identifies those sessions that are Foundational Core and those sessions that are Elective. Sessions are categorized under Foundational, Advanced Core, and Elective based upon thoughtful decision making about the topic itself, the level of learners, and how well sessions were attended in the previous year.
Faculty consist of but are not limited to Paediatric Cardiovascular Surgeons, Cardiologists, Intensivists, Interventionalists, Anesthesiologists, Paediatricians, Nurse Practitioners, Registered Nurses, Respiratory Therapists, Pathologists, Radiologists, Perfusionists, Hematologists, Pharmacists, Bioethics, and Educational Specialists. Best suited to national/international health care professionals invested in better outcomes for children with congenital and acquired heart disease. Refer to “Global Reach, Demographics and Participant Outcomes 2024-2025 doc”.

Credits (up to)

The Long COVID Web ECHO

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This is an application for a monthly virtual Community of Practice (COP) program which uses the ECHO model.

ECHO (Extension for Community Healthcare Outcomes) is an established platform that has been used at UHN and in other centers in Ontario to train healthcare providers in remote and underserved areas (Zhou et al, 2016).

Post COVID-19 Condition (PCC) – also referred to as Long COVID- is a relatively new disease and the science is ever evolving. Our Long COVID ECHO program will serve as a platform for our healthcare practitioners to share new findings, discuss the latest guidelines and learn best practices from each other to treat the 3.5 million (or 11.7% of adult) Canadians who have PCC (StatsCan, 2023).

We are building a collaborative and interconnected Community of Practice to respond to this urgent and unique health challenge, which will accelerate the knowledge to practice continuum, to respond to person-centered needs and improve the lives of Canadians living with PCC. In our application and program, we use the term “Long COVID” to mean this condition.

Canada’s Chief Science Adviser (2022) established a task force in July 2022 to advise on ways to address post-Covid-19 condition in Canada. Below are some of this task force’s recommendations:

1. Provide timely and equitable access to person-centered care pathways for individuals living with PCC across the health care continuum regardless of ability, age, gender, geographic location or socio-economic or cultural background.

2. Establish a Canada-wide research and clinical care network for PCC and other similar post-infection chronic conditions to harmonize and coordinate efforts nationally and internationally.

We are doing just that (the two priorities above) with our ECHO program on Long COVID.

References:

Canada. Innovation, Science and Economic Development Canada; Office of the Chief Science Advisor. (2022, December). Post‑COVID‑19 condition in Canada: What we know, what we don’t know, and a framework for action [Monograph Iu37‑37/2023E‑PDF]. Public Health Agency of Canada.

Statistics Canada. (2023, December 8). Experiences of Canadians with long term symptoms following COVID 19. The Daily. https://www150.statcan.gc.ca/n1/daily-quotidien/231208/dq231208a-eng.htm

Zhou, C., Crawford, A., Serhal, E., Kurdyak, P., & Sockalingam, S. (2016). The Impact of Project ECHO on Participant and Patient Outcomes: A Systematic Review. Academic medicine : journal of the Association of American Medical Colleges, 91(10), 1439–1461. https://doi.org/10.1097/ACM.0000000000001328

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Education Scholars Program (ESP) 2025-2027 (Year 1 of 2)

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The overall goal of the Education Scholars Program (ESP) is to enhance participants’ capacity as education scholars. Working collaboratively to solve common challenges encountered in health professions education, participants will tackle the most pressing issues in: curriculum and program development, program evaluation, and education leadership and system change. This will be accomplished through collaborative and highly applied projects, small and large group exercises, guided observations and other practically-oriented tasks that promote application of theoretical concepts to participants’ own education contexts. Additionally, individual coaching sessions scheduled throughout the program will support participants in their growth as education scholars and leaders. The program is deliberately designed to build connection and community within and beyond the program.

