The Plan: Strategic Priorities, Initiatives and Actions

Strategic Actions:

1. Establish an advisory committee with appropriate and diverse representation to support development of a methodology for visioning and review of the MD Program Foundations curriculum to effectively infuse a social justice, anti-oppression and advocacy lens in the MD Program curriculum
2. Apply the methodology developed for visioning and review of the Foundations curriculum with support of MD Program education leaders, faculty, learners and community members
3. Prioritize and implement recommendations from the visioning and review of the Foundations curriculum with high impact structural change and sustainability in mind, including a plan for robust faculty development
4. Explore applicability of lessons learned and recommendations from the visioning and review of the Foundations curriculum to the MD Program Clerkship curriculum and Postgraduate Medical Education programs, including exploration of potential future visioning and review process for the MD Program Clerkship curriculum

Strategic Actions: 

1. Develop and refine resources to help ensure that education leaders and faculty are:
   1. continuously evolving their approaches and practices in line with a social justice, anti-oppression and equity lens
   2. well positioned to provide trauma-informed support if they witness learner mistreatment or receive a disclosure about learner mistreatment
   3. aware and supportive of inclusive understandings of professionalism and receptive to addressing the affect of unconscious bias, particularly in the context of teacher assessments of learner professionalism
2. Explore opportunities to more effectively enable and support faculty development integration across the learner continuum

Strategic Actions: 

1.  Establish a strategic funding program to support research teams focused on studying the science, innovation and outcomes of current approaches to health professions education, such as Competency-Based Medical Education and other foundational paradigms in admissions, curriculum, pedagogy, assessment, and evaluation
2. Explore strategies and models to identify, fund and support the implementation of research projects and innovations highly relevant to health professions education at Temerty Medicine
3. Build upon existing practices and partnerships to embed education scientists, scholars and scholarship in operations and decision-making in and across the Medical Education portfolio, including in partnership with the Wilson Centre

Strategic Actions:

1. Develop learner wellness principles and guidelines applicable to all Temerty Medicine clinical learners
2. Enable and support capacity-building across education programs and clinical sites through the development of:
   1. a communications plan, informed by integrated learner wellness principles and guidelines
   2. resources or tools that can be adapted for specific programs and learning contexts

Strategic Actions:

1. Develop and operationalize a single learner mistreatment guideline applicable to all Temerty Medicine clinical learners, including a sustainable communications plan focused on awareness and capacity-building across education programs and clinical sites
2. Enhance Temerty Medicine’s case management system to enable more granular analysis of mistreatment disclosures and reports, including more nuanced consideration of incidents of discrimination and discriminatory harassment
3. Raise awareness about, and develop programming focused on, learner-to-learner mistreatment, grounded in inclusive and supportive approaches to professional identity formation
4. Amplify efforts by the Toronto Academic Health Sciences Network (TAHSN) to address mistreatment by patients, families and caregivers, including integration of those efforts into Temerty Medicine guidelines and practices   

Strategic Actions:

1. Identify professionalism issues and problematic behaviours common across the learner continuum, with a particular focus on issues that persist into practice and are detrimental to a safe, supportive and inclusive learning and working environment
2. Informed by the professionalism issues and problematic behaviours identified in action a, intersections with other competencies, and equity-informed principles and practices:
   1. Revise the MD Program professionalism curriculum to enable medical students to more effectively identify and address common professionalism issues
   2. Revitalize strategies and resources to more effectively support and enable professionalism teaching and learning for PGME learners

Strategic Actions:

1. Establish a staff-led advisory committee, reporting to the Medical Education Executive Committee, to advance integrated talent development and learning opportunities for administrative staff as well as employee recognition and engagement across the medical education portfolio
2. Identify, develop and support opportunities for connections and recognition across medical education units and teams, such as an annual staff professional development conference and orientation sessions focused on the medical education context
3. Develop learning opportunities for staff tailored to the medical education context, with an initial focus on project management, technology training, EDIIA, and communications
4. Articulate and operationalize a best practices framework that enables and supports a harmonized and equitable approach to developmental assignments and stretch opportunities across the medical education portfolio

Strategic Actions:

1. Transition from outdated legacy systems and fragmented IT infrastructure across medical education to a system(s) that facilitates both essential and supportive operations and enables the collection of data to inform ongoing quality assurance and optimize the user experience for all stakeholders
2. Explore technological solutions (e.g., artificial intelligence) or other tools to more effectively analyze and leverage narrative data from assessments, evaluations and surveys to identify themes and inform targeted, needs-based interventions
3. Investigate automation opportunities to increase frequency of reporting rotation and teaching performance data while continuing to ensure learner confidentiality

Strategic Actions:

1. Establish an advisory and operational committee, reporting to the Medical Education Executive Committee, that serves as a forum for coordinated discussion, consultation, development and deployment of strategies and recommendations regarding the collection, analysis and reporting of teaching and learning experience/environment data in a more harmonized and aligned manner
2. Develop and support implementation of program evaluation principles and guidelines, inclusive of accreditation, to enable and support integrated, aligned or harmonized practices, including the identification of process revisions and resource needs
3. Informed by University guidelines and existing practices, articulate data governance guidelines to enable and support more effective use of Temerty Medicine data for program evaluation and quality improvement purposes