ICRE / CIFR The International Conference on Residency Education
About ICRE
is the world鈥檚 largest conference devoted exclusively to advancing residency education.
ICRE 2022 will be held in Montreal, Quebec,听October 27-29, 2022.听The theme of ICRE 2022 is听Together Again: A Community Redefining Residency Education.
Program
We are thrilled to return to an in-person conference held in Montreal, Canada, October 27-29, 2022.
The theme of the 2022 conference is Together Again: A Community Redefining Residency Education
Presentations by 平特五不中 / IHSE individuals have been extracted from the听听and can be found below.
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平特五不中 / IHSE
Member Presentations at ICRE
October 26 鈥� 29
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OCTOBER 26, 2022 |
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Program Administrators Plenary: The Program Administrator鈥檚 Role in Promoting the Flourishing of Sexual and Gender Diverse Residents Learning Track: Program Administrators Conference Session Details: In this interactive plenary session, the presenter will review the diverse genders and sexualities that residency program learners may bring with them to residency programs.? Gender and sexuality diverse inclusive residency program practices and policies will be discussed.? Through case based discussions, participants will begin to develop skills in support and accommodation of learners who identify as gender and/or sexuality diverse. At the end of this session, participants will be able to: 1. Define terms related to gender and sexual diversity in the learners in their programs 2. List residency program practices that are inclusive of learners who identify as gender and/or sexuality diverse. 3. Identify common support and accommodation needs of learners who identify as gender and/or sexuality diverse. Speakers: S. Razack, 平特五不中, Montreal West |
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OCTOBER 27, 2022 |
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Integrating professional identity formation into Competency-based residency programs Learning Track: Competency-based medical education, Pre-conference events Session Details: This session is designed for anybody involved in the design and delivery of curricula at the postgraduate level (e.g., program directors, curriculum leads, Assistant/Associate Deans). A working knowledge of CBME and CBD is a pre-requisite; however, there will be no expectation of significant prior knowledge or experience with professional identity formation. Upon completion of this session, participants will be able to define professional identity formation and its importance in residency education; identify ways in which competency-based curricula promote and challenge the integration of professional identity formation into competency-based residency programs; and implement educational approaches and/or assessment tools to support the integration of professional identity formation into competency-based residency programs. Speakers: R. Sternszus, 平特五不中, Montreal; N. Khursigara Slattery, University of Limerick, Limerick; O. Ten Cate, University Medical Center Utrecht, Utrecht; Y. Steinert, 平特五不中, Montreal; S. Hamstra, University of Toronto, Toronto; R. Cruess, 平特五不中, Montreal |
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PA25: Understanding your 鈥渨hy鈥�: Developing and implementing a personal coaching philosophy Learning Track: Program Administrators Conference Session Details: This session is designed for medical educators, program leaders, program administrators and residents of all levels. At the end of this session, participants will be able to describe how 鈥渃oaching philosophies鈥� can be implemented in the clinical learning environment; Reflect on their values underpinning their coaching philosophy; Develop a coaching philosophy and formulate individualized plans for implementing their coaching philosophy in their own CBME programs. Speakers: J. Trier, Queen's University, Kingston; B. Barz, Queen's University, School of Kinesiology and Health Studies, Kingston; T. Beesley, 平特五不中, Montreal; J. Turnnidge, Queen's University, Kingston |
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OCTOBER 28, 2022 |
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SimRek CanMeds Learning Track: Plenary Session, Simulation in residency education Session Details: This session is designed for all conference participants. Upon completion of this session, participants will be able to recognize the role of simulation based medical education in the teaching of the intrinsic CanMEDS roles; utilize conceptual and emotional realism to promote multidisciplinary team training; and reflect on the post-simulation debrief as a mode of formative assessment in resident education. Speakers: A. Yang, University of British Columbia, North Vancounver; A. Sansregret, Centre Hospitalier Universitaire Sainte-Justine, Montr茅al; S. Alani, 平特五不中, ; B. Tang, University of Toronto, Toronto; S. Silva, McMaster University, Ancaster; O. Rodrigo, Boston Children's Hospital, Boston; R. Sohi, 平特五不中, Montreal; A. Atkinson, University of Toronto, Department of Paediatrics, Toronto; S. Fleming, National Health Service (NHS) England, London; Chaired by: A. Garber, University of Ottawa, Ottawa; F. Bhanji, Royal College of Physicians and Surgeons of Canada, Montr茅al; Chaired by: S. Crooks, University of Ottawa, ottawa |
