This session will provide students with their first opportunity to work with Standardized Patients while developing their communication skills.

This is the second session during which students will practice communicating with Standardized Patients.

In this session and the second one later in MF3, students will explore the last three essential tasks/skills in reasonable depth and gradually refine them with increasing complexity as they move through the Program.

During this session, students will demonstrate the ability to apply the final three elements of the Kalamazoo Guidelines for Effective Communication. Elements include: Sharing information, reaching agreement, providing closure.

Students will be introduced to the SPIKES protocol. During tutorial students will practice the application of the SPIKES protocol using role plays .

This session will provide students with their first opportunity to work with Standardized Patients while developing their communication skills.

This is the second session during which students will practice communicating with Standardized Patients.

In this session and the second one later in MF3, students will explore the last three essential tasks/skills in reasonable depth and gradually refine them with increasing complexity as they move through the Program.

During this session, students will demonstrate the ability to apply the final three elements of the Kalamazoo Guidelines for Effective Communication. Elements include: Sharing information, reaching agreement, providing closure.

This session explores various aspects of culture. We begin with a large group session that examines the ideas behind the notion of "cultural competence", using a social science perspective. The focus then turns to cross-cultural communication skills, and the development of a practical framework that can be used to enhance communication across cultural barriers. In the small group sessions, we will be welcoming visitors who are newcomers to Canada.

At the end of this session, students will be able to: Describe their role and responsibility as physicians with respect to potential organ donors; Describe how the Trillium Gift of Life program supports organ donation; Better manage sensitive communications about brain death and organ donation drawing on SPIKES guidelines; Recognize that circumstances, past experiences, and/or values may render discussions of brain death and organ donation difficult for families and health care professionals.

This session will provide an opportunity for students to explore interprofessional education. Students and LFs should also spend some time providing each other with feedback and the group should consider how well it is functioning and whether improvements could be made.

This session will provide students with their first opportunity to work with Standardized Patients while developing their communication skills.

This is the second session during which students will practice communicating with Standardized Patients.

In this session and the second one later in MF3, students will explore the last three essential tasks/skills in reasonable depth and gradually refine them with increasing complexity as they move through the Program.

During this session, students will demonstrate the ability to apply the final three elements of the Kalamazoo Guidelines for Effective Communication. Elements include: Sharing information, reaching agreement, providing closure.

Students will be introduced to the SPIKES protocol. During tutorial students will practice the application of the SPIKES protocol using role plays .

This session explores various aspects of culture. We begin with a large group session that examines the ideas behind the notion of "cultural competence", using a social science perspective. The focus then turns to cross-cultural communication skills, and the development of a practical framework that can be used to enhance communication across cultural barriers. In the small group sessions, we will be welcoming visitors who are newcomers to Canada.

Students will be introduced to the SPIKES protocol. During tutorial students will practice the application of the SPIKES protocol using role plays .

This session will explore issues related to how we incorporate various pieces of information (i.e. from research, from patients) to make medical decisions.

Practice advising a patient on the risks and benefits of screening, using screening mammography as an example. Use differing approaches to the decision making process (including paternalism and shared decision making), to understand how different approaches may lead to different decisions. Be aware of the “framing effect” and how it might affect the way a patient is advised of the research evidence.

Three things you need to know about Diagnostic Interventions: 1. Validity– How do you know if the results from a diagnostic test are believable? 2. Results – What are the properties of a test? 3. Applicability – How should you apply test results to clinical decision making?

This session will explore issues related to how we incorporate various pieces of information (i.e. from research, from patients) to make medical decisions.

Practice advising a patient on the risks and benefits of screening, using screening mammography as an example. Use differing approaches to the decision making process (including paternalism and shared decision making), to understand how different approaches may lead to different decisions. Be aware of the “framing effect” and how it might affect the way a patient is advised of the research evidence.

Resource Stewardship is a complex concept and skill set that is necessary for effective and efficient medical care. Some principles from the Choosing Wisely initiative and inherent in the medical practice of resource stewardship will be covered.

This session will explore issues related to how we incorporate various pieces of information (i.e. from research, from patients) to make medical decisions.

Practice advising a patient on the risks and benefits of screening, using screening mammography as an example. Use differing approaches to the decision making process (including paternalism and shared decision making), to understand how different approaches may lead to different decisions. Be aware of the “framing effect” and how it might affect the way a patient is advised of the research evidence.

