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Faculty Role Descriptions in the MD Program
Faculty Role Descriptions in the MD Program
Please see the various opportunities in the accordions below.
Questions? Contact undergraduate.medicine@schulich.uwo.ca
Role Descriptions
Facilitator Commitment:
- Time variable commitment depending on relationship with the expectation of meeting at least every 6-8 weeks
- Relationships could be with undergraduate learners in year 1-4, most will be longitudinal with opportunity to continue over the course of their medical school journey
- Meetings can be in-person or virtual as decided by the coach/coachee
- Required training: 1-hour virtual training + 2-hour module completion = 3 hours
- Meeting time commitment: 1 hour per meeting (includes meeting time and communications to arrange meetings)
- Total hours vary depending on the number of meetings completed
Description:
A cohort of 50 faculty willing to provide coaching for academic and professional success if a student self identifies as wanting an academic coach or a student has been identified by the Competence Committee as requiring coaching. The faculty member will meet regularly with individual students to provoke reflection on their personal and professional goals and support them with co-constructing ongoing goals. Ongoing Continuing Professional Development engagement with a community of practice are benefits of program enrollment.
Facilitator Commitment:
- 1 session per week for 10-17 weeks depending on the course assigned
- Sessions can be co-taught and take place in-person or virtually
- If virtual, at least 2 sessions in the term must take place in-person
- For those groups taking place in-person, please note that under exceptional circumstances, for example in the case of student illness, students may need to participate virtually (please see facilitator manual for more details) for a particular session Facilitators must commit to all ISGL dates within the course and find a replacement if they are unable to attend.
- Sessions are 2 hours + 1 hour prep time = 3 hours per session per week
- Please note that students who are absent from a session are expected to review the weekly content independently and then review with their facilitator at the end of the 2-hour session the following week
- 30-51 hours total depending on the course assigned
Description:
ISGL Facilitators are required for the following Undergraduate Medical Education courses: Foundations of Medicine (FOM), Principles of Medicine I (P1), Principles of Medicine 2 (P2), and Transition to Clerkship (T2C). To be a facilitator a faculty member can be from any discipline who meets weekly with a group of 6 students over a semester to explore the full context of medicine (for example: ethics, social determinants of health, epidemiology, health care systems). The faculty member is an expert facilitator not a content expert. The students are expected to come prepared and to take responsibility for running the sessions. Sessions will be scheduled between 8am and 8pm Monday to Friday. Facilitators will be required to review 1 student self-assessment, 2 formative assessments (early and mid-term), 1 final summative assessment for each student in their group and complete a group presentation assessment.
Facilitator Commitment:
- 1-4 sessions per 2-4 week block
- Preference for DSSGs to be in-person, but may be virtual if required
- 2 hours per session + 1 hour of prep time = 3 hours per session
Recruitment Note:
The Discipline or Week Lead manages facilitator recruitment for DSSGs. The Leads are listed in the table below corresponding to the course and weeks they support DSSG facilitator recruitment. Clinical departments do not need to recruit for these roles unless recruitment support is requested by the Discipline or Week Lead.
Description:
A faculty member who meets with a group of 12-18 students for 1 to 4 sessions per block that explore discipline specific content. The faculty member is an expert facilitator but also familiar with the discipline. While students are expected to come prepared and actively participate, the faculty member has a role in clarifying concepts.
Facilitator Commitment:
- Facilitation of a 2-hour in-person small group session with 20 Year 1 students + 1 hour of preparation time
- 3 hours total (2-hour small group session + 1 hour prep)
Description:
Fall: Formulating a Research Question
A faculty member who guides a group of 20 students for one session on a research module. This research module is a component of the longitudinal Experiential Learning course. In this session, students will develop and apply foundational skills in research, inquiry, and critical appraisal through collaborative learning. Facilitators guide students in formulating a structured research question using the PICO (Patient, Intervention, Comparison, Outcome) framework, conducting literature searches, and evaluating sources. Students will come prepared with a preliminary research question and will work in pairs to refine their question with peer feedback. The facilitator will then guide the group at large through a large group refinement of the groups' preferred research questions to meet the FINER (feasible, interesting, novel, ethical, relevant) criteria.
Winter: Designing a Research Study
Building on the previous session, students will explore appropriate study designs (e.g., randomized controlled trials, cohort, case-control, qualitative) and consider factors such as feasibility, ethical considerations, and bias. Students will come to the session with a research question (does not need to be the same as used in previous small groups) and will come with a planned study design including primary and secondary outcomes, data collection methods, and potential limitations. Learners will work in pairs to refine their study design with peer feedback. The facilitator will then guide the group at large through a large group refinement of the groups' preferred study designs and will lead group discussion on potential sources of bias, limitations, and how these may be mitigated.
