ACES Suit - Career Growth & Sustainability

In this activity, you will develop an understanding of fundamental principles of transformative leadership. As an health professional or health professions educator, the academic and clinical environments are in states of constant growth and change. Individuals with formal or informal leadership roles can build and develop competencies of a transformative leader and equip teams to collaborate and achieve goals collectively.

By the end of this activity, participants will be able to: 

1. Review the definition and applicable principles of the 'Transformational Leadership in Full Range Leadership Model'

2. Recognize the “Four I’s” in Transformational Leadership and how leadership priorities can change depending on context

3. Apply leadership principles and techniques to continuing education

Authors: Drs. Ruth Chen & Ted Xenodemetropoulos - McMaster University

Format: Asynchronous, self-directed module 

Length: Approx. 2 hours & 30 minutes

Registration

Whether you're up for promotion next year or in five years, in order to be successful, it is important to be aware of the University requirements for promotion and the granting of continuing appointments. Clinical academics at the Assistant Professor rank can benefit from this practical workshop, which will provide guidance on preparing teaching dossiers, promoting dossiers, and presenting your case.

By the end of this activity, participants will be able to: 

1. Describe challenges in the promotion process and identify strategies to overcome these challenges

2. Critique examples of Teaching Philosophies and Candidates Statements for the purpose of making suggested improvements

3. Identify resources that may be helpful to access during the promotion process

4. Develop a network of colleagues who may be of mutual benefit in supporting each other through the promotion process

Format: Asynchronous self-directed module followed by a synchronous live session

Length: Approx. 5 hours asynchronous & 90 minutes synchronous

Registration

Quality improvement (QI) is a systematic, formal approach to the analysis of practice performance and efforts to improve performance. A variety of approaches—or QI models—exist to help you collect and analyze data and test change.

QI is integral to individuals as well as organizations that continually improve quality, safety, and values. The science of improvement is an applied science that emphasizes innovation, rapid-cycle testing in the field, and spread in order to generate learning about what changes, in which contexts, produce improvements. It is characterized by the combination of expert subject knowledge with improvement methods and tools. It is multidisciplinary — drawing on clinical science, systems theory, psychology, statistics, and other fields.

Regardless of the model used, quality Improvement asks three basic questions — What are we trying to accomplish? How will we know that a change is an improvement? What changes can we make that will result in improvement? — and then employs different feedback loops for small, rapid-cycle tests of change.

Implementing QI in health systems have scored impressive gains in improving outcomes and patient satisfaction and lower costs, as well as eliminating waste and boosting quality.

On a personal level, reducing waste can translate to more free time, better health, improved environment or work/life flow, and even self fulfillment.

By the end of this activity, participants will be able to: 

1. Review the fundamentals of quality improvement

2. Identify how QI principles can be used in personal growth and development

3. Use QI principles and frameworks to make a plan for personal improvement

Authors: Drs. Anjali Kundi (McMaster University) & Andrew Park (Western University)

Format: Asynchronous, self-directed module

Length: Approx. 3 hours & 30 minutes 

Registration

This course is designed to provide in-depth information about the Schulich Faculty Mentorship Program. You will learn more about the principles of mentorship and the roles of mentor and mentee. Upon completion, you will be prepared to initiate/support a Clinical Mentorship Committee.

By the end of this activity, participants will be able to: 

1. Explain the Schulich Faculty Mentorship Program

2. Define the roles of mentor and mentee

3. Recall the principles of establishing an effective mentor-mentee relationship

4. Recognize the skills needed to participate on a Schulich Faculty Mentorship Committee

Format: Asynchronous, self-directed module 

Length: Approx. 45 minutes