Celebrating teaching and learning

This week the School of Medicine joins the other schools in the Faculty of Health Science for a Teaching & Learning Celebration featuring guest speaker Dr. Nicole Harder.

Nicole Harder, RN, PhD, CHSE, CCSNE

Dr. Harder, Assistant Professor, College of Nursing, and the Mindermar Professor in Human Simulation, Rady Faculty of Health Sciences at the University of Manitoba, will present the Susman Family Lecture on October 3 at 4 p.m. at the Britton Smith Lecture Theatre (Room 132) at the School of Medicine.

Dr. Harder’s position is an interdisciplinary one which includes simulation-based education and research for the Colleges of Dentistry, Medicine, Rehabilitation Sciences, Nursing, and Pharmacy. Her current work is creating, implementing, and studying the use of a psychologically safe debriefing framework following expected and unexpected patient death in simulation and clinical experiences with health care students and practitioners.

For the Susman Family Lecture on Thursday, Dr. Harder’s topic is “Safety for all: Interprofessional simulation and non-technical competency development. 

According to the Canadian Institute for Health Information, in Canada, medical errors contribute in upwards of 23,750 deaths per year, one million added days in hospital, and approximately $750 million in extra health spending.  While various strategies and technologies have been implemented to reduce these errors, they have demonstrated inconsistent improvements or even reductions in patient safety.  In contrast, simulation-based learning has demonstrated effectiveness in improving safety competencies.  In this presentation, Dr. Nicole Harder will discuss the role of interprofessional simulation in patient safety, and argue that a significant shift is needed to ensure that students and healthcare practitioners are afforded the opportunities to engage meaningfully in interprofessional simulation activities that will allow them to grow and develop the skills required for today’s healthcare practitioners. 

Following Dr. Harder’s presentation, teaching innovators from medicine, rehabilitation, and nursing will also share presentations:

School of Medicine –  Using Wikipedia as a platform for teaching EBM, presented by Dr. Heather Murray

School of Rehabilitation –  Innovation in Teaching a Research course to a Large Class with Diverse Backgrounds, presented by Dr. Setareh Ghahari and Dr. Mohammad Auais

School of Nursing -From competence to capability in the clinical setting, presented by  Ms. Jennie McNichols

Friday morning, Dr. Harder will lead Health Sciences Education Rounds ( 8 – 9 a.m.) in Room 104, Richardson Laboratories. Her Friday presentation will exploreUsing simulation as a pedagogy: Who’s who in the (sim) zoo?” Video-streaming is available at Providence Care Hospital: PCH D2.069 Videoconference Rm A. Anyone unable to attend Education Rounds at either Richard Labs or Providence Care Hospital may listen remotely by joining this ZOOM call at the appropriate time:  https://zoom.us/j/165499888

Simulation as a teaching and learning pedagogy is not new.  What is new is the availability of technology and the changing landscape of the education learning environment.  While the term active learning activities are frequently discussed among educators as a means to bring learning to life, there is nothing more active that a simulation based experience.   From students to faculty, to researchers and administrators, we all have different roles in developing and implementing simulation.  This session will discuss the various roles that we all have in developing and implementing simulation as an active learning strategy, and provide the audience with some suggestions on how to make the most of their time with students.


Registration for each event is appreciated but not required.

Thursday: Susman Family Lecture and FHS innovators: https://healthsci.queensu.ca/faculty-staff/cpd/programs/tlc2019

Friday: Health Science Education Rounds: https://healthsci.queensu.ca/faculty-staff/cpd/programs/hsernicoleharder

Posted on

Celebration of Teaching explores curricular innovations

The Annual Faculty of Health Sciences Celebration of Teaching was held June 12 to celebrate innovative efforts of teaching, learning and scholarship in the faculty, sponsored by the Office of Health Sciences Education.

This year’s theme was Connecting Curricular Innovations to Health Sciences Competencies. The conference featured an opening panel, a facilitated poster session, a dozen “swap shops” and a keynote speaker to wrap up the day-long event.

The opening panel explored competency frameworks across health sciences disciplines. The panel featured Kathleen Norman (Physical Therapy); Catherine Donnelly (Occupational Therapy); Rosemary Brander (Interprofessional Education and Practice); Cheryl Pulling (Nursing) and moderator Damon Dagnone (Medicine).

The facilitated poster session featured 25 posters in five categories. Posters presented research and other projects by faculty, students and staff members.

Key-note Speaker  Damon Dagnone
Key-note Speaker
Damon Dagnone

For the half-hour swap-shops, presenters discussed a curricular innovation and led a discussion with participants about challenges and successes they had experienced. Topics ranged from how to give, receive and respond to feedback, to using YouTube in your teaching; from structured interprofessional observerships to engaging undergraduate students in research. Participants could attend up to three swap-shop sessions.

The keynote presentation was delivered by J. Damon Dagnone, Faculty Lead for Competency Based Medical Education (CBME) for Postgraduate Medical Education. Dr. Dagnone is also an assistant professor in the Department of Emergency Medicine.

In his presentation, Dr. Dagnone invited attendees to consider three questions:

  • How do we extract competency from our everyday healthcare environments?
  • How are current practices of CBE implementation (un)realistic?
  • How should assessment help drive the agenda?

Dr. Dagnone’s presentation acknowledged both the challenges presented and the necessity for embracing competency-based frameworks and challenging time-based-only paradigms.

Posted on