The ESP consists of 5 units. Each unit contains the following:
– five 3-day module (9:00 am – 4:00 pm)
– two or three 3-hour sessions (1:00-4:00 pm) approximately one month apart
– one 1:1 coaching session (self-scheduled)

Credits (up to)

Education Scholars Program (ESP) 2025-2027 (Year 2 of 2)

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The overall goal of the Education Scholars Program (ESP) is to enhance participants’ capacity as education scholars. Working collaboratively to solve common challenges encountered in health professions education, participants will tackle the most pressing issues in: curriculum and program development, program evaluation, and education leadership and system change. This will be accomplished through collaborative and highly applied projects, small and large group exercises, guided observations and other practically-oriented tasks that promote application of theoretical concepts to participants’ own education contexts. Additionally, individual coaching sessions scheduled throughout the program will support participants in their growth as education scholars and leaders. The program is deliberately designed to build connection and community within and beyond the program.

The ESP consists of 5 units. Each unit contains the following:
– five 3-day module (9:00 am – 4:00 pm)
– two or three 3-hour sessions (1:00-4:00 pm) approximately one month apart
– one 1:1 coaching session (self-scheduled)

Credits (up to)

Recovery Oriented Approach online course

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This course is part of the Concurrent Disorders (CD) and the Opioid Dependence Treatment (ODT) Certificate Programs. It is intended for mental health, addiction and allied health professionals who have completed the Concurrent Disorders Core Course and who have experience working with clients with concurrent disorders. The course aims to help these learners further their understanding of the recovery-oriented approach. Most of the content is applicable not just to recovery from both mental illness and substance use issues, but also to recovery from either one or the other. This seven-week course consists of seven modules, allowing learners to focus on one module per week

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IDEAS Foundations of Quality Improvement 2025-2026

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The IDEAS Foundation of Quality Improvement Program is an interprofessional, online interactive program (three hours asynchronous module followed by two half-day synchronous learning) that aims to support healthcare professionals who are novice to QI or wish a refresher, to become an effective team member of a QI project directed to improve patient care processes and outcomes.
The IDEAS Foundations of Quality Improvement program provides participants with the knowledge and tools to effectively participate in and contribute to quality improvement projects within or across health care organizations. IDEAS is a comprehensive, evidence based quality improvement training program for Ontario’s health professionals.
The IDEAS Foundations of Quality Improvement program and resources were funded by the provincial government through a collaboration between Health Quality Ontario (HQO), the University of Toronto Institute for Health Policy Management and Evaluation (IHPME), the Ministry of Health and Long-Term Care (MOHLTC), and the Institute for Clinical Evaluative Sciences(ICES).

Credits (up to)

ECHO Program for Clinical Trialists, Investigators and Biostatisticians

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This is an application for a biweekly (once every two weeks) virtual community of practice program which uses the ECHO model.

ECHO (Extension for Community Healthcare Outcomes) is an established platform that has been used at UHN and in other centers in Ontario to train healthcare providers in remote and underserved areas.

Building on our success of our first accredited cycle (10 Sept 2024 to 10 Sept 2025), we are now implementing the ECHO program for the second time to train clinical research professionals who administer clinical and other research studies.

Clinical research is complex and constantly evolving. Virtual communities of practice programs, like ECHO, allow professionals to share experiences, especially common problems, best practices and insights from diverse research environments, promoting learning and mutual mentoring across institutions and geographies.

Our ECHO for clinical research professionals is a flexible platform for ongoing education, ensuring professionals stay up-to-date with the latest advancements, methodologies, and regulatory changes.

As mentioned, collective problem-solving is a key feature distinguishing the ECHO community of practice from others. Clinical research professionals face unique challenges, and this ECHO provides a space to collectively problem-solve, seek advice, and brainstorm solutions with colleagues who may have faced similar issues.

The ECHO will be delivered according to the standardized educational rubric of the ECHO (Extension for Community Healthcare Outcomes) model where we would be conducting a 1-hour virtual learning session, once a month on a pre-specified key area relating to research coordination/management led by Canadian field experts and participants would be encouraged to bring their problems/areas of concern for discussion.