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Reconsidering the service to education ratio: Optimizing resident learning in the workplace Learning Track: Teaching and learning in residency education Session Details: This session is designed for program directors, curriculum and CBD leads, individuals involved in accreditation activities, and chief residents. Upon completion of this session, participants will be able to identify the variability in perceptions of service and education among residents, faculty members and program directors, and the factors that influence these perceptions; reframe service and education into 鈥榗linical activities with learnable moments鈥�; and describe strategies to help residents recognize and act on learning opportunities embedded in everyday clinical work. Speakers: N. Sun, 平特五不中, Montreal; J. Wiseman, 平特五不中, Montreal; L. Snell, 平特五不中, Montr茅al |
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Poster Session: Innovations in residency teaching and assessment Learning Track: What Works? Innovations in residency teaching and assessment Session Details: Learning with, from and despite emotions: A new tool to examine residents鈥� emotions and emotion regulation strategies during crisis management simulations; Presenter: K. Grewal, 平特五不中, Montr茅al; Author(s): K. Grewal, 平特五不中, Montr茅al; S. Azher, 平特五不中, Montr茅al; L. Patino Melo, 平特五不中, Montr茅al; R. Pekrun, University of Munich, Munich; G. Fried, 平特五不中, Montr茅al; J. Wiseman, 平特五不中, Montr茅al; S. Lajoie, 平特五不中, Montr茅al; R. Brydges, University of Toronto, Toronto; A. Hadwin, University of Victoria, Victoria; N. Sun, 平特五不中, Montr茅al; E. Khalil, 平特五不中 Health Centre for Interprofessional Simulation, Montr茅al; M. Moreno, 平特五不中, Montr茅al; J. Harley, 平特五不中, Montr茅al |
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Professional identity: Flash in the pan or future of medical education? Learning Track: Teaching and learning in residency education Session Details: Upon completion of this session, participants will be able to describe the progression of professionalism frameworks in medical education over the last century; identify challenges professional identity formation helps address and challenges it faces in being/becoming a central framework in medical education; and debate the future, or lack thereof, of professional identity formation as a central framework in medical education. Speakers: R. Sternszus, 平特五不中, Montreal; N. Khursigara Slattery, University of Limerick, Limerick |
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I just can't get them to do it: How can we fully engage teachers? Learning Track: Faculty development Session Details: This session is designed for program/site directors, CBME leads, faculty developers, and PGME/UGME leaders. Upon completion of this session, participants will be able to outline competencies and frameworks for faculty teachers (e.g. ETA鈥檚, FTA鈥檚, etc); list multiple models of faculty improvement, thinking beyond traditional fac dev; describe a program of assessment for faculty members (e.g. faculty report cards, dashboards, directed self-reflection, etc); articulate how faculty can act on this feedback (reflection aids, peer feedback, etc); develop a systematic approach to encourage faculty engagement to contribute to an excellent program. Speakers: K. Schultz, Queen's University, Kingston; L. Snell, 平特五不中, Montr茅al |
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Professional identity formation: Implications for residency education Learning Track: Teaching and learning in residency education Session Details: Professional identity formation is a hot topic in medical education. It is referenced in many studies and curriculum innovations, but what does it mean and how do educators use it to develop residency training environment and curriculum? Professional identity formation in medical education is a complex phenomenon with a growing body of literature pulling from theoretical work undertaken by diverse disciplines, including philosophy, sociology, and psychology. This session is designed for program directors and core faculty of residency training programs. Upon completion of this session, participants will be able to define professional identity formation and describe its theoretical underpinnings; assess current challenges in residency education using the lens of professional identity formation; and identify tangible ways to integrate professional identity formation into the structure of residency training. Speakers: R. Sternszus, 平特五不中, Montreal; A. Sawatsky, Mayo Clinic, Rochester |
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Understanding your 鈥渨hy鈥�: Developing and implementing a personal coaching philosophy Learning Track: Competency-based medical education Session Details: This session is designed for medical educators, program leaders, and residents of all levels. Upon completion of this session, participants will be able to describe how 鈥渃oaching philosophies鈥� can be implemented in the clinical learning environment; reflect on their values underpinning their coaching philosophy; and develop a coaching philosophy and formulate individualized plans for implementing their coaching philosophy in their own CBME programs. Speakers: J. Trier, Queen's University, Kingston; J. Turnnidge, Queen's University, Kingston; T. Beesley, 平特五不中, Montreal; B. Barz, Queen's University, School of Kinesiology and Health Studies, Kingston |
