Pre-Clerkship Interprofessional Observerships: Evaluation of a Pilot Program. Etienne Benard-Seguin, Sarah Edgerley , Shannon Willmott , Ameir Makar, Lindsay Davidson. Canadian Conference on Medical Education, April, 2016.

Applied Collaborative Practice: Online Modules and Experiential Team Learning. Rosemary Brander, Anne O'Riordan, Lindsay Davidson, Denise Nemann-Fuhr, Sheila Pinchin, Salinda Horgan. Canadian Conference on Medical Education, April, 2016.


Oral Presentations

Structured analysis of cases used in medical student teaching – towards a rubric-based model of case development. Lindsay Davidson, Sheila Pinchin. Canadian Conference on Medical Education, April, 2015.
Background/Purpose: The use of cases is now an accepted component of medical education; however scenarios may be designed at an inappropriate level of complexity or mis-matched with the intended learner. This leads to frustration for all and may detract from learning. Methodology: A rubric was developed to evaluate and categorize pre-clerkship virtual cases. Using the framework of Patton’s utilization-focused evaluation, semi-structured interviews were conducted examining Faculty members’ level of knowledge about the curriculum and their expectations of students. Further semi-structured interviews were conducted on the use of the rubric by faculty. Results: Faculty member interviews revealed intriguingly divergent views about the expectations of student learning and also what constituted case complexity. This stimulated revision of the original rubric, with a series of recommendations for use. This revised rubric allows evaluation of whether existing teaching cases are structured appropriately for the intended learners and also whether the case is situated well within the curriculum. It eliminates the “trial and error” strategy for developing and using cases, and identifies cases that might be misplaced. Conclusions/Discussion: Case-based learning, in many forms, has become the heart of most medical curricula. Standardization and guidance for faculty developing of cases has, to date, been lacking. The use of this standard rubric will both enhance our faculty's ability to develop high quality cases and also contribute to ongoing oversight of our intentional spiral curriculum.

Interprofessional Learning 2.0: Moving from IP events to the development of high performing IP learning teams; Rosemary Brander, Rosemary Brander, Lindsay Davidson, Anne O'Riordan, Jo-Anne Peterson. Canadian Conference on Medical Education, April, 2015.
Context or setting: Engaging first year students in interprofessional (IP) learning sets the tone for future collaboration in practice. Recommended instructional reforms include IP educational approaches that enhance competence in collaborative team relationships and actions (WHO 2013, Frenk et al 2010). At our institution, a number of IP events have been trialed however embedding IP learning within curricular courses has been challenging. Why the innovation was undertaken: A new format, establishing consistent IP teams across first year medical, nursing, occupational therapy and physical therapy students, was developed and piloted. Students participated in three team-based sessions: Standard Infection Control Practices, Collaborative Practice Part A and Part B. Blended learning models included interactional online learning, lecture, video and case study with explicit emphasis on interaction within IP teams. A new concurrent time in all first year timetables allowed for related individual and team work in addition to the formal learning opportunities. What was done: A high percentage of positive feedback from students, faculty and facilitators was evident spontaneously and on standardized questionnaires. Qualitative feedback demonstrated appreciation for IP team experiences and requests for additional learning events. Students valued the opportunity to develop deeper understanding and knowledge of their peers in related professional programs. Brief evaluation of the innovation and/or its impact: The implementation of consistent IP student teams across new learning events for first year students have resulted in additional IP communication and practice, focused on IP competency development (CIHC, 2010). Implications for continuing IP teams into second year of study with similar modifications to learning design architecture for optimal IP experiences and practice are planned.


