"Art of the Possible" Education Scholarship Grants 2019

“The uniqueness of our discipline lies in its focus of application.  It is the academic study of the art of the possible…”

Dr. Fred Fallis, former DFCM Chair

Description

The Art of the Possible (AOP) Education Scholarship Grant Program, offered by the Office of Education Scholarship (OES), provides seed grants to support education scholarship projects that will benefit one of the DFCM programs (Undergraduate Education, Postgraduate Education, Graduate Studies, Faculty Development, Quality Improvement, Global Health, Emergency Medicine, Palliative Care). This is an ideal opportunity for faculty members who are new to education scholarship. All DFCM faculty members are welcome to apply. This program is designed to support applicants from idea to dissemination, providing consultations, faculty development events, and application writing support. This program requires program director approval before applications are moved forward for adjudication. These two-year grants can provide up to $5,000 per project.

Consultations are available in early January via the online consultation request form

If you have questions about the application process, please contact the OES at dfcm.edscholarship@utoronto.ca

Please note: The OES will be closed from Dec 19-Jan 4 inclusive.

Information for Applicants

  • Please notify the OES at dfcm.edscholarship@utoronto.ca if you intend to apply.
  • Applicants are required to submit a draft application by January 21/19, as a preliminary step in the application process. OES faculty will review the draft applications and then hold consultations with applicants to give feedback and discuss next steps in preparing their final application, which is due March 8/19.
  • Please reserve Tue Jan 29, 2:30-4:30 in your calendar if you are planning to apply. AOP consultations will be held at this time, during the Celebration of Education Scholarship event.
  • Applicants are also required to send to the OES emailed approval from their program director or division head by January 21/19.
  • Consultations are available in early January via the online Consultation Request Form
  • If you have questions about the application process, please contact the OES at dfcm.edscholarship@utoronto.ca. Please note: The OES will be closed from Dec 19-Jan 4 inclusive.

Important Dates

ASAP - Notify the OES of your intent to apply - dfcm.edscholarship@utoronto.ca

Jan 21/19 – deadline for submission of draft application

Jan 29/19 - consultation sessions will be held the afternoon of our Celebration of Education Scholarship event, from 2:30-4:30 at 500 University Ave. Please reserve this date and time in your calendar!

Mar 8/19 – deadline for submission of final application

Early Apr/19 – decision letters sent to applicants

Possible Projects

Examples of possible projects based on Boyer’s categories of education scholarship*:

  • Projects related to the scholarship of teaching: transforming or extending knowledge of teaching and learning processes; building bridges between the teacher’s knowledge and the student’s understanding. These often include innovative ways of teaching or program evaluation projects.
  • Projects related to the scholarship of application: drawing the connection between research and practice, developing new intellectual understandings through clinical or educational practice.
  • Projects related to the scholarship of integration: making connections across disciplines; illuminating data in a revealing way; fitting one’s own research, or the research of others, into larger intellectual patterns; or to interpret, draw together, and bring new insight to bear on original research. These often include interprofessional collaboration and the notion of interdisciplinary work.
  • Projects related to the scholarship of discovery: contributing new knowledge and advancing the discipline of academic family medicine. These projects are usually referred to as “research” and must include a specific research question, objectives and hypotheses.

*Boyer E. Scholarship Reconsidered: Priorities of the Professorate (Princeton, NJ: Carnegie Foundation for the Advancement of Teaching, 1990); Charles E. Glassick, Mary Taylor Huber, and Gene I. Maeroff. Scholarship Assessed: Evaluation of the Professoriate. 1997:13-8.

Primary Applicants

  • must have their program director/division head’s support to pursue this application. The following DFCM programs/divisions are eligible: Undergraduate Education, Postgraduate Education, Graduate Studies, Faculty Development, Global Health, Quality Improvement, Palliative Care and Emergency Medicine. Funded projects are intended to be in line with program/division priorities.
  • must hold a primary faculty appointment with the DFCM as a full-time clinical or part-time clinical member of the Faculty of Medicine. Members of any academic rank (lecturer, assistant professor, associate professor or full professor) are eligible to apply. Adjunct clinical faculty members can act as a collaborator on a grant held by a full-time or part-time faculty member.
  • must be a faculty member engaged in educational activities (such as education scholarship or the development and delivery of our educational programs) in/of the Department of Family and Community Medicine.

Eligibility and Team Member Roles

  • A Project Lead/Co-Project Lead must be a faculty member within the DFCM and engaged in educational activities at the DFCM.
  • A collaborator must be a faculty member, learner, or staff member within the Faculty of Medicine or its affiliated hospitals.
  • Faculty members affiliated with the Office of Education Scholarship may be included as collaborators or senior advisor/mentors.

Funding

  • will be provided for two years, effective May 1 2019, and is non-renewable.
  • will be provided to a maximum of $5000 per project.
  • will be released when the following terms have been satisfied:
    • Project lead provides confirmation of ethics review board submission (If required, the project lead may request a portion of funds to be advanced to allow for a research assistant to support the REB application.)
    • Project lead and all team members have completed the online tutorial TCPS2:CORE (Course on Research Ethics)
    • Project lead agrees to be the primary contact for the project, and to take responsibility for the overall project design, development, budgetary oversight and completion.
    • Project lead agrees to provide interim reports and participate in progress report presentations at Office of Education Scholarship faculty development events.
    • Project lead agrees to present a poster on their project at the DFCM Conference and submit an abstract to a national conference.  We encourage further dissemination where possible.

 

Previously Funded Projects

Project Lead

Program

Project Title
Dr. Megan Landes Emergency Medicine

A Programme Evaluation of the Toronto Addis Ababa Academic Collaboration in Emergency Medicine (TAAAC-EM)

Dr. Renata Leong Faculty Development

Effectiveness of low cost in situ simulation as a professional development method in office anaphylaxis management

Dr. Praseedha Janakiram Global Health

The PGY3 Global Health and Vulnerable Populations Enhanced Skills Year: A qualitative review of alumni trajectory following graduation from the Department of Family and Community Medicine.

Dr. Abbas Ghavam-Rassoul Graduate Studies

Which components of the INTAPT course are crucial to learner outcomes?

Dr. Ahmed Al-Awamer Palliative Care

Online Bridging Program for International Palliative Care fellows

Dr. Batya Grundland Postgraduate Education

Caring, Not Just Curing: Role of Digital Storytelling in Fostering Reflection and Reflective Practice

Dr. Karen Fleming Postgraduate Education

Developing an effective maternity care eModule for Family Medicine Residents.

Dr. Jeremy Rezmovitz Quality Improvement

Incorporating Quality in Continuing Education Design

Dr. Melissa Nutik Undergraduate Education

Multisource feedback in the Family Medicine clerkship: a pilot evaluation

Dr. Sherylan Young Undergraduate Education

From Hidden to Formal: The Impact of Formal Clinical Learning Experiences Delivered by Health Professional Educators in Undergraduate Medical Education

 

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