Virtual Interprofessional Teaching and Learning Program

Program Details

This six-module virtual learning series covers key best practices and core competencies for interprofessional education (IPE) and virtual facilitation. The newest technologies and virtual active learning strategies are co-facilitated and modelled by two Centre for IPE faculty leveraging; didactic theory bursts, small group breakouts, large group discussions/reflections, virtual stretch breaks, real-time polling, chat boxes and team simulation videos. The unique use of best practice videoconferencing team norms supports participant psychological safety, equity and attention to engagement in a new virtual environment.

Program Designers/Faculty

Dean Lising, Team-Based Practice and Education Lead, Centre, for Interprofessional Education and Lecturer, Department of Physical, Therapy, Temerty Faculty of Medicine, University of Toronto

Lynne Sinclair, Senior Consultant, Partnerships & Innovation, Centre for Interprofessional Education and Assistant Professor, Department of Physical Therapy, Temerty Faculty of Medicine, University of Toronto

Belinda Vilhena, Director, Operations and Business Development and Professional Development Lead, Centre for Interprofessional Education, University of Toronto

From the Nomination

The VITAL Program utilizes the: “newest technologies and virtual active learning strategies … including didactic theory bursts, small group breakouts, large group discussions/reflections, virtual stretch breaks, real-time polling, chat boxes and team simulation videos. The unique use of best practice videoconferencing team norms and co-facilitation strategies supports participant psychological safety, equity and attention to engagement in a new virtual environment.”

“the VITAL program had a significant impact. During this year we will be implementing a new and significantly expanded program in inter-professional education for all the students in the Faculty.”

About the Award

These awards, named after one of our own award-winning educators, were established in 2005 to recognize outstanding departmental faculty development programs leading to the enhancement of education, instruction, career development, professionalism, inter-professionalism, and/or health professional leadership within the Faculty of Medicine. There are three categories: Sustained Excellence in Teaching as a Faculty Developer, Innovation in Program Development and Design, and Sustained Excellence in Teaching as a Faculty Developer.