Academic Symposia

The Academic Symposium is hosted once every three years by  each committee to provide practical recommendations on improving EM. Each year, three panels are formed with the mandate to:

  • research their topic,
  • create recommendations for Canadian academic EM units,
  • present at the Academic Symposium, and
  • publish the recommendations in CJEM.

CAEP 2018 - How academic EM leaders can strengthen connections: Hospital, rural and global health perspectives

Saturday, May 26, 2018 at CAEP 2018 in Calgary
12:00 – 16:00
Registration fee: $35 in advance, $50 at the door

Panel 1: How do emergency departments and emergency leaders catalyze positive change through inter-departmental quality improvement collaborations?

Leads: Lucas Chartier, Shawn Mondoux
Panelists: Shawn Dowling, Edmund Kwok, Antonia Stang, Sachin Trivedi, Adam Dukelow, Joshua Tepper
Academic Section Representatives: Ian Stiell, Eddy Lang

Goals:

  1. To understand barriers, facilitators and the current Canadian context for the pursuit of quality improvement (QI) projects through a national survey and literature review.
  2. To provide guidance on the development of emergency department capacity aimed at supporting and leading inter-departmental QI projects, through best-practice recommendations on how to build a local QI program and a collection of relevant resources available for clinicians.

Panel 2: How can Emergency Departments work together to strengthen relationships along the continuum of rural-regional-tertiary-quaternary Emergency Medicine to support learning and academic endeavors in all of these settings

Lead: Aaron Johnston
Panelists: Shirley Lee, Etienne van der Linde, Jim Christenson, Doug Myhre, Kylie Bosman, Yasmine Mawji, David Fu
Academic Section Representatives: Ian Stiell, Eddy Lang

Goal:

  • To make pragmatic recommendations on how academic departments of emergency medicine can strengthen relationships along the continuum of rural-regional-tertiary-quaternary emergency departments to support academic work in all of these settings.

Panel 3: Development and support of global health in a Canadian academic emergency department: what does this mean and what is required to engage?

Leads: Kirsten Johnson, Megan Landes
Panelists: Simon Pulfrey, Andrew Kestler, Michael Schull, Susan Bartels, Ayesha Khory, Cheri Nijssen-Jordan, Gregory Marton, Shannon Chun, Amanda Collier
Academic Section Representatives: Ian Stiell, Eddy Lang

Goals:

  1. Explore our experience in global health in EM in Canada (research, education, clinical practice, capacity building) including success, challenges and barriers to global health practice
  2. Describe ingredients for successful engagement within the following areas: academic environment, leadership, faculty needs, programmatic best practices
  3. Define key recommendations for global health engagement in academic departments
  4. Describe special considerations and future areas for exploration in enhancing global health EM best practices in departments

CAEP 2017 - Better Research Through Engagement, Implementation, and Knowledge Translation

Academic Symposium 2017:  Better Research Through Engagement, Implementation, and Knowledge Translation

Saturday, June 3, 2017 at CAEP 2017 in Whistler

Panel 1: How to engage the patient & public in EM research and implementation

Engagement Panelists: Patrick Archambault (chair), Antoine Boivin, Katie Dainty, Jacques Lee, Shelley McLeod, Christian Vaillancourt
Academic Section Representatives: Jeff Perry, Ian Stiell

Conducting patient-oriented studies is the new reality for clinical research. We will be making pragmatic recommendations on the best practices, facilitators, and barriers for the engagement of patients and the public in EM research studies. Specifically, this panel will develop recommendations to improve and standardize patient engagement in 1) planning and executing EM research, and 2) translating research findings into practice.

Panel 2: How to engage physicians in EM research and how to conduct implementation trials

Implementation Panelists: Andrew McRae (co-chair), Ian Stiell (co-chair), Jamie Brehaut, Janet Curran, Marcel Émond, Corinne Hohl, Monica Taljaard
Academic Section Representative: Jeff Perry

We will be making recommendations for engaging physicians to facilitate primary research studies in the ED. These may include prospective data collection and clinical trials, among other study designs. The panel will review different strategies to encourage physicians to participate in timely and accurate data collection.

