With the introduction of distributed medical and health professional education over ten years ago, we demonstrated our ability to reimagine how and why we educate people. As we look forward, we have an ability to continue this tradition of innovation to enhance, integrate and extend our education programs.
Goal: Teaching, development and mentoring of practitioners and scientists who can work together effectively in an evolving system
A continually evolving health system demands greater attention to the teaching of new disciplines (e.g., precision medicine and translational medicine) and pivotal application skills (leadership, change management, system navigation).
We will respond accordingly, taking a flexible approach to new program development. We will re-imagine graduate programs and expand clinician scientist training in line with changing career options, and we must build new testable models for enhanced practice in underserviced health professions such as physiotherapy and occupational therapy.
We have built tremendous capability through the distributed education model, and have an exciting opportunity to leverage this experience in new applications.
Team-based training, online learning hubs, flexible learning pathways, and extension of the current model to rural communities through ‘micro-distribution’ are all examples of ways in which we could leverage new technologies and practices to transform the impact and reach of our programs and of our Continuing Professional Development (CPD) activity.
We will leverage our expertise in education scholarship, build a Faculty team to support program development, and connect with the broader University capacity within initiatives such as Flexible Learning and Career and Personal Education (CPE).
The University has significant expertise in high-demand disciplines, including brain and mental health, exercise medicine, genomics and health informatics, biomedical engineering, business and medical humanities, and in evidence-based care.
We believe there is significant reputation and economic upside in potential new flagship bachelor and applied master’s programs in at least some of these areas, particularly if we collaborate effectively across the institution.
The placement model is a fundamental component of our education programming, and the supply of students and trainees at practice sites is integral to capacity and innovation in healthcare delivery.
We must work with individual clinicians, with professional associations, with Health Authorities and with academic colleagues across the province to confirm collective strategic commitment to the model. We will then work together to implement operational changes, improve preceptor training and align incentives to facilitate the interface.
We reassert our commitment to a safe and supportive learning environment, and we will invest in processes, training and feedback mechanisms to ensure that we consistently uphold the highest standards.