Firsthand Experience in Graduating Three Cohorts of Forensic Pathologists Trained With Competency by Design (CBD) Curriculum

2021 ◽  
pp. 192536212110631
Author(s):  
Jayantha C. Herath
Keyword(s):  
Training Program ◽  
Royal College ◽  
Forensic Pathology ◽  
Training Experience ◽  
Professional Activities ◽  
University Of Toronto ◽  
The Third ◽  
Stage Transition ◽  
The University ◽  
Pathology Training

Introduction: The University of Toronto experienced graduating three cohorts of forensic pathologists trained with Competency by Design (CBD) curriculum. We achieved this as a result of multiyear development of Entrustable Professional Activities (EPAs), Required Training Experience (RTEs), and Specialty Competency Requirements (SCRs) by the Royal College of Physicians and Surgeons of Canada’s Forensic Pathology Speciality Committee, the Ontario Forensic Pathology Service, and the University of Toronto. Method: Our academic year is comprised of 13 blocks. We divided the 13-block period into 4 stages to map all the EPAs and RTEs. The first stage, Transition to Discipline, is 1 block, the second stage, Foundation of Discipline, consists of 3 blocks; the third stage, Core of Discipline, consists of 6 blocks, and the final fourth stage, Transition to Practice, consists of 3 blocks. Board-certified faculty members in Forensic Pathology with more than five years of experience supervised the trainees. We graduated 5 Canadian and 4 international trainees at the end of the third cycle of CBD-based training program. Conclusion: Using the Royal College Speciality Committee blueprint, the University of Toronto started in 2016 planning the CBD curriculum in the forensic pathology training program. By the end of June 2021, we graduated nine trainees from our CBD-based Forensic Pathology training program. We are training the fourth cohort, and they will be graduating at the end of June 2022. This article aims to share our firsthand experiencing in CBD training in forensic pathology.

scholarly journals Two PopII Cepheids in the Globular Cluster M10

1985 ◽  
Vol 82 ◽  
pp. 260-261 ◽  
Author(s):  
C. Clement ◽  
H. Sawyer Hogg ◽  
K. Lake
Keyword(s):  
Globular Cluster ◽  
Horizontal Branch ◽  
Carnegie Institution ◽  
University Of Toronto ◽  
The Third ◽  
Irregular Variable ◽  
Carnegie Institution Of Washington ◽  
The University

The globular cluster Messier 10 has three known variables. The first two of these were discovered by one of us (Sawyer 1933) and the third by Arp (1955). Two of the variables, V2 (P=18.7226) and V3 (P=7.831), are population II cepheids while V1 appears to be an irregular variable. Another star which lies in the Schwarzschild gap on the horizontal branch is a suspected variable (Voroshilov 1971).In this investigation, we examine the variations in the periods of the two cepheids over the interval 1912 to 1983 (for V2) and 1931 to 1983 (for V3). The study is based on photographs obtained with seven different telescopes - the Mt.Wilson 100-inch and 60-inch (1912 to 1919), the Dominion Astrophysical Observatory 72-inch, the David Dunlap 74-inch and 19-inch, the 16-inch at the University of Toronto downtown campus and the University of Toronto 24-inch at the Las Campanas Observatory of the Carnegie Institution of Washington. Some of our magnitudes have already been published (Sawyer 1938) and the remaining ones will be submitted to the Astronomical Journal for publication. We have also included material published by Arp (1955, 1957) in our study.

scholarly journals MP18: Addressing unrealistic expectations: a novel transition to discipline curriculum in emergency medicine

CJEM ◽  
2019 ◽  
Vol 21 (S1) ◽  
pp. S48
Author(s):  
L. Costello ◽  
N. Argintaru ◽  
A. Wong ◽  
R. Simard ◽  
M. Chacko ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Clinical Exposure ◽  
Professional Activities ◽  
University Of Toronto ◽  
Airway Trauma ◽  
Self Assessments ◽  
Simulation Session ◽  
Interactive Workshop ◽  
The University ◽  
Spaced Repetition

