This course introduces students to Indigenous people’s health issues through an examination of the socio-political history of Canada. This course will provide an overview of First Nations, Métis, and Inuit health issues by focusing the history of Indigenous people in Canada. Students will gain knowledge about social determinants of health that can improve population health and reduce health disparities for Indigenous people in Canada. After this course, students should have knowledge of key elements in population health approaches; be able to describe social determinants that influence Indigenous health in Canada; and have a basic understanding of Indigenous health issues across Canada.

This course sensitizes students to the theory and practice of Indigenous public health through cultural safety training, which will be explored using lectures, discussions, demonstrations, client case studies, and health promotion practice exercises. The first part of the course will introduce students to the principles of cultural safety, the second part will explore critical issues in Indigenous public health practice, including ethics, cultural protocols, trauma-informed perspectives, racism, and decolonization.

This course introduces students to Indigenous peoples' food, nutrition, and health issues. Using the concept of food security as a framework, food availability, accessibility, adequacy, and acceptability will be discussed in the context of historical and current Indigenous food systems. Indigenous peoples' traditional territories are being transformed by settlers and by global economic, social and environmental influences. This course will provide an overview of food systems and health issues by focusing on traditional and local food systems of Indigenous peoples, how these are changing with global influence, and the links to nutrition and health disparities.

This course is designed to engage students with Indigenous policy development in Canada. Students will critically analyze and discuss topics that are diverse and complex in developing Indigenous health and social policy. Students will consider Indigenous ways of knowing, relationships with the Canadian state, and how social and health policies are created at the Indigenous governance, provincial and federal government levels. By drawing on material from existing health policies as well how Indigenous public and social policy are created, students will gain a greater understanding for the role every person in Canada plays with regards to Indigenous Peoples and their health and social policies in Canada. This course will provide students with the intellectual tools to critically engage with and advocate for Indigenous Peoples health and well-being in Canada.

This course introduces students to the theory and practice of Indigenous public health based in Indigenous scholarship. This course will be using the concept of Indigenous land-based knowledges as a framework, combined classroom lectures, discussions, demonstrations, client case studies, and health promotion practice exercises. The first part of the course will introduce students to Indigenous theory, the second part the basic principles, theory and ethics of Indigenous public health models, and lastly the course will focus specifically on both critical issues in cultural safety and biomedical programs/interventions such as cultural protocols, cultural conflicts, and racism.

This course introduces students to the social determinants of health faced by Indigenous peoples. Indigenous peoples are First Nations, Metis and Inuit individuals, families, communities, and nations. The course will combine land-based activities to illustrate the influence of the social determinants, seminar discussions, and lectures. Students will be provided with scenarios and real-world examples of issues that impact the health and well-being of Indigenous peoples.

Building Indigenous qualitative research methods skills are important for students interested in conducting research with Indigenous peoples, organizations, and communities. In this course, students will have the opportunity to learn about Indigenous qualitative methods that they will then practice with their peers. Storytelling, talking circles, sharing circles, digital methods, arts-based methods, kitchen-table talks and interviews will be explained and demonstrated through interactive sessions.

This course provides a theoretical review of methods to critique literature that is pertinent to Family Medicine. In each session there is a discussion about methods that may be used to effectively incorporate evidence-based medicine into teaching in the clinical setting.

The seminar series is intended to be a forum where participants can deliberate, discuss, and debate a wide variety of social, political, and scientific issues that directly or indirectly influence primary care. Participants will broaden their understanding of the forces that influence one’s ability to provide quality primary health care in Ontario, Canada, and the rest of the world by participating in and synthesizing presentations on a variety of social, political and scientific issues in primary care. By the end of the course, students will be able to: Identify and describe a variety of social, scientific, and political influences on primary health care delivery in Ontario and internationally; apply the impact of social, scientific, and political influences to one’s own practice locale and to other healthcare professions in primary care; identify and evaluate emerging trends in family medicine and primary care; debate and critically question issues related to primary care, including scientific issues that arise in primary care literature; examine the history of primary care in Canada as well as the socio-political influences on the discipline’s development and reform over time; evaluate and synthesize presentations on a variety of social, political, and scientific issues in primary care.

This course provides an introduction to research methods in family medicine and primary care. The objectives for this course are for participants to develop an approach and the skills to address family medicine and primary care research questions using appropriate research methods; understand the types of research designs used in clinical and epidemiologic research; understand the threats to validity of different study designs, and become familiar with and apply the methods used to enhance the validity of clinical research; produce a complete concise draft of a research protocol; apply ethical principles in the development of their research protocol; help others in the class to develop these skills and protocols; provide feedback that will improve the course and its materials.