We will also be making recommendations for the optimal conduct of implementation studies in the ED. Such studies generally involve changes in behaviour by clinicians, such as ordering imaging, performing CPR, and removal of cervical spine immobilization.

Implementation studies seek to demonstrate the actual impact on patient outcomes for new processes of care. The panel will review different study designs as well methods for ensuring optimal compliance among participating physicians, nurses, and paramedics.

Panel 3: How to ensure evidence impacts care through successful implementation or knowledge translation 
Implementation Panelists: Kerstin de Wit (co-chair), Laurie Morrison (co-chair), Janet Curran, Shawn Dowling, Eddy Lang, Brent Thoma
Academic Section Representatives: Jeff Perry, Ian Stiell

Implementation Science or Knowledge Translation, is the study of methods to promote the uptake of research findings and guidelines into routine health care in clinical, organizational, or policy contexts. Recognizing the challenging environment of emergency medicine, the goal of this session is to develop recommendations for the establishment of evidence based practices in local emergency departments that are based on implementation science and expert guidance. In particular, the session will examine the role of social media and emergency medicine specific interventions in translating the best evidence in emergency medicine to the bedside.

CAEP 2016 - Emergency Physician Educators & Scholars…the Path to Success!

Academic Symposium 2016: Emergency Physician Educators & Scholars…the Path to Success!

Saturday, June 4, 2016 at CAEP 2016 in Québec City

The vision of the Academic Section is to promote high-quality emergency patient care by conducting world-leading education and research in emergency medicine. Through its three working groups focused on leadership/administration, education, and research, the Academic Section delivers the annual Academic Symposium.

How do I prepare for a CAREER in medical education? 
Panel Lead: Rob Woods
Panelists: Farhan Bhanji, Sandy Dong, Simon Field, Chris Hicks, Rose Mengual, Sheila Smith, Stella Yiu

Draft Recommendations
1. It is recommended that all Clinician Educators in Emergency Medicine be competent in the following domains: Leadership, Communication, Assessment and Curriculum Development.

2. Advanced training in medical education is recommended for those pursuing an Emergency Medicine Clinician Educator role.  Advanced training CAN be in the form of a Masters Degree, but focussed training on specific skills is also an option.

3. In planning the area of advanced training for a future clinician educator role, the skills of the existing local Clinician Educators should be considered and complemented.

4. Academic and Hospital Emergency Medicine Department Heads should support their future clinician educators to pursue advanced training in Medical Education through preferential work scheduling or protected time, and financial support.

5. Academic and Hospital Emergency Medicine Department Heads should advocate for promotion processes that are in-line with the career path for Clinician Educators, which may be different than traditional research-focussed promotion criteria.

6. The CAEP Academic Section should support the mentorship of future Clinician Educators on a national scale.

How do I PUBLISH in the field of medical education?
Panel Lead: Teresa Chan
Panelists: Andrew Hall, Aleisha Murnaghan, Brent Thoma, Daniel Ting, Carly Hagel, Kirsten Weersink, Jill McEwen, Ryan Brydges, Farhan Bhanji, Jonathan Sherbino

How do I have IMPACT in the field of medical education?  
Panel Lead: Jason Frank
Panelists: Glen Bandiera, Warren Cheung, Connie LeBlanc, Robert Primavesi, Jonathan Sherbino, Rob Woods