Innovation Concept: Emergency medicine (EM) programs have restructured their training using a Competence by Design model. This model emphasizes entrustable professional activities (EPAs) that residents must fulfill before advancing in their training. The first EPA (EPA 1) for the transition to discipline (TTD) stage involves managing the unstable patient. Data from the University of Toronto (U of T) program suggests residents lack enough exposure to these patient presentations during TTD – creating a disconnect between anticipated clinical exposure and the expectation for residents to achieve competence in EPA 1. Methods: To overcome this gap, U of T EM faculty specifically targeted EPA 1 while designing the TTD curriculum. Kern's six-step approach to curriculum development in medical education was used. This six-step approach involves: problem identification, needs assessment, goals and objectives, education strategies, implementation and evaluation. To maximize feasibility of the new curriculum, existing sessions were mapped against EPAs and required training activities to identify synchrony where possible. Residents were scheduled on EM rotations with weekly academic days that included this novel curriculum. Curriculum, Tool or Material: Didactic lectures, procedural workshops and simulation were closely integrated in TTD to address EPA 1. Lectures introduced approaches to cardinal presentations. An interactive workshop introduced ACLS and PALS algorithms and defibrillator use. Three simulation sessions focused on ACLS, shock, airway, trauma and the altered patient. A final simulation session allowed spaced-repetition and integration of these topics. After the completion of TTD, residents participated in a six-scenario simulation OSCE directly assessing EPA 1. Conclusion: The curriculum was evaluated using a multifaceted approach including surveys, self-assessments, faculty feedback and OSCE performance. Overall, the curriculum achieved its goal in addressing EPA 1. It was well-received by faculty and residents. Residents rated the sessions highly, and self-reported improved confidence in assessing unstable patients and adhering to ACLS algorithms. The simulation OSCE demonstrated expected competency by residents in EPA 1. One limitation identified was the lack of a pediatric simulation session which has now been incorporated into the curriculum. Moving forward, this innovative curriculum will undergo continuous cycles of evaluation and improvement with a goal of applying a similar design to other stages of CBD.

Italian Renaissance Plays in the University of Toronto Library: Supplement III

1974 ◽  
Vol 27 (4) ◽  
pp. 512-532
Author(s):  
Beatrice Corrigan
Keyword(s):  
Seventeenth Century ◽  
Italian Renaissance ◽  
Valuable Source ◽  
Passion Plays ◽  
University Of Toronto ◽  
The Third ◽  
Wide Range ◽  
The University

The Editorial Board of Renaissance Quarterly is most kindly continuing its tradition in Renaissance News by allowing me to publish the third supplement to the Catalogue of Italian Plays 1500-1700 in theUniversity of Toronto Library (University of Toronto Press, 1961). Previous supplements appeared in RN16 (1963), 298-307, and 19 (1966), 219-228. The plays listed below illustrate a wide range of theatrical tastes, from Latin and Italian passion plays, medieval in tradition, to the later dominant vogue for musical dramas. In editions of the latter it became customary early in the seventeenth century to record architects, costumers, and performers, so that the printed plays are a valuable source for stage history. Scenery for four of these dramas was designed by Ferdinando and Francesco Galli di Bibbiena, then at the outset of their careers.

