Supporting and Building Skills for Teaching

For a broad range of resources for providing feedback to students and designing evaluations, please see the Teaching and Learning Resources on Evaluation.

The following educational development workshops can be offered at The Michener Institute of Education at UHN to support group learning needs:

A series of clinical teaching skills workshops:

Module 1: Setting the Learning Climate
Module 2: Identifying Learner Needs & Setting Objectives
Module 3: Making Learning Stick
Module 4: Managing the Teaching Session
Module 5: Checking-In: Asking Effective Questions
Module 6: Giving Feedback
Module 7: Learner in Difficulty

Teaching Rounds

Teaching Rounds hosted at The Michener Institute of Education at UHN

Best Practice in Education Rounds (BPER)

Best Practice in Education Rounds Co-sponsored by UHN’s Wilson Centre and the Centre for Faculty Development University of Toronto

HoPingKong Centre for Excellence in Education and Practice (CEEP)

Rounds Monthly sessions at TWH (Room EW 8-481) 12:00 -1:00 pm
Offers an opportunity to discuss educational topics, disseminate educational scholarship and share work.

Wilson Centre Education Research Rounds

3rd Monday of the month at TGH (1st Floor Eaton North Room 441 – Library Area) 12:00 – 1:00pm
Offers participants a forum to engage in educational dialogue geared towards promoting excellence in their specific education research interests and identified professional needs.

An educational development consultation involves collaborating with you to provide teaching support, advice, feedback and/or to connect you to those with specific teaching expertise.

For example:

  • Developing your teaching skills
  • Identifying learning needs 
  • Establishing learning objectives 
  • Creating learning plans
  • Designing curriculum
  • Evaluating sessions
  • Facilitating the learning
  • Reflecting and committing to change and more

If you are interested in coaching others to support their educational development please contact us at for more information.

UHN Residents have the opportunity to participate in medical student teaching with the Wightman-Berris Academy. Please see below for full details.

Academy of Resident Teachers (ART) Program Primer

What is the ART Program?
The purpose of the ART Program is to adequately prepare residents to teach the Clinical Skills course in a way that is both effective and efficient. The ART Program was developed to create a curriculum to offer interested resident teachers training to improve their teaching skills. Residents have many competing demands and we tried to create it in a way that would be feasible for residents to do. We want to ensure residents have the skills necessary to teach the course so that they are confident and competent and able to adequately relate the information and skills to the medical students. It also formalized the process of being involved in clinical skills and provides support to residents in terms of their teaching, if desired.

Who are the residents participating in ART?

  • Over 60 residents from across specialties are involved in this first year of the ART Program.
  • Participation in this program is completely optional for residents. It is designed for those interested in teaching clinical skills and furthering their skills in teaching and medical education.
  • All residents were approved by their Program Directors for participation and felt to be good teachers with no professionalism lapses or academic concerns.

What training are residents receiving as part of this program?

  • All residents participated in a mandatory 2-hour “Faculty Development” session to introduce them to the Clinical Skills course and ICE Curriculum, prepare them for teaching Clinical skills, review common difficulties students may have and how to navigate them.
  • Residents also have the option of participating in 2 additional sessions to help hone their skills in teaching clinical skills to medical students.

How much teaching will the residents be doing?

  • Residents are being asked to teach 4 sessions over the course of the academic year. They selected the sessions that they were interested in teaching and fit into their training schedule.
  • The ART Program is based on a model of co-teaching, where residents will be matched with 1-2 faculty co-tutors to teach alongside.
  • We have advised the residents to reach out to their assigned co-tutor to discussed shared expectations

Examples of co-teaching:

  • One teach, one observe: One teacher delivers instruction while the other observes student learning.
  • One teach, one assist: One teacher takes the lead in providing instruction while the other moves around the classroom, assisting struggling students.
  • Parallel teaching: The class is divided in two groups and the same material is presented simultaneously by both teachers.
  • Station teaching: Both teachers are actively involved in instruction as students are divided into groups and rotate from one station to the next.
  • Alternative teaching: One teacher takes a small group of students and provides them more intensive or specialized instruction that is different than what the large group receives from the other teacher.
  • Team teaching: Both teachers teach the content at the same time in tandem or “tag team” fashion.

What we are asking of the faculty co-tutors:

  • To co-teach alongside the resident
  • Be available during the session to support the resident should they have any concerns about a student, the session’s content or teaching.
  • Many of the resident tutors, although not all, have been involved in teaching in some regard in the past and are looking to improve their skills. You will not be asked to evaluate or give formal feedback to the resident, however informal feedback and advice would likely be much appreciated by the resident.
  • If there are any concerns about the resident co-teacher, please contact your site’s Academy Director, or you can contact Gillian Spiegle directly.

How are residents evaluated?