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Social accountability in postgraduate medical education: What can be done within my own residency program? Learning Track: Equity, diversity and inclusion Session Details: Medical schools are striving for greater social accountability at every level, yet including these principles in postgraduate medical education can sometimes be a challenge. This session is designed for program directors; program committee members; residents; PG deans; and faculty with an interest in social accountability. Upon completion of this session, participants will be able to describe how social accountability principles can be applied in the PGME context; identify challenges to promote social accountability at the PGME level; and provide examples of socially accountable initiatives. Speakers: S. Razack, 平特五不中, Montreal West; J. Leduc, Universit茅 de Montr茅al, Laval |
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The Physician as Wine Lover: "The Sommelier Role" Learning Track: Social events, Non-accredited programs Session Details: So you think Canada does not produce good wines? Come prepared to be surprised, and to develop your knowledge and skill of the most important new CanMEDS Role, that of Sommelier. In this hands-on session, you will review and practice the steps of wine tasting, while sampling premier Canadian wines (and a few surprises!), and match these with a selection of local cheeses. You will also link little known facts about wine with medicine and medical education. Level: Novice to expert. Please note: Spots are limited and pre-registration is a must. Salut! Speakers: L. Snell, 平特五不中, Montr茅al |
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OCTOBER 29, 2022 |
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Paper session: Competency-based medical education Learning Track: Competency-based medical education Session Details: What motivates the post-graduate medical trainee in seeking feedback?; Presenter: J. Alfieri, 平特五不中, Montreal; Author(s): J. Alfieri, 平特五不中, Montreal; C. Gomez-Garibello, 平特五不中, Montreal; M. Wagner, 平特五不中, Montreal; L. Jones, University of Dundee, Dundee |
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Individuality in the era of standardization Learning Track: Teaching and learning in residency education Session Details: This session is designed for anyone interested in residency education, professionalism, assessment and/or diversity. Both novice and expert medical and health sciences educators are welcome. Upon completion of this session, participants will be able to define professional identity formation and its emphasis on the individual; contrast the need for standardization in medicine and medical education with increased calls for individuality and diversity; identify frameworks that may support individual differences in the current era of standardization in medical education; apply strategies to support individuality in residency programs. Speakers: R. Sternszus, 平特五不中, Montreal; N. Khursigara Slattery, University of Limerick, Limerick; O. Ten Cate, University Medical Center Utrecht, Utrecht; S. Hamstra, University of Toronto, Toronto; Y. Steinert, 平特五不中, Montreal; R. Cruess, 平特五不中, Montreal |
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Program Directors round table: Challenges and solutions! Learning Track: Faculty development Session Details: Being a program director has many rewards but can also present unique challenges. This informal session 鈥渂y program directors, for program directors鈥� will take the form of themed tables where participants can choose to participate in discussion of a topic, with opportunities to visit several themes during this rich networking activity. This session is designed for program directors and associate program directors. Upon completion of this session, participants will be able to understand some of the unique challenges that face program directors; develop strategies and approaches to some of these challenges; and be part of a community of practice and take away networking opportunities moving forward. Speakers: L. Snell, 平特五不中, Montr茅al; A. Atkinson, University of Toronto, Toronto; A. Boucher, Universit茅 de Montr茅al, Montr茅al; R. Cavalcanti, University of Toronto, Toronto; J. Filion, Universit茅 de Montr茅al, Montr茅al; R. Sellmer, Alberta Health Services, Calgary |
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And now for something practical: Mentoring strategies for physicians鈥� career transitions Learning Track: Faculty development Session Details: This session is designed for intermediate and advanced level mentors, program directors, faculty developers, chief residents, and anyone running mentoring programs. Upon completion of this sessions, participants will be able to describe various transitions during a physician鈥檚 career, and the challenges with them, outline the role of a mentor in helping navigate these transitions, and list strategies/tips for mentors and mentees to navigate these with greater ease. Speakers: C. LeBlanc, Dalhousie University, Halifax; L. Snell, 平特五不中, Montr茅al |
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