Critical appraisal of the medical literature is an important skill for all health care providers in the management of patients. Given the overwhelming amount of published information available, it is important to apply a systematic approach to help identify high quality evidence that is free of bias and relevant to the patient. Critical appraisal is the process of careful in-depth consideration of study design, its appropriateness, strength, quality and relevance to the clinical question. Potential sources of bias, the appropriateness of the stated results, and analysis of the data need to be thoughtfully examined.

Increasingly, clinicians rely on formal guidelines. This lecture will discuss how to rate the quality of evidence and the strength of recommendations of guidelines using GRADE (grades of recommendation, assessment, development and evaluation).

This session will introduce the concept of epistemology (the study of knowledge and justified belief). Epistemology asks questions such as how do we know what we know? Where does knowledge come from? What are the sufficient conditions of knowledge? What are its limitations? How do we make knowledge?

Resource Stewardship is a complex concept and skill set that is necessary for effective and efficient medical care. Some principles from the Choosing Wisely initiative and inherent in the medical practice of resource stewardship will be covered.

This session focuses on developing skills to engage in Shared Decision Making(SDM) conversations with patients to negotiate their treatment planning. Shared decision making(SDM) is usually defined as conversations physicians have with their patients reviewing relevant evidence from the scientific literature and then sharing in the decision making based on the evidence. This was the original conception of EBM here at McMaster, Dept. of Medicine envisioned by Dr. David Sackett and continued by Dr. Gordon Guyatt. At the McMaster MD program; and in the Professional Competencies curriculum, we build on their rich legacy recognizing that any encounter with our patients will also draw heavily on ethical decision making, anti-oppressive practices, self-awareness/reflection and effective communication skills. Shared Decision Making(SDM) is a complex skill that evolves with lifelong learning and practice across the Clerkship and beyond into the Postgrad. Here our goal is only to provide a survey of some of the relevant literature surrounding SDM, summarize some underlying principles and begin practicing with simulated cases in the Large Group Session and Small Group Sessions.

Physicians tend to focus on diagnosis and treatment, while patients care about etiology - "why did this happen to me?" and prognosis - "what will this mean for me?" The evidence around diagnosis and treatment is clearer to collect, evaluate and summarize; gathering the evidence around prognosis, and translating it to apply and communicate it to a particular patient is much trickier. We hope this session will help you to: Answer patients' questions about "What does this mean to me?" (prognosis); Realize that even with evidence there is uncertainty but that information still needs to be communicated; Understand that physicians play a supportive role in interpreting test results, planning the future and monitoring symptoms.

This session focuses on developing skills to engage in Shared Decision Making(SDM) conversations with patients to negotiate their treatment planning. Shared decision making(SDM) is usually defined as conversations physicians have with their patients reviewing relevant evidence from the scientific literature and then sharing in the decision making based on the evidence. This was the original conception of EBM here at McMaster, Dept. of Medicine envisioned by Dr. David Sackett and continued by Dr. Gordon Guyatt. At the McMaster MD program; and in the Professional Competencies curriculum, we build on their rich legacy recognizing that any encounter with our patients will also draw heavily on ethical decision making, anti-oppressive practices, self-awareness/reflection and effective communication skills. Shared Decision Making(SDM) is a complex skill that evolves with lifelong learning and practice across the Clerkship and beyond into the Postgrad. Here our goal is only to provide a survey of some of the relevant literature surrounding SDM, summarize some underlying principles and begin practicing with simulated cases in the Large Group Session and Small Group Sessions.

This session will explore issues related to how we incorporate various pieces of information (i.e. from research, from patients) to make medical decisions.

Practice advising a patient on the risks and benefits of screening, using screening mammography as an example. Use differing approaches to the decision making process (including paternalism and shared decision making), to understand how different approaches may lead to different decisions. Be aware of the “framing effect” and how it might affect the way a patient is advised of the research evidence.

Introduction to different approaches to decision making and clinical practice. Introduce a framework you can follow to apply apply evidence to patients and to make decisions.