This course is designed to provide participants with a broad introductory overview of teaching and learning issues in health professional training as a field of scholarly inquiry and research. This course will also examine the major topics which are important in developing educational programs for health sciences and will introduce students to some of the important literature in the field of teaching and learning including as it is applied to practicum/field supervision.

This course is designed to provide participants with opportunities to develop a scholarly and practical approach to teaching with generous use of case studies and in working in small groups and multidisciplinary teams.

The primary aim of this course is to equip learners with a comprehensive understanding of continuing health professional education. Throughout the course, participants will gain a solid foundation in both theoretical concepts and practical skills related to "knowledge synthesis."

The boundaries of providing quality health care are expanding. Clinical professionals are expected to take central roles in promoting healthy behavior and lifestyles. Understanding an individual's values, beliefs, and health priorities increases the chance that a behaviour change goal will be successful and then maintained. A client-centered approach is critical to enhancing and deepening this understanding. At the end of this course students will have a framework for teaching and learning a patient-centered clinical interview; be able to list key concepts commonly used in behaviour change, solution focused, cognitive behavioral therapy and acceptance and commitment therapy; be able to describe the process of change according to one of the approaches; be able to describe how to organize/structure a behaviour change consultation; be able to describe key teaching principles related to teaching and learning behaviour change.

This is an intensive course designed to provide the theoretical framework and the hands-on practice to implement educational research projects and programs in health professions. Learners are expected to come to the course with an idea for an educational project or program. They will have the opportunity to refine and develop their idea during the course and will submit the completed proposal for course credit. Learners can choose a project or program involving professional education, patient education or a combination to address a healthcare concern. At the end of this course learners will be able to identify a feasible educational project or program; write a proposal for an educational project or program; discuss Implementation and evaluation of educational projects or programs; write a proposal for educational research.

This course aims to develop leaders in interprofessional education (IPE) who have the knowledge, skills and attitudes to teach both learners and fellow colleagues the art and science of working collaboratively for patient-centered care. The course is strategically designed to provide participants with an immersion experience and to allow them to understand constructs related to interprofessional collaboration (IPC) including power and hierarchy, conflict resolution, communication, professional role understanding, relational centred values and ethics, and transformational change.

This course is based on a vision to improving community health care quality through leadership, accountability, performance, and quality improvement. The curriculum will prepare primary and community health care providers for practice in an environment of continuous quality improvement and accountability through utilizing reflective practice to identify opportunities for improvement in the specific context of their practice environments, learning the knowledge and skills of continuous quality improvement and applying them to a project practicum, and application of the concepts of leadership to support engagement of colleagues/interprofessional care teams in quality improvement efforts.

this course is designed to develop consultant skills related to the analysis and development of curriculum for Health Practitioner Field-Based Education using best practices and best evidence. By the end of the course, students will understand key curriculum theories and curriculum models, including workplace learning, for Health Practitioner Field-based Education, be able to analyze curriculum problems and issues using the curriculum commonplaces of learner, teacher, subject matter/content, and milieu/context, and employ the commonplaces in the development of a sample curriculum for Health Practitioner Field-based Education.

The goal of this course is to develop consultant skills related to the assessment systems and tools, curriculum tools, and program evaluation for Health Practitioner Field-based Education using a best practices and best evidence in assessment and performance monitoring of learners, development and monitoring of assessment and curriculum planning tools, and development and monitoring of assessment systems. By teh end of the course, students will be able to describe, develop, analyze, and evaluate learner assessment in health practitioner field-based education; describe practices related to underperformance and remediation of learners and provide recommendations for improving performance; recognize practices related to developing effective feedback systems; design and develop a functional assessment or evaluation tool for use in health practitioner field-based education; design and develop an assessment system for health practitioner field-based education; demonstrate an understanding of connections between assessments, curriculum mapping, and program evaluation in health practitioner field-based education.

This tutorial based course focuses on practical issues related to the design, development, conduct, management, and analysis of surveys. Students will apply the knowledge gained in this course to the construction of a survey questionnaire and the preparation of a survey research proposal.

The course will increase learners' comfort level in using technology-enhanced teaching in healthcare settings. Through background theory, hands-on usage, and practical application of technologies in course work, participants will understand the advantages/disadvantages and opportunities for utilizing technology in their teaching. Students will undertake projects preparing and utilizing technology enhanced curriculum for teaching in non-traditional, technology-enhanced environments. Collaborative constructivist approaches will be utilized to promote group learning in class and online. Learners will be primarily exposed to content creation, social media, asynchronous discourse, and synchronous technologies but will also have opportunities to explore other mediums.

