Yes We Care! Video

Yes We Care! Video
From the campaign
“I want to give a huge thank you to all of you who submitted a personal video. I was again overwhelmed by the response and outpouring of genuine caring and selflessness that so many of you describe in your videos. Your stories brought tears to my eyes. We included as many of these videos as we could in the truly heartwarming and touching video montage that is part of the “Yes We Care!” campaign. PLEASE take the time to WATCH THE VIDEO! It is a truly remarkable collection of your personal stories, and we know that you’ll be as moved as we are by your colleagues.”
Here is al link to the video: (scroll down and click Play Video) if it doesn’t appear below.

Nominate YOUR Everyday Heroes
Do you know a fellow blogger, friend or family member who you think deserves to be recognized for going out of their way each day to care for others? Nominate them today at This is an amazing opportunity to help spread the movement of caring and recognize those bloggers who deserve acknowledgment, and those individuals who make a big difference in your life. We will acknowledge your heroes by adding them to our Map of Caring, and honoring them with an Everyday Hero badge of their own.

Yes, We Care! Campaign

Yes We Care! Campaign
Wellsphere just launched the Yes, We Care! Campaign to publicly express their deep appreciation for the extraordinary efforts YOU and others like you are making to help, support and care for others. Thank you for opening your heart and mind to help others by sharing your expertise and personal experiences!
Please accept this “Everyday Hero” badge for your blog, and enjoy the recognition you deserve amongst your many readers and visitors. We’ve pasted the embed code for the badges below.

Yes, we care!

Dr. D’Eon Wins Teaching Excellence Award

Dr. Marcel D’Eon, the director of Educational Support and Development won a Teaching Excellence Award for 2008. Dr. D’Eon recieved the award because of
 Use of structured controversy in CH&E/PT course and in Prof Issues course and co-authored two articles on SC including an RCT comparing with an open discussion format
 Consultations and support for new and experienced teachers
 Created an essay fair for term papers: in small groups students read and discuss other related papers (opportunity for self-directed learning and peer review)
 Uses buzz groups, 2-minute papers, pre-reading with discussion questions, small group discussions, and “clickers” in Prof Issues course
 Led the Multi-PBL team for two years and brought medical students into the IP PBL process in 2002 (Aboriginal Health), in 2004 (HIV/AIDS) and in 2007 (Palliative Care).
Faculty Development
 TIPS course administration, acceptance into residency training and for all new faculty
 Redesigned TIPS with more active learning and pre-reading
 Very well regarded locally and nationally as a workshop facilitator
 Created and enhanced many of the ES&D workshops
 Published an evaluation of the TIPS course and a theoretical article on faculty development
 Created the “Facilitated Poster Sessions” at the Canadian Conference on Medical Education, now an established and regular feature
 Created, in cooperation with Dep’t of Ed Admin, the Master’s program for faculty (two are graduating this spring)
Curriculum Development
 Created the very successful SDCL module of Professional Skills and was the module coordinator for 4 years
 Established a modest mentorship program for Med I’s
 Co-creator of the integrated cases program for Phase A (now moving into Phase B, C, and D) and administrator for two years
 Created the Professional Issues course in Phase A from the History of Medicine course and has been instructing for 5 years.
 Wrote the CASE Curriculum delivery framework for UGME
 Provided crucial support in writing the initial draft of the objectives of the UGME program
 Actively involved in the Curriculum Committee and sub-committees for the UGME program including Chair of the Student Competencies and Assessment Committee.

Teaching Excellence Award

Criteria: Excellence in teaching should not be defined narrowly. However, nominees ordinarily will be acknowledged by their peers and students as being exceptional in practicing their art and craft and have significantly contributed to the teaching mission of the College of Medicine. This would include areas of advancement of learning of medicine and/or physical therapy in such areas as instructional content and methods, evaluation techniques, and/or administration. Eligibility: Any faculty member, in any department, who has taught medical or physical therapy students for at least three years and who, during that time, has been recognized as a superior teacher is eligible. The recipient does not need to teach only students in the College of Medicine, but must teach in some part of the medical or physical therapy curriculum, i.e. undergraduate through continuing professional learning.

The Next Generation of Medical Education

Dr. Frank Papa recently presented a new approach to thinking about how we teach medical students called Application Oriented Curriculum.
Readers of my Blog know that I have made previous posts on The Difference Between Novices and Experts and Medical Problem Solving. Dr. Papa proposes an approach to medical school curriculum that addresses some of the concerns I raised in those posts.

Application Oriented Curriculum

The goal of this model is to help students construct problem specific knowledge bases that address DDX, EXPLanation, and TX capabilities.
To achieve this goal, students participate in the following five steps:
1. Self directed information acquisition through reading based on the course objectives
2. Faculty modeled clinical reasoning using cases
3. Group case based exercises in the classroom
4. Individual, interactive, online cases
5. Integration of cases in a hierarchy of complexity
To help facilitate this process, Dr. Papas has created a website
What do you think?