CBLM sessions are offered during the first and second year of the MD Program. It is an approach to small group learning designed to shift the focus of student learning from foundational science to clinical knowledge and skills development, with opportunities to demonstrate communication skills and model professional behaviors. The cases present a disciplinary problem or problems for which students devise solutions under the guidance of a tutor. A tutor guide describing the objectives and resources on how to successfully facilitate a CBLM is provided to tutors.

A CBLM is composed of 2 weekly sessions. The first session (CBLM 1) is 2 hours long while the second session (CBLM 2) is 3 hours long in the first year and 2 hours long in the second year.

Requirements

• CBLM tutors are not required to be content experts;
• Have, or be willing to seek and obtain, an academic appointment in the Faculty of Medicine.

Role of a CBLM tutor

Tutor a group of 8 or 9 students in the discussion of weekly CBLM. The tutor, who is primarily a facilitator, may occasionally have to act as a moderator or an organizer depending on the situation and dynamics of the group.

Responsibilities of the CBLM tutor

• Be available to attend CBLM sessions as scheduled;
• Act as a facilitator and resource person and guides students through various steps of CBLM;
• Ensure that the learning objectives are achieved by the students;
• Communicate pedagogical and professional concerns to the UGME Office.
• Monitor students’ attendance and report absences and concerns to the UGME Office.
• Evaluate students’ performance.

Should you wish to be involved in CBLM teaching, please contact [email protected] and [email protected].

The unit-directed lectures focus on foundational science and clinical knowledge from a variety of disciplines. A lecture is usually 1 to 2 hours in duration and is presented by a subject expert.

Requirement

• Have expert knowledge in the subject at hand.
• Have, or be willing to obtain a University of Ottawa employee number.

Role of a lecturer

Deliver a lecture based on a list of specific objectives.

Responsibilities of a lecturer

• Prepare and deliver a lecture on a subject based on specific objectives;
• Answer students questions;
• Provide 1 to 2 exam questions per lecture to the Content Expert/Unit Leader.

The PSD course is offered during the first 2 years of the MD Program. It introduces students to interviewing skills with an emphasis on establishing good communication between the physician and the patient, effective history taking and physical examination. It allows students early exposure to clinical settings. The sessions are taught in small groups where students are paired with a tutor and a standardized patient simulating a real patient.

Requirements

• Have clinical experiences in the Canadian health care system;
• Have, or be willing to seek and obtain, an academic appointment in the Faculty of Medicine.

Role of the PSD tutor

Teach clinical skills such as history-taking, physical examinations, and interviewing skills.

Responsibilities of a PSD tutor

• Be available to attend sessions as scheduled;
• Communicate non-availability to attend a session within a reasonable time;
• Act as a facilitator for the teaching of clinical skills;
• Ensure that learning objectives are achieved by students;
• Communicate any pedagogical and/or professional concerns to the PSD Leader;
• Monitor student attendance and report absences to the Coordinator of Clinical Skills;
• Evaluate students’ performance.

Should you wish to be involved in PSD teaching, please contact the Coordinator of Clinical Skills [email protected].

The Department of Family Medicine, in collaboration with the UGME, coordinates the program structure and placement of the PSD Community Preceptor program. This program, offered to first and second year medical students, provides the opportunity to be placed in a family medicine community practice for a total of eight half days (four in first year and four in second year). The placements consists of eight sessions to be held between September and March. The eight sessions are distributed as four sessions for year 1 in the Winter and follow with four more sessions for year 2 in the Fall.

Requirements

• Have clinical experiences in the Canadian health care system;
• Have or work at a clinical establishment where students are allowed to do clinical placements;
• Have, or be willing to seek and obtain, an academic appointment in the Faculty of Medicine.

Role of a Preceptor

Provide students with an opportunity to enhance their clinical skills and practice basic clinical skills under your supervision.

Responsibilities of the Preceptor

• Enhance exposure of medical students in their early training to family physicians in a community based clinical setting.
• Provide an opportunity for medical students to PRACTICE a focused history and/or physical examination depending on the setting.
• Provide an opportunity for the medical student to appreciate the role of the family physician in the community.
• Provide an opportunity for a longitudinal relationship between the medical student and the family physician as would be experienced through the sessions.
• Evaluate students performance.

Should you wish to be involved in the community preceptor program, please contact [email protected].

‘Cliniques simulées’ are part of the course ‘Développement des aptitudes cliniques (DAC)’ and are offered to francophone students during their first and second year of the MD Program. They are individual or paired sessions where students can practice their clinical skills based on a simulated scenario.

Requirements

• Have clinical experience in the Canadian health care system;
• Have, or be willing to seek and obtain, an academic appointment in the Faculty of Medicine.

Role of the tutor of clinique simulée

A tutor of clinique simulée evaluates student performance in an interview with a simulated patient and provides feedback on their clinical reasoning and hypotheses.

Responsibilities of the tutor of clinique simulée

• Be available to attend sessions as scheduled;
• Communicate non-availability to attend a session within a reasonable time;
• Evaluate students’ performance and provide feedback;
• Ensure that learning objectives are achieved by students;
• Communicate any pedagogical and/or professional concerns to the DAC leader;
• Monitor students’ attendance and report absences to the Coordinator of Clinical Skills.

Should you wish to be involved in cliniques simulées teaching, please contact the Coordinator of Clinical Skills at [email protected].

The Eportfolio on Core Competencies is a longitudinal course that spans the four years of the MD Program. It provides framework for students to reflect upon and integrate each of the eight roles of the undergraduate medical curriculum at University of Ottawa’s Faculty of Medicine (clinician, communicator, collaborator, health advocate, manager, professional, scholar and person).

Requirements

• Have clinical experience in the Canadian health care system;
• Have, or be willing to seek and obtain, an academic appointment in the Faculty of Medicine.

Role of an ePortolio Coach

The ePortolio coach facilitates group discussion. Coaches are assigned a group of six (6) to eight (8) students. They are required to meet with their group at least twice a year with ongoing dialogues during the four (4 years)

Responsibilities of the ePortolio Coach

• Meet students at least twice a year.  (1.5 to 2 hours per meeting).
• Facilitate discussion during meetings.
• Review the students’ ePortfolio posts and provide feedback
• Complete a progress evaluation for each student.
• Participate in regular Faculty Developments sessions for coaches throughout the year.

Should you wish to be involved as an ePortfolio coach, please contact [email protected].

A series of lectures and tutorials on a variety of social accountability topics are embedded in the MD Curriculum. These sessions focus on addressing priority health concerns of the community, region, our nation.

List of programs part of social accountability teachings

• Leadership
• Community Service Learning
• Inter professionalism
• ePortfolio
• Society, Individual and Medicine (SIM)
• Medicine and the Humanities
• Global Health
• Rural and Regional Health
• Urban Disadvantaged

Should you wish to be involved in social accountability teaching activities, please contact: [email protected].