Required Facilitation for this Role:
- Formulating a Research Question: Friday October 9, 2026 8:30 AM-10:30 AM - In person
- Formulating a Research Question: Monday February 1, 2027. 10:00 AM-12:00 PM - In person
Note:
Faculty are welcome to sign up for one session or both. Description for second 2-hour session also provided in the recruitment package.
If your clinical department has faculty involved in Quality Improvement (QI) initiatives who are interested in working with students, we invite them to complete the following Qualtrics form to indicate their interest and provide details about their project.
Faculty can sign up at the following link: https://uwo.eu.qualtrics.com/jfe/form/SV_6SbhOG5Ysh7Xpbg
Information submitted through the form will be shared with learners seeking to complete a QI project as part of their ExL course requirements. Learners may then contact faculty directly to express interest and arrange participation in the project. While we will share all submitted projects with learners, selection is based on learner interest and cannot be guaranteed.
The description of the QI Project Advisor is provided below.
Faculty Commitment:
- 3-year longitudinal QI project (October 2026 – May 2029) working with a student group (1-4 medical students), but the majority of project work is expected to be complete by 2027
- Meet student(s) regularly (every 1-3 months) during first project year, with less frequent meetings (1-2/yr) for the remainder of the longitudinal project.
- 15 teaching hours for first project year (2026-2027), 2.5 hours/year for second and third project years (2027-2029)
Description:
Faculty will support a group of Year 2 medical students on a health care QI project. Faculty will be responsible for the QI project idea, ideally with baseline data already available or easy to obtain. The student(s) will apply QI science (defining the problem, literature review, root cause analysis, and implementing change ideas). Advisors will orient the student(s) to relevant background medical knowledge, connect them with stakeholders, and have regular meetings to progress the project. Although helpful, faculty members do not need formal QI training to participate.
Medical students will start in their second year of medical school (MS2) and be expected to complete the majority of project work before they enter clerkship (MS3). For the remainder of the longitudinal project, students will complete any remaining work and prepare a presentation (poster or oral) for the Schulich Experiential Learning Curriculum Symposium spring of 2029.
Facilitator Commitment:
- One-year commitment with Year 3 students
- Two mandatory small group sessions occurring virtually
- 20 hours total
Description:
A faculty member who guides a group of 6-8 students through year 3 of the longitudinal course supporting non-medical skills development of professional identity, personal wellness, and career success. Facilitators are expected to meet virtually 2 times in year 3 to facilitate case presentations and discussion. Facilitators will review and provide feedback on personal statements and CVs.
Required Facilitation for this Role:
- November 12, 2026 at 3:00 pm – 5:00 pm – Challenging Situations Related to Patient Care (virtual)
- January 28, 2027 at 3:00 pm – 5:00 pm – Challenging Situations Related to Medical Errors, Ethics, and Leadership (virtual)
Required Feedback and Grading for the Role:
- Curriculum Vitae Feedback: Complete grading by October 9, 2026
- Personal Statement Feedback: February 18, 2027 – Complete grading by March 11, 2027
Note:
Facilitators work with the same group of students for all sessions and will review and provide feedback only for the students in their assigned group (approximately 6-8 students).
Facilitator Commitment:
- Conduct 5 mock interviews during the week of January 11-15, 2027
- Mock Interviews are conducted virtually
- 30 minutes per interview + 1.5 hours of prep time = 2 hours per interview
- Total: 10 hours (2 hours x 5 interviews)
Description:
A faculty member serving as a mock interviewer will conduct a one-on-one interview with each student assigned to them (5 total). Students will have the opportunity to practice answering CaRMS style interview questions and to receive feedback on their performance from the mock interviewer. Each interview will be a total of 30 minutes: 20 minutes interview, 10 minutes for feedback. The interviews are conducted via Zoom. Students are responsible for creating the Zoom link for their interview and providing the faculty member with a copy of their CV and personal letters before the interview. The mock interviewer will have a guide available to help them determine the interview questions they will use for each mock interview they conduct.
Facilitator Commitment:
- Variable; on an as-needed basis
- Hours are calculated on a case-by-case basis
Description:
A faculty member/resident subject matter expert who assists Course Chairs with grading student assessments.