Resident Training in Chronic Care and Rehabilitation

1987 ◽  
Vol 32 (2) ◽  
pp. 151-152 ◽  
Author(s):  
Samuel Packer
Keyword(s):  
Royal College ◽  
Chronic Care ◽  
Psychiatric Patients ◽  
Resident Training ◽  
Chronic Patients ◽  
University Of Toronto ◽  
Specific Program ◽  
Mcgill University ◽  
Program Content ◽  
The University

Although the Royal College requires that residents receive training in the rehabilitation of psychiatric patients, much leeway has been given to individual departments of psychiatry as to program content. This has often led to inadequate training since residents may be exposed to chronic patients without any training in rehabilitation. In order to meet this deficiency McGill University and the University of Toronto have developed specific program requirements. These are described below.

scholarly journals The R.A.S.C. Observer’s Handbook

1990 ◽  
Vol 105 ◽  
pp. 225-226
Author(s):  
Roy L. Bishop
Keyword(s):  
Optical Telescope ◽  
Astronomical Society ◽  
University Of Toronto ◽  
The Third ◽  
Royal Astronomical Society ◽  
The University

Except for two years, 1909 and 1910, the Observer’s Handbook of The Royal Astronomical Society of Canada has been published every year since 1907. It was founded by Clarence Augustus Chant, who also was responsible for the founding at the University of Toronto, of Canada’s first and largest department of astronomy, and who established the David Dunlap Observatory, which contains the largest optical telescope in Canada. In addition, Chant served as Editor of the Observer’s Handbook for 50 years, which is the main reason I am only the fourth editor since 1907. I should mention that John Percy, Chairman of the Scientific Organizing Committee of this Colloquium, was the third editor.

scholarly journals Shaping Plastic Surgery in British Columbia—The Courtemanche Legacy

2019 ◽  
Vol 27 (2) ◽  
pp. 162-166
Author(s):  
Yaeesh Sardiwalla ◽  
Steven F. Morris
Keyword(s):  
Plastic Surgery ◽  
General Hospital ◽  
Royal College ◽  
Botanical Garden ◽  
Vancouver General Hospital ◽  
Plastic Surgeon ◽  
University Of Toronto ◽  
The United Kingdom ◽  
Sick Children ◽  
The University

Dr Albert Douglas Courtemanche was born in Gravenhurst, Ontario on November 16, 1929. In 1949, he was accepted to the University of Toronto Medical School, graduating in 1955. After completing his internship at the Toronto General Hospital and at the Hospital for Sick Children, he completed his surgical training in Vancouver and in the United Kingdom. When Dr Courtemanche returned from his training in 1962, he joined Dr Cowan on the surgical staff at the Vancouver General Hospital. He was responsible for establishing a new plastic surgery ward, a dedicated operating room (OR), an integrated burn unit and also starting the UBC plastic surgery training program. Dr Courtemanche became involved in working with the Royal College, first as an examiner and then as the Chairman of the Plastic Surgery Exam Board in 1981. He eventually became the first and only plastic surgeon to ever hold the position as President of the Royal College. Dr Courtemanche emphasized throughout his career the importance of teaching and role modeling. A very proud moment in Dr Courtemanche’s career was when his son Douglas became a pediatric plastic surgeon. After retiring Dr Courtemanche became a volunteer at the VanDusen Botanical Garden and completed their Master Gardeners Program.

scholarly journals CORRELATION OF ORGANIZATIONAL LOYALTY INDICATORS AND MOTIVATION OF SUBJECTS OF EDUCATIONAL AND PROFESSIONAL ACTIVITIES

2020 ◽  
pp. 59-68
Author(s):  
Асель Азилбековна Сарсенова ◽  
Наталья Андреевна Гончарова
Keyword(s):  
Empirical Study ◽  
Professional Competence ◽  
Professional Activities ◽  
Organizational Loyalty ◽  
Second Stage ◽  
The Third ◽  
Career Growth ◽  
The University ◽  
Positive Nature ◽  
Qualitative Changes