Theme 
Subtheme
  1. There are two major career arcs for highly impactful educators.
  • Trailblazers within academe
  • Dissatisfied rebels
  • All seek to change the system.
  1. Enablers of High Impact
  • Preparation
    1. Identifying mentors and role models
    2. Saying yes at key opportunities and capitalizing on them
    3. Taking on increasing roles
    4. Gaining credentials in medical education
  • Community
    1. Establishing a network of expert colleagues and collaborators
    2. Working with your community
  • Strategy
    1. Focusing on a program of scholarship (traditional or otherwise) that is unique and influential
    2. Carving out protected time
  • Resources
    1. Accessing resources
    2. Accessing institutional support
  1. Multifaceted Work-Life Integration 
  • A passion: Work is hobby and mission
  • Mix of professional work
  • Mix of funding
  • Entrepreneurial: Working beyond what colleagues do
  • Trade-offs
  1. Motivations
  • Internal
    1. Joy of endeavor (i.e., pleasure of teaching, research, speaking, influencing, etc)
  • External formal
    1. Recognition (i.e., awards, invitations, promotions, etc)
  • External informal
    1. Uptake of work (used work for a case, etc)
    2. Triggering discussions in the community
  1. The Many Faces of “Impact” or Success 
  • Teaching generations of medical education
  • Mentoring other leaders
  • Use of traditional scholarship (e.g., publications, grants, awards)
  • Invitations to speak or consult
  • Uptake of work
  • Stimulating a discussion in a community
  • Changing practice
  • Worldwide network
  • Name associated with field or body of work
  1. Disruptive Technology 
  • New tech has greater reach
  • Can bypass traditional structures
  • Perhaps greater influence
  • Sometimes demeaned by traditional structures
  1. Evolution of Impact 
  • Shift from scholarly activities to scholarship
  • Greater recognition for education in university
  • New measures of scholarship (e.g., H-index, impact factor, citations)
  • Need new metrics for digital age
  • Need better measures of KT and uptake

Draft Impact Recommendations

1. Two career arcs for highly impactful educators.

  • To lead innovation/change either because of or in spite of traditional structures high-quality way with dedicated metrics.

2. Enablers of high impact.

  • CAEP facilitates matching aspiring educators with senior mentors.
  • CAEP advocates for protected time and resources.
  • Early career educators should identify their passion, seek a community of practice of like-minded people (both inside and outside our specialty/country) and develop an attitude of resilience to seek out opportunities.
  • To immerse yourself in an area of interest and eventually evolve that into a defined academic niche.

3. Multi-faceted work-life
4. Motivations

  • External formal: CAEP should facilitate processes and venues that increase external informal recognition to ultimately increase motivations to make an impact on medical education.

5. The Many Faces of “Impact” or Success
6. Disruptive technologies

  • To define the impact of educators using disruptive technologies.
  • To increase digital literacy.
  • To employ and carefully adopt new or appropriate tools to evaluate disruptive technologies as related to education and scholarship.
  • Be valued as a potential significant contribution to education scholarship in EM.
  • Distributive technologies should be respected and acknowledged for its capacity to reach and influence a wide range of learners, clinicians, and educators. In light of their ability to bypass traditional structures and their potential for greater reach these technologies require critical evaluation.

7. Evolution of impact

CAEP 2015 - How to improve emergency medicine academic leadership, governance, and funding at your university

Academic Symposium 2015: How to improve emergency medicine academic leadership, governance, and funding at your university

Saturday, May 30 at CAEP 2015 in Edmonton

How to build Leadership within the EM academic community and beyond

Leader: Doug Sinclair
Panelists: Jim Worthington, Gary Joubert, Brian Holroyd, James Stempien, Tim Rutledge, Eric Letovsky and Connie LeBlanc

  • To define the key elements of leadership and leadership models (and potentially present short video vignettes of high level leaders from emergency medicine)
  • To recommend specific steps to build and strengthen leadership within the academic emergency medicine community in Canada (e.g., mentorship, succession planning, courses and resources)

Materials

Video: Leadership Video Series
Suggested Reading (by Andrew McCallum):

What are the best models for University EM governance and administration?