This course is intended to provide an overview of key issues pertinent to the strengthening of primary health care (PHC) and the delivery of high-quality collaborative and comprehensive primary care services, including but not limited to the role of family medicine, globally. The World Health Organization (WHO) and the recently adopted Astana Declaration of 2018 identify PHC as the pathway of choice for achieving health equity and responding to today’s global health challenges as laid out in the Sustainable Development Goals (SDGs). PHC combines high quality primary care and essential public health functions at the core of integrated health services, with multisectoral action on health, and empowered people, as individuals, families, and communities. Aligned with the call of the Astana Declaration and based on a review of the evidence and on local knowledge, this course will explore how PHC and primary care can impact health locally and globally, with a focus on advancing health equity and addressing the broader social and structural determinants of health. Health systems anchored in PHC will also be discussed in relation to the resilience, responsiveness, and flexibility required to address the challenges of the COVID-19 pandemic, including its impact on health equity globally.

There will be four areas of focus: 1) The background and development of the field, drawing from higher education and informed by the research literature in this field, 2) the scope and practice of faculty development, 3) underlying theories and fundamentals of practice, and 4) contemporary issues and emerging innovations. Participants will be engaged in a variety of interactive learning activities that will build on their prior learning and experiences as health professionals working in academic contexts. Course curriculum will model best practices in faculty development.

Participants will have an opportunity to observe, analyze, and implement a full range of medical education from undergraduate to residency level. They will participate in the educational assessment, curriculum design and implementation planning for short and long term education projects in their home base unit. Undergraduate education assignments may include ASCM (Art and Science of Clinical Medicine), HIC (Health, Illness and the Community), and Foundations of Medical Practice. Clerkship assignments will include opportunities to participate in the medical education of both third and fourth year clerks while they are doing their clinical rotations in Family Medicine. Residency training assignments include one-on-one participation in supervision of postgraduate trainees during block and regular day-back sessions. Ideally, the practicum includes exposure to the same one or two residents on a regular basis spread over 12 months. This is particularly important to conceptualize the developmental issues involve in this form of a practitioner’s training. It will enable the practicum participant to evaluate the importance of the teaching Relationship and to implement a variety of strategies including the use of learning contracts.

This course code is a four-week extension to CHL5620Y Practicum in Family and Community Medicine.

Patient-Related Health Care and Public Policy in Canada looks to develop and apply a policy analysis "tool kit" to critically analyze key issues and trends in Canada’s health care system and health policy. Course sections examine the current state of health care in Canada, the public-private mix, the influence of powerful interest groups, and the determinants of health, paying particular attention to the ideas, interests, and institutions which have shaped the Canadian health care system in the past and continue to shape its future. This graduate course is designed for health professionals and students of health policy and management who need to "make sense" of a rapidly changing and increasingly politicized health care environment in which "evidence" is often only one factor driving the pace and direction of change.

This is an overview course that introduces concepts and issues in leading small health organizations, or smaller divisions in larger organizations. Participants will develop an understanding of the leadership and management skills required to be a health organization leader. Learning tools include assigned readings, case analyses, role-plays, class participation, a three-part final project, reflections, and discussion boards. It is imperative to participate in interactive discussions and collaborative learning from each other. The instructors will share their experience in a variety of leadership roles — in community, hospital, and university — and in working with government and community health organizations. As an overview course, the participant gains an understanding of the theory and practice of leaders, the breadth of knowledge involved, and an opportunity to reflect on career planning.

This course examines the historical, ethical and philosophical foundations of public health in a Western context. This course will provide an overview of the historical roots of Western public health and describe the political, social, ethical and philosophical underpinnings of this field. Additionally, theories of justice, evidence-based policy, and case studies in public health ethics will be explored. The course will conclude with an examination of the predominant philosophical and epistemological views in the field of public health. Students will be introduced to methods of critical analysis drawing from history, philosophy, ethics, and learn and apply different modes of how science makes sense of complex phenomena.

This course will introduce students to the scientific evidence-base in wound prevention and care. It will provide an advanced and scholarly approach to the fundamental aspects and challenges in wound care. The content material will be drawn from knowledge in multiple health professions (e.g., medicine, nursing, podiatry/chiropody, physiotherapy, occupational therapy, pharmacy). The course format will stimulate and enhance shared learning by students from a variety of these professions working through an inter-professional team, designed to model effective relationships for their future practice, and will prepare students to acquire and apply knowledge in this content area and to fully synthesize, and evaluate solutions to issues in the field of wound prevention and care.

Tuberculosis (TB) care and serves is a perfect example of integrating public health and clinical care. TB is now a disease of poverty and heavily stigmatized in many cultures. This course will introduce TB from microbiological, clinical, public health and health policy perspectives. It will discuss TB pathology, epidemiology, diagnosis and treatment, TB programs, policies and practices both at local and global levels. We will also discuss social, ethical and health system issues of TB prevention and care.