Evaluation and Identification of Key Components that Contribute to Effective Online Modules in the Undergraduate Medical Curriculum; E. Clement, T. Nowlan Suart, L. Jackson, L. Davidson. Canadian Conference on Medical Education, April, 2015.
Context or setting: Many medical education institutions have begun to promote independent and lifelong learning through alternate methods of teaching. E-learning modules are one such method of content delivery, allowing learners to move flexibly through web-based material in a fashion that is most conducive to their learning. At our institution, e-learning has evolved organically to include a broad range of learning objects that vary in content, navigation and effectiveness. Using a standardized method, this study categorized our institution’s repository of modules and allowed student auditors an opportunity to identify what e-learning module type and components resonate with undergraduate medical learners. Why the innovation was undertaken: Seven medical students carried out a systematic review of e-learning modules in our institution’s repository, auditing each for type and content, and categorizing them for future action. Subsequently, a focus group of the auditors was conducted regarding their impressions of the modules. These were analyzed qualitatively using a grounded theoretical approach, identifying features that characterize an appealing and useful module from the point of view of the learners. What was done: A total of 132 modules were audited and categorized for future action including: continued use, major modifications, minor modifications and decommissioning. Identified important components of E-learning modules include clearly defined objectives, independent navigation, and assessment questions. Brief evaluation of the innovation and/or its impact: The results will inform the development of guidelines for e-learning modules that can be used both for the revision of existing modules as well as the creation of future modules. Our hope is that this will improve the standardization, quality and effectiveness of E-learning modules for undergraduate medical learners.

​Fostering Faculty to Create High Quality Directed Independent Learning (DIL) Sessions in the Undergraduate MD Curriculum; Marie Leung, Sheila Pinchin, Lindsay Davidson. Canadian Conference on Medical Education, April, 2015.
Context or setting: As medical knowledge changes and expands rapidly, many Canadian undergraduate medical programs have focused on developing specific skills to synthesize this wealth of information. Recently, our institution has introduced a new learning event format - known as ʻDirected Independent Learningʼ (DIL) - to provide curricular content while promoting self-directed learning skills. DIL sessions provide preclerkship medical students with structured independent curricular tasks and time, with guidance prepared by a faculty member. Why the innovation was undertaken: Best practice in DIL curricular sessions was informed by student and faculty feedback obtained through a structured review of existing DIL modules. Six themes were identified to inform the future development of DIL sessions: (1)Setting session objectives (2)Identifying knowledge deficiencies (3)Learning assessment (4)Creating a culture of accountability (5)Synthesizing resources and (6)Application of self-directed learning. What was done: A multimodal methodology to inform future DIL session construction was developed. This was disseminated in two interactive workshops for curricular leaders and course directors, as well as online module development with "how to" strategies. Feedback indicated varying levels of adoption; a series of concerns about DIL implementation were raised and solutions posed. Brief evaluation of the innovation and/or its impact: Next steps include: (1)Incorporating technological design features within our Learning Management System to ensure high quality DILs with all requisite elements; (2)Linking faculty "workforce" credit to appropriately-designed DILs, and broadening the outreach about DIL pedagogy to faculty through one-on-one consultations and departmental workshops; (3)Explicitly identifying DIL as part of a continuum of "Lifelong Learning" strategies for students as part of the Scholar role.


Pre-conference workshop

Team Based Learning: a hands-on introduction; Lindsay Davidson, Sheila Pinchin, Theresa Suart, Eleni Katsoulas, Anthony Sanfilippo. Canadian Conference on Medical Education, April, 2014.

Rationale/Background: Team Based Learning (TBL) is an emerging instructional method in medical education. Originally developed by Larry Michaelsen for use in business school, this structured, case-based active learning paradigm has been adapted to a wide variety of settings, including many in healthcare education. This full-day workshop will introduce participants to the techniques and theoretical underpinnings of TBL, preparing them to implement this method in their own educational context.

Learning Objectives: By the end of the workshop, participants will be able to:

  1. Describe the components and sequence of a TBL module;
  2. Develop items for use in a readiness assessment test;
  3. Create an application exercise;
  4. Anticipate implementation pitfalls when introducing TBL as a new educational method.

Instructional Methods: This workshop will be delivered as a TBL module. As such it will include pre-workshop individual preparation, Readiness Assessment Testing, mini-lectures debriefing the preparation and introducing new concepts and case-based application exercises. Approximately 25% of the workshop will consist of expert-led presentations with the remainder consisting of active learning exercises involving participants.


An analysis of cases used in medical student teaching - is the sum of parts really a spiral curriculum?
Lindsay Davidson, Sheila Pinchin. Canadian Conference on Medical Education, April, 2014.

Evaluation of Directed Independent Learning (DIL) Sessions in the Undergraduate MD Curriculum
Marie Leung, Lindsay Davidson, Sheila Pinchin. Canadian Conference on Medical Education, April, 2014.

​Contact: lindsay.davidson[at]queensu.ca

Dr. Lindsay Davidson - M.D., M.Sc., M.Ed., FRCSC