Faculty Development

Dr. Eric Wooltorton at the Faculty Development Half Day

Dr. Eric Wooltorton at the Faculty Development Half Day

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LEADERSHIP

Eric Wooltorton MD, CCFP, FCFP Director of Faculty Development

Top Accomplishments

  • 34 faculty members delivered Faculty Development sessions, and 116 faculty members attended sessions
  • 883 CFPC MainPro credits were provided through programming in 2017 (as well as a similar number of Teaching Skills Attainment Award credits), a 28% increase from 2016
  • New programming initiatives include Faculty Development Half Days and Essential Teaching Skill Refreshers

Building a “Faculty Driven” Faculty Development Program

Faculty Development Conceptual Priorities,
defined by the 2017 needs assessment

Early in 2017, the new director of Faculty Development, Dr. Eric Wooltorton, surveyed faculty for their feedback on the current program, its effectiveness and their overall sense of satisfaction. While many were quite happy, some identified gaps. Follow-up included a multi-stage needs assessment and 67 faculty members gave ideas to help identify conceptual priorities going forward. A newly defined goal, to support the professional growth of individual uOttawa Family Medicine faculty and their communities of practice, guides future and ongoing programming.

“I truly appreciate the vast range of contexts and educational needs of our more than 400 faculty members. Our new programming will capitalize on this impressive diversity.”

Dr. Eric Wooltorton,
Director of Faculty Development

Faculty Development Half Days offer intensive learning opportunities

Following the results of a needs assessment survey of faculty members in early 2017, a new style of programming now provides intensive, immersive half-day sessions on a variety of topics in faculty development. The first Faculty Development Half Day took place in December 2017 at the Department’s new teaching space at 850 Peter Morand Crescent. The program included information on academic appointment and promotion, patient-centered communication skills, morbidity and mortality rounds and mentorship. We welcomed 24 participants from a variety of teaching environments.
 

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