Leader: David Petrie
Panelists: Gordon R. Jones, Anil Chopra, John Tallon, Shannon MacPhee, Michael Schull, Margaret Ackerman and Alecs Chochinov

  • To define effectiveness as an outcome of an emergency medicine academic program
  • To describe current governance and administration models and relate them to the overall effectiveness of the academic unit
  • To point out variability and gaps across Canada and determine best models to develop, sustain and grow strong academic programs

Materials

Presentation Slides: Governance Panel Presentation 
Handouts:

  1. Questions to ask yourself about your academic department
  2. Top 10 aspects of good “internal” governance
  3. Why should EM be an academic department

Bibliography: Governance Panel Bibliography
Draft Recommendations: Governance Panel Recommendations

What is an appropriate amount of funding and how to achieve it

Leader: Eddy Lang
Panelists: Claude Topping, Tia Renouf, Anthony Crocco, Marc Afilalo and Francois Belanger

  • To report on funding for academic EM programs across Canada
  • To benchmark academic unit support against expectations in the areas of administration, undergraduate education, postgraduate education and research
  • To determine best strategies to grow and establish sustainable funding across Canadian university EM departments/divisions

Materials

Presentation Slides: Funding Panel Presentation
Draft Recommendations: Funding Panel Recommendations

CAEP 2014 - How to make research succeed in your department

Academic Symposium 2014: How to make research succeed in your department

CAEP 2014 in Ottawa

The vision of the Academic Section is to promote high-quality emergency patient care by conducting world-leading education and research in emergency medicine. Through its three working groups focused on leadership/administration, education, and research, the Academic Section delivers the annual Academic Symposium. Last year, it focussed on education, and this year’s focus is research. The 2014 Academic Symposium has three sections, each led by panels with participation from across Canada. For nearly a year, each panel has met regularly and addressed specific questions aimed at the overall objective of making research succeed in your department.

Panel 1: Achieving Excellence in Canadian Resident Research

Lisa Calder’s panel has investigated expectations and requirements of the resident research programs across Canada by surveying program directors from each medical school. A systematic review of emergency medicine resident research programs will be discussed and help formulate recommendations for the improvement of Canadian resident research programs.

Panel 2: Training and Developing Career EM Researchers in Canada

At this year’s Academic Symposium, Jeff Perry’s panel will discuss how to train and develop career researchers.  Through survey information gathered directly from Canadian career researchers, as well as a systematic literature review, the panel will present findings and initial recommendations addressing the training and developing career emergency medicine researchers.

Panel 3: Funding of Canadian EM Research

Christian Vaillancourt’s panel has examined the different research funding models from across Canada, including the use/disbursement of funds and funding sources.  A list of resources will be made available, and personal (expert) accounts of securing research funding will be described.  A discussion of challenges will inform a list of recommendations for publication.

The findings and recommendations from the 2014 Academic Research Symposium have been published in CJEM.

CAEP 2013 - Education Scholarship

Academic Symposium 2013 on Education Scholarship

CAEP 2013 in Vancouver

How do we advance EM education? How do I share my amazing education idea with the world? What is education scholarship? How do we increase the recognition of EM education in our hospitals and universities?

These were the questions discussed at the first CAEP Consensus Conference (now called the Academic Symposia), hosted by the new Academic Emergency Medicine Interest Group (now the Section of Academic Emergency Medicine). If you are an EM teacher, educator, program director, clerkship director, researcher, leader you need to be  at these events!

Colleagues came together on Saturday June 1,2013 to discuss and determine the advancement of EM education. Practical steps on how to turn your education idea into scholarship will be shared. Your Consensus Conference recommendations were to be published in the Canadian Journal of Emergency Medicine.

Immediately after the Consensus Conference, individuals were invited to attend the meeting of the Academic Emergency Medicine Interest Group.

The findings and recommendations from the 2013 Academic Symposium on Education Scholarship have been published in CJEM.