Faculty Role Descriptions in the MD Program
Please see the various opportunities and sign up forms in the accordions below.
Questions? Contact undergraduate.medicine@schulich.uwo.ca
Role Descriptions
Academic Coaching Program
Facilitator Commitment:
- Time variable commitment depending on relationship with the expectation of 4 meetings per academic year- Relationships could be with undergraduate learners in year 1-4, most will be longitudinal with opportunity to continue over course of their medical school journey
- Meetings can be in-person or virtual as decided by the coach/coachee
- 1 hour per meeting; total hours varies depending on the number of meetings completed
Description:
A cohort of 60 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 review their academic progress and discuss strategies for success. Ongoing Continuing Professional Development engagement with a community of practice are benefits of program enrollment.
Integrative Small Group (ISGL) Facilitator
Facilitator Commitment:
- 1 session per week for 10-19 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
- Sessions are 2 hours + 1 hour prep time = 3 hours per session per week
- 30-57 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.
Discipline Specific Small Group (DSSG) Facilitator
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
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.
Experiential Learning Course (EXL)
Research Module Project Supervisor
Facilitator Commitment:
- 2-year commitment from January, 2025 – April, 2026 supervising a research project
- Meet with student group in-person or virtually on a regular (monthly) or as needed basis
- 20 hours total
Description:
A faculty member from any discipline who serves as the principal investigator on a research project which includes 1-4 MD students. The project can be in any area germane to physicianship and medicine, and the student(s) is/are expected to have an active role in data collection and analysis, with the ultimate goal of a poster presentation in the Spring of their 2nd year of the MD program. Research supervisors are expected to provide adequate supervision to support the students to complete a feasible, and meaningful project within the expected time frame. Supervisors are responsible for obtaining ethics approval, arranging necessary training for the project (where applicable), and plan monthly meetings with students over the course of the project.
MD Student Research Symposium Reviewers
Facilitator Commitment:
- Virtual review of Research Module Symposium Presentations during week of April 12th – 16th, 2025
- 2 hours
Description:
As part of the Experiential Learning course, students are required to be involved in a research project culminating in a poster presentation near the end of the second year of medical school. The symposium is typically virtual with presentations being pre-recorded. For the symposium the posters/presentations will be available for viewing April 12-16, 2025. Faculty Reviewers would each be asked to evaluate 10-15 posters, and could feel free to post questions/comments, to which students may reply. All scoring will be done using a standardized presentation checklist that will be provided. Reviewers would be asked to view their assigned poster presentations around their own schedule any time between April 12-16, 2025. It is anticipated that the total time commitment for faculty (including viewing and scoring all assigned posters) will be 2 hours.Each reviewer will be asked to pick the most outstanding presentation from their assigned group, and the standout poster from each reviewer will then be reviewed by a panel of Judges from the decanal group, who will name one as the 'Best Poster Presentation.'
Quality Improvement (QI) Project Advisor
Facilitator Commitment:
- 9-month commitment from September – May 2, 2025
- Meet with student group in-person or virtually on a regular (monthly) or as needed basis
- 15 hours total
Description:
Faculty members will provide a group of approximately 6 students with a real-life challenge or opportunity for improvement from their own practice setting. The students will analyze that problem, applying QI science to understand it, and to seek solutions to address root causes. Advisors will be responsible for orienting the students to the opportunity, assist in engaging stakeholders, advise on data collection, and have regular meetings regarding the progress of the project. In the end, the student group will produce a quality improvement project proposal to address your identified opportunity. Although helpful, faculty members do not need previous QI experience to participate.
Quality Improvement (QI) Presentation Grader
Facilitator Commitment:
- QI Projects are graded in January (Midterm Presentation) and May (Final Presentation)
- 1 hour of presentation review + 1.5 hours for feedback/grading per date =2.5 hours per date
- 5 hours total
Description:
Faculty members, using a provided rubric, will review and mark mid-term and final QI project presentations and provide feedback on the QI methodology and content. QI knowledge and experience is needed for this opportunity.
Professionalism, Career & Wellness (PCW)
Reflection Graders (Year 1 or 2)
Facilitator Commitment:
- One-time grading of Year 1 and/or Year 2 PCW Reflections
- Reflection #1 Due November and Reflection #2 Due April
- 1 hour of grading per reflection
- 10 hours total (based on 10 reflections)
Description:
A faculty member who provides written narrative feedback on approximately 10 student reflections, in either November and/or April. The reflections should focus on a meaningful topic from within the PCW course and can be submitted in any format. Graders will be provided a rubric to support their grading and feedback.
Small Group Facilitator (Year 3 and 4)
Facilitator Commitment:
- Two-year commitment with Year 3 and Year 4 students
- These sessions occur virtually
- 35 hours (3rd Year), 10 hours (4th Year) = 45 hours total
Description:
A faculty member who guides a group of 5-6 students through years three and four of the longitudinal course supporting non-medical skills development of professional identity, personal wellness, and career success. Facilitators are expected to meet virtually 3 times in year 3 to facilitate case presentations and discussion. Facilitators will review and provide feedback on student journals, personal statements, and CVs. They will also conduct mock interviews in year 4 (January) and provide meaningful feedback.
Mock Interviewers (Year 4)
Facilitator Commitment:
- Conduct 5 mock interviews during the week of January 13-17th, 2025
- Mock Interviews are conducted virtually
- 30 minutes per interview + 1.5 hours of prep time = 2 hours per interview
- 5 interviews x 2 hours each = 10 hours total
Description:
A faculty member serving as a mock interviewer will conduct a one-on-one interview with each student assigned to them (approximately 5). 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.
Faculty Grader
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.
