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  • Upcoming Workshops & Events  

    View current ITP Program workshops below. To see past workshops visit our Workshop Archive


    Doing Your Part to Reduce Student Stress

    This interactive workshop seeks to explore the most typical causes of student stress and why events that may seem small to an outsider can be ‘catastrophised’ by the student to such an extent that learning takes a backseat, while a ‘fight or flight’ response plays out. As medical educators, we all have a role to play in helping students regain a sense of autonomy and to cultivate skills that can help them not only cope, but thrive. The session looks at ways to manage student stress from a medical educator’s perspective, and offers a variety of tools and insights that will help inform and empower those who seek to enhance student well-being during challenging times.

    Presenter: Dr. Jason Cressey

    When: Wednesday, September 6, 2017
    Where: Medical Sciences Building (MSB), Room 150, UVic
    Time: Dinner 5:30pm - 6:00pm; Workshop 6:00pm - 8:000pm

    Register now!

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    Assertive Teaching to Foster Assertive Students

    This workshop examines assertive instruction and how it differs from passive, aggressive or passive-aggressive forms of instruction. It looks at how teaching assertively not only leads to better achievement and performance in students, but also helps avert many conflict situations and offers insights to deal with challenging teaching scenarios. Above all, it emphasises the connection between modelling assertive skills as a medical faculty so that students can integrate assertiveness into their own communication style, thereby enhancing their own future resilience and professional relationships.

    Presenter: Dr. Jason Cressey

    When: Wednesday, September 13, 2017
    Where: Medical Sciences Building (MSB), Room 150, UVic
    Time: Dinner 5:30pm - 6:00pm; Workshop 6:00pm - 8:000pm

    Register now!

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    Truths and Myths About Teams and Their Implications for How We Understand Competence in Healthcare

    Medicine has embraced the notion of "expert teams" as critical to clinical and educational mandates. However, the conventional emphasis on individual competence is ill-suited to creating training and assessing teamwork in clinical and educational settings. Using stories of clinical teamwork to illustrate, this presentation describes some paradoxical truths and persistent myths about healthcare teamwork. Using the concept of “collective competence”, participants will learn ways to create, train, and assess.

    Presenter: Dr. Loerlei Lingard, an internationally renowned Medical Education Researcher

    When: Friday, September 22
    Time: Lunch: 1:00pm – 1:30pm; Presentation: 1:30pm – 3:30pm
    Where: Vancouver Island Convention Centre; Nanaimo, BC

    Register Now! | Click here to see the poster.

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    The Many Faces of Clinical Supervision

    Clinical supervision is a critical feature of health professional education, and one which we expect to bear enormous weight. Clinical supervision must balance patient care and trainee education. It should shape identity and impart ethics. Clinical supervision is a complex social phenomenon, yet our discussions about it – and our faculty development efforts regarding it - tend towards simplification.

    Presenter: Dr. Loerlei Lingard, an internationally renowned Medical Education Researcher

    When: Saturday, September 23
    Time: Breakfast: 8:30am – 9:00am; Presentation: 9:00am – 9:45am; Concept Application: 10:00am – 12:00pm
    Where: University Club, University of Victoria; Victoria, BC

    Register Now! | Click here to see the poster.

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    Are We Training for Collective Incompetence? Three Common Education Assumptions and Their Unintended Impact on Healthcare Teamwork

    Effective healthcare requires effective teamwork. Accordingly, medical education has a mandate to produce not only competent individuals but also competent teams. However, this is proving to be a challenge, given medical education’s strongly individualistic orientation. This presentation will draw on empirical research to illustrate how some of medical education's conventional assumptions constrain our ability to produce competent teams. Three assumptions will be considered: ‘competence’, ‘problem solving’ and ‘teamwork’. In each case, we will consider both what the conventional assumption focuses our attention on (the important contributions it has made to medical education) and what it distracts us from (the blind spots it has created in medical education). Using a short clinical story and empirical research findings, we will consider how to productively reorient ourselves so that we can approach competence, problem solving and teamwork in ways that maximize collective competence.

    Presenter: Dr. Loerlei Lingard, an internationally renowned Medical Education Researcher

    When: Saturday, September 23
    Time: Lunch: 12:00pm – 12:45pm; Presentation: 1:00pm – 1:45pm; Concept Application: 2:00pm – 4:00pm
    Where: University Club, University of Victoria; Victoria, BC

    Register Now! | Click here to see the poster.