Рассматриваются результаты эмпирического исследования изменений показателей организационной лояльности лиц, обучающихся в вузе юридического профиля, выявленных за период с первого по третий курс. Выделяются и описываются основные характеристики лояльности, рассматриваются факторы, детерминирующие лояльное отношение персонала к организации. Приведен анализ выявленных взаимосвязей показателей организационной лояльности с показателями мотивации, позволивший установить существенное увеличение общего их количества в период второго этапа исследования и особенности качественных изменений. Сделаны выводы о положительном характере значимых корреляций с показателями мотивов удовлетворенности процессом и результатами труда, самореализации, карьерного роста и профессиональной компетентности в формировании лояльного отношения к организации. The results of an empirical study of changes in the organizational loyalty indicators of persons studying at the university of legal profile identified during the period from the first to the third year are considered. The main characteristics of loyalty are highlighted and described, factors that determine the loyalty of personnel to the organization are considered. Analysis of identified relationships of organizational loyalty indicators with motivation indicators is given, which made it possible to establish a significant increase in their total number during the second stage of the study and peculiarities of qualitative changes. Conclusions were drawn about the positive nature of significant correlations with indicators of motivation for satisfaction with the process and results of labor, self-realization, career growth and professional competence in the formation of loyal attitude to the organization.

scholarly journals Can Teachers Distinguish Competencies From Entrustable Professional Activities?

PRiMER ◽  
2019 ◽  
Vol 3 ◽  
Author(s):  
Mark Broussenko ◽  
Sarah Burns ◽  
Fok-Han Leung ◽  
Diana Toubassi
Keyword(s):  
Medical Education ◽  
Entrustable Professional Activities ◽  
Convenience Sample ◽  
Education Assessment ◽  
Survey Tool ◽  
Professional Activities ◽  
University Of Toronto ◽  
Clinical Educators ◽  
University Of Calgary ◽  
The University

Introduction: There has been a recent transition from the use of “competencies” to “entrustable professional activities” (EPAs) in medical education assessment paradigms. Although this transition proceeds apace, few studies have examined these concepts in a practical context. Our study sought to examine how distinct the concepts of competencies and EPAs were to front-line clinical educators.  Methods: A 20-item survey tool was developed based on the University of Calgary Department of Family Medicine’s publicly available lists of competencies and EPAs. This tool required participants to identify given items as either a competency or an EPA, after reading a description of each. The tool was administered to a convenience sample of consenting clinical educators at 5 of the 14 training sites at the University of Toronto Department of Family and Community Medicine in 2018. We also collected information on years in practice, hours spent supervising per week, and direct involvement in medical education.  Results: We analyzed a total of 60 surveys. The mean rate of correct responses was 45.3% (+/- 21.8%). Subgroup analysis failed to reveal any correlation between any of the secondary characteristics and correct responses. Conclusion: Clinical educators in our study were not able to distinguish between competencies and EPAs. Further research is recommended prior to intensive curricular changes.

scholarly journals Problems of adaptation and psychological support for journalism students

2021 ◽  
Vol 134 (1) ◽  
pp. 72-78
Author(s):  
A.F. Berezin ◽  
◽  
N.N. Berezina ◽  
E.N. Klemenova ◽  
◽  
...  
Keyword(s):  
Professional Development ◽  
Psychological Support ◽  
Support Program ◽  
Professional Activities ◽  
The Third ◽  
Professional Success ◽  
Professional Self ◽  
Personal Qualities ◽  
Journalism Students ◽  
The University

The attitude towards the profession and the professional success of future journalists are largely formed during their studies at the university. Traditionally, special attention is paid to students of the first and fifth years, however, it is in the middle of the learning process that students experience important transformations of the image of the profession and their attitude to educational and professional activities. Understanding the specifics of the «third-year crisis» will help to maintain or increase the motivation of students for studying and professional development, and a comprehensive psychological support program will make assistance to future journalists more systematic. The article presents results of the study of the image of the profession of a journalist, as well as the ideas of first and third year students about the significant personal qualities of a journalist and forecasting their own professional self-realization. Highlighted the specifics of professionalization and the formation of competence, characteristic of a student in the middle of training. There are proposed measures and directions of psychological support for third-year students in the process of their training in journalism.

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