  • Residents will be getting evaluations from their students on at least 2 occasions
  • Faculty co-tutors will not be asked to evaluate the residents formally
  • This program is not a part of the resident’s training program, it is considered an “extra-curricular”, and as such they will not be formally evaluated. The student evaluations are for the resident’s benefit and to add to their teaching dossier.
  • If you have any questions, concerns or suggestions, please contact Dr. Gillian Spiegle, ART Program Lead, This is the first year of the program, so we are very open to any feedback.

    Portfolio Teaching

    Portfolio is a highly valued program by students and faculty. It runs all four years of medical school. Students meet in small groups with a resident (Junior Academy Scholar) and a faculty member (Academy Scholar) over the course of the year to reflect on various topics and their progress in medical school as they develop their professional identities. The purpose of the meetings is for students to share and explore their insights and relevant clinical experiences, and to reflect on how these experiences are influencing their professional development by using the CanMEDS framework as a reference.

    Students will meet on six occasions during the academic year in small groups of 6-8 with their Academy Scholars and Junior Scholars to reflect and discuss key subjects relevant to their experiences as medical students, linked to the educational content and activities of their other components and courses. The Academy Scholars and Junior Scholars will facilitate and guide these discussions. Scholars will also have the responsibility of assessing 4 - 5 reflections three times per year.

    Residents, in good academic standing, can apply as a Junior Scholar for the Portfolio Sessions - PGY2 or above for all Royal College of Physicians and Surgeons of Canada programs and PGY1 for College of Family Physicians Canada/Family Medicine. Interested residents should contact the Portfolio coordinator directly to express interest. Residents are required to get their Program Director’s approval to teach Portfolio. Also, it is recommended that residents be able to commit for two years since it is ideal that years 1 and 2, and 3 and 4 have the same Academy Scholars for consecutive years.

    Portfolio recruits residents who are:

    • not in any academic difficulty and can spare the time
    • In their PGY2 year or above for Years 3 and 4 and PGY1 and above for Year 1 and 2 courses
    • Thoughtful, reliable and dedicated, and who would be good at facilitating medical students' discussions and reflections
    • Interested in medical education

Here you will find Resources for Clinical Teaching for those who teach in a clinical setting.

As a leading teaching hospital, UHN recognizes that a high-quality learning environment is enabled through exceptional teaching and learning (building skills for teaching and learning through Educational Development) individually and collaboratively (Clinical Interprofessional Education and Care). Given the ongoing evolution of clinical education, new models of teaching and learning are regularly developed and implemented across UHN. Teaching and learning needs are to be enabled by current, high-quality knowledge and information expertise; the ability to mobilize knowledge for caring, discovery, learning and decision-making is the mandate of our library network.

Hospital Campus Libraries are located at all UHN hospital sites, providing the most current research and information resources to physicians, staff and learner.

St. Patrick Campus Learning Resource Centre contributes to improved learner experiences and outcomes. From the LRC website, you can connect to any of our electronic resources and learn more about our services. Please do not hesitate to contact staff with any questions. Ask LRC!

Student Services supports learners at The Michener Institute of Education at UHN with onboarding and mandatory orientation.


  1. All students coming to The Michener Institute of Education at UHN for clinical placement must register on the UMLearns registration website.
    Health Professions quick guide may be helpful for students.

  2. Once registered, students will receive a link to complete all required online orientation modules
  3. Once the modules are complete, students must return to UMLearns, go to the basic Information section of their profile, and enter the date for "Online Learning Modules Completed Date." Please note each profession may have additional profession specific learning requirements. Upon Completion of Placement Students are strongly encouraged to provide feedback about The Michener Institute of Education at UHN so that we can continuously improve. Please share confidential feedback via this online TAHSN Learner Experience Survey. Students who have a UHN photo ID badge should return the badge to Security.

Please note each profession may have additional profession specific learning requirements.

Upon Completion of Placement

  1. Students are strongly encouraged to provide feedback about The Michener Institute of Education at UHN so that we can continuously improve. Please share confidential feedback via this online TAHSN Learner Experience Survey.

  2. Students who have a UHN photo ID badge should return the badge to Security

Supports are available for learners at The Michener Institute of Education at UHN through our Learner Assistance Page.

Here are some resources for health professionals who teach in a clinical setting, including creating a safe learning space.

Supports are available for learners at The Michener Institute of Education at UHN through our Learner Assistance Page.

To learn more about working with patients across UHN, visit Patient Education and Engagement.

To further build on the knowledge, attitude, skills and values needed for teaching at The Michener Institute of Education at UHN, you can use these competencies:

  • To support your own reflection and development, as well as with peers and learners
  • Across a variety of teaching and learning situations (e.g. point of care; small/large group)
  • As a resource to support the UHN Performance System process

The UHN Competencies for Teaching are adapted from the Competencies for Training and Development Professionals as the model and reference standard of practice for workplace learning and development professionals developed by The Institute for Performance and Learning. Overview of the five core competency areas (for details please visit UHN Teaching Competencies**)

**This link is only available through the UHN intranet.