THE MODULES

 


This program includes six modules. The first two modules provide the foundation for working with IMGs; the other four focus on specific teaching skills. While modules vary in length and complexity, each module follows a similar format:

  • Preface

  • Module Rationale

  • Key Concepts

  • Key Teaching & Learning Strategies

  • Key Faculty Development Strategies

  • Module Resources

Each module directs readers to the appropriate content, as certain sections are pertinent to those who facilitate faculty development activities, while others have been designed for independent study.

MODULES

Educating for Cultural Awareness
Authors: Patricia Thille MA and Blye Frank PhD, Dalhousie University

The focus of Educating for Cultural Awareness is to facilitate the teaching of those working with internationally educated health care professionals through enhancing cultural awareness and responsiveness. Cultural differences can be misinterpreted as a lack of competence or confidence, and can influence the relationship between the teacher and learner in a multitude of ways. Teachers and supervisors can benefit from becoming sensitive to their own cultural beliefs and assumptions in order to work more effectively with learners and colleagues of other cultures.

Although a range of educational programs exist for fostering "cultural awareness" in undergraduate and postgraduate learners, few exist for teachers. Educating for Cultural Awareness addresses this gap, offering a set of faculty development resources that can be used across Canadian medical and health professions programs to help foster development of cultural awareness and responsiveness in teachers and supervisors of internationally educated health care professionals.

Orienting Teachers and IMGs
Part A, Orienting Teachers: Understanding the IMGs’ World
Part B, Orienting IMGs: Understanding the Canadian Health Care System and Learning Environment
Authors: Heather Armson MD and Rod Crutcher MD, University of Calgary

The motivation for Orienting Teachers and IMGs is two-fold. The first part, Orienting Teachers: Understanding the IMGs’ World, focuses on developing an understanding of the IMG as a learner and as a physician. This information provides a context that should enhance the development of a supportive learning environment and encourage the development of appropriate teaching strategies.

The second part, Orienting IMGs: Understanding the Canadian Health Care System and Learning Environment, highlights the features of the Canadian system that may differ from the IMGs’ previous learning and medical environments. The section suggests some information, resources and strategies to address these differences.

Working with IMGs: Assessing Learner Needs & Designing Individually Tailored Programs
Authors: Allyn Walsh MD, McMaster University, and Yvonne Steinert PhD, McGill University

IMGs have many of the same learning needs as North American trained physicians, but there are often significant differences which need to be taken into account by their teachers. The diversity of background and training amongst IMGs requires their teachers to tailor and adapt educational programs in order to provide the best possible educational experience. This module presents a general overview to approaching the learning needs of individual IMG learners. The focus is on providing concepts and strategies for teachers as they plan together with an IMG learner to devise an individualized learning plan. Included are materials for providing faculty development activities for teachers.

Working with IMGs:  Delivering Effective Feedback  
Author: Allyn Walsh MD, Mc Master University

Feedback to learners about their clinical performance is a necessary component of effective teaching; however, in many cases international medical graduates are dealing with complex issues distinct from many Canadian medical graduates. This module is designed to provide concepts and tools to help teachers take these factors into account when providing feedback. An overview of the principles of good feedback, along with strategies for its delivery, is provided, as well as a review of the factors which need to be considered in working with IMG learners. Materials for providing faculty development activities on this topic for teachers of IMGs are included.

Working with IMGs: Promoting Patient-Centred Care and Effective Communication with Patients
Author: Nancy Fowler MD, McMaster University

The purpose of this module is to provide teachers with an overview of key learning issues identified for IMGs pertaining to the development of effective communication skills in the Canadian context. Effective assessment and coaching tools as well as other relevant resources are provided for teachers. Materials for two workshops that can be used with IMGs are included: sexual history-taking and bioethics. In addition, ideas and materials for faculty development activities in this area are reviewed. Two workshops for teachers themselves are outlined: Teaching basic communication skills in the medical interview, and teaching patient-centred care and communication.

Working with IMGs: Untangling the Web of Clinical Skills Assessment
Author: Lynn Russell MD, University of Toronto

This module addresses selected clinical skills that are frequently noted as posing difficulties for some IMGs. They include the physical examination, evidence-based medicine and literature searching, and medical literacy. The latter includes discussion of linguistic ability as well as oral and written communication specifically related to the practice of medicine. Included in the module are tools which can be used with IMG learners, as well as resources for conducting faculty development activities with their teachers.
 

GUIDELINES FOR SITE-SPECIFIC ACTIVITIES:
Faculty Development Principles and Strategies
Author: Yvonne Steinert Ph.D., McGill University

These guidelines have been written for individuals responsible for faculty development and other educational programs, to provide suggestions on how to use this program and to highlight a number of faculty development principles and strategies that should be considered. Effective faculty development requires the development of site-specific programs that are relevant to the individual and organizational contexts of our teachers and learners, using a variety of teaching and learning methods. These guidelines have been structured to help faculty developers and program directors utilize these materials in their own settings. As they cannot provide a comprehensive overview of faculty development, additional references and readings are also provided.