Physicians tend to focus on diagnosis and treatment, while patients care about etiology - "why did this happen to me?" and prognosis - "what will this mean for me?" The evidence around diagnosis and treatment is clearer to collect, evaluate and summarize; gathering the evidence around prognosis, and translating it to apply and communicate it to a particular patient is much trickier. We hope this session will help you to: Answer patients' questions about "What does this mean to me?" (prognosis); Realize that even with evidence there is uncertainty but that information still needs to be communicated; Understand that physicians play a supportive role in interpreting test results, planning the future and monitoring symptoms.

This session focuses on developing skills to engage in Shared Decision Making(SDM) conversations with patients to negotiate their treatment planning. Shared decision making(SDM) is usually defined as conversations physicians have with their patients reviewing relevant evidence from the scientific literature and then sharing in the decision making based on the evidence. This was the original conception of EBM here at McMaster, Dept. of Medicine envisioned by Dr. David Sackett and continued by Dr. Gordon Guyatt. At the McMaster MD program; and in the Professional Competencies curriculum, we build on their rich legacy recognizing that any encounter with our patients will also draw heavily on ethical decision making, anti-oppressive practices, self-awareness/reflection and effective communication skills. Shared Decision Making(SDM) is a complex skill that evolves with lifelong learning and practice across the Clerkship and beyond into the Postgrad. Here our goal is only to provide a survey of some of the relevant literature surrounding SDM, summarize some underlying principles and begin practicing with simulated cases in the Large Group Session and Small Group Sessions.

Stories are the way in which humans make sense of the world and share experience with each other. They are as important in sickness, suffering, recovery, health, and medical practice as in any other area of human life. This session will introduce students to the richness of narrative in medicine.

Probably the most sensitive area of health care ethics, human reproduction raises a number of difficult issues. Central of course are challenges raised by the abortion debate. No topic has been more polarized, with so-called pro-choice and pro-life proponents at either end. Somewhere in the middle is a grey zone that merits exploration.

Probably some of the most discussed issues in health ethics are raised in the context of end-of-life care. Questions around when to provide or stop treatment and how best to respect individuals' wishes have been debated publicly and personally for generations. In this session you will have a chance to explore some debates around withholding and withdrawing treatment, decision-making and advanced directives and notions of futility or burdensome treatment.

Probably the most sensitive area of health care ethics, human reproduction raises a number of difficult issues. Central of course are challenges raised by the abortion debate. No topic has been more polarized, with so-called pro-choice and pro-life proponents at either end. Somewhere in the middle is a grey zone that merits exploration.

Medical students are as responsible for maintaining patient confidentiality as fully licensed professionals are. This session will help you prepare to apply privacy rules and legislation.

By the end of this session, students will be able to demonstrate an understanding of the concept of informed consent; describe the limitations of informed consent in relation to issues of voluntariness and coercion; explain the relationship between age and capacity for consen

This session has been developed in response to student requests to approach more substantive or challenging ethical dilemmas prior to entering clerkship.

Probably the most sensitive area of health care ethics, human reproduction raises a number of difficult issues. Central of course are challenges raised by the abortion debate. No topic has been more polarized, with so-called pro-choice and pro-life proponents at either end. Somewhere in the middle is a grey zone that merits exploration.

Medical students are as responsible for maintaining patient confidentiality as fully licensed professionals are. This session will help you prepare to apply privacy rules and legislation.

Provide an overview of key medico-legal issues. Provide an awareness of your role in mitigating or minimizing risk exposures. Knowledge of where and when to seek assistance should you find yourself in potential risk-laden situations. A reminder to take care of yourself when coping with the stress of patient outcomes, complaints and legal actions.

This session has been developed in response to student requests to approach more substantive or challenging ethical dilemmas prior to entering clerkship.

This session will provide an introduction to ethical concepts in research including case-based exploration of core principles. The rationale and principles for the ethical conduct of clinical research.

In this session you will do two things: 1) discuss codes of medical ethics and the theory that informs them; and 2) become familiar with the Hamilton Health Sciences (HHS) Ethics Framework as a tool for analysis of ethical issues and case studies in medical ethics.

This session has been developed in response to student requests to approach more substantive or challenging ethical dilemmas prior to entering clerkship.

This session explores various aspects of culture. We begin with a large group session that examines the ideas behind the notion of "cultural competence", using a social science perspective. The focus then turns to cross-cultural communication skills, and the development of a practical framework that can be used to enhance communication across cultural barriers. In the small group sessions, we will be welcoming visitors who are newcomers to Canada.

Probably the most sensitive area of health care ethics, human reproduction raises a number of difficult issues. Central of course are challenges raised by the abortion debate. No topic has been more polarized, with so-called pro-choice and pro-life proponents at either end. Somewhere in the middle is a grey zone that merits exploration.

Students will develop an understanding of grief and its diverse forms. Critically examine and reflect on attitudes and beliefs about grief. Develop an appreciation of sociocultural influences on the experience of grief, including grief in the context of COVID-19. Challenge Western concepts of grief and consider cultural variation in the expression and management of grief. Develop an understanding of how to respond to grieving patients.

By the end of this session, you will be able to: 1) Describe the boundaries that have been defined by some of our professional bodies; 2) Begin to define personal boundaries for use in clinical settings; 3) Apply the concepts of boundary issues to common situations faced by physicians.

Medical students are as responsible for maintaining patient confidentiality as fully licensed professionals are. This session will help you prepare to apply privacy rules and legislation.

By the end of this session, students will be able to demonstrate an understanding of the concept of informed consent; describe the limitations of informed consent in relation to issues of voluntariness and coercion; explain the relationship between age and capacity for consen

This session has been developed in response to student requests to approach more substantive or challenging ethical dilemmas prior to entering clerkship.

Patient safety is about managing and reducing risk to ensure that the care patients receive is as safe as possible. In clerkship, students will become actively involved in the delivery of patient care. As members of the health care team, students at the clerkship level need to be aware of key concepts in patient safety. They also need to develop an understanding of how to communicate about patient safety issues to each other, to health care team members and to patients.

This session will provide an introduction to ethical concepts in research including case-based exploration of core principles. The rationale and principles for the ethical conduct of clinical research.

Probably some of the most discussed issues in health ethics are raised in the context of end-of-life care. Questions around when to provide or stop treatment and how best to respect individuals' wishes have been debated publicly and personally for generations. In this session you will have a chance to explore some debates around withholding and withdrawing treatment, decision-making and advanced directives and notions of futility or burdensome treatment.

Medical students are as responsible for maintaining patient confidentiality as fully licensed professionals are. This session will help you prepare to apply privacy rules and legislation.

At the end of this session, students will be able to: Describe their role and responsibility as physicians with respect to potential organ donors; Describe how the Trillium Gift of Life program supports organ donation; Better manage sensitive communications about brain death and organ donation drawing on SPIKES guidelines; Recognize that circumstances, past experiences, and/or values may render discussions of brain death and organ donation difficult for families and health care professionals.

In this session you will do two things: 1) discuss codes of medical ethics and the theory that informs them; and 2) become familiar with the Hamilton Health Sciences (HHS) Ethics Framework as a tool for analysis of ethical issues and case studies in medical ethics.

Probably some of the most discussed issues in health ethics are raised in the context of end-of-life care. Questions around when to provide or stop treatment and how best to respect individuals' wishes have been debated publicly and personally for generations. In this session you will have a chance to explore some debates around withholding and withdrawing treatment, decision-making and advanced directives and notions of futility or burdensome treatment.

Probably the most sensitive area of health care ethics, human reproduction raises a number of difficult issues. Central of course are challenges raised by the abortion debate. No topic has been more polarized, with so-called pro-choice and pro-life proponents at either end. Somewhere in the middle is a grey zone that merits exploration.

Medical students are as responsible for maintaining patient confidentiality as fully licensed professionals are. This session will help you prepare to apply privacy rules and legislation.

By the end of this session, students will be able to demonstrate an understanding of the concept of informed consent; describe the limitations of informed consent in relation to issues of voluntariness and coercion; explain the relationship between age and capacity for consen

Provide an overview of key medico-legal issues. Provide an awareness of your role in mitigating or minimizing risk exposures. Knowledge of where and when to seek assistance should you find yourself in potential risk-laden situations. A reminder to take care of yourself when coping with the stress of patient outcomes, complaints and legal actions.

Residential school system and current impacts of health care access for Indigenous people. Colonialism - Residential School Experience.

The purpose of this session is to explore the dimensions of white supremacy, anti-black racism and black exclusion in medicine.

This session explores various aspects of culture. We begin with a large group session that examines the ideas behind the notion of "cultural competence", using a social science perspective. The focus then turns to cross-cultural communication skills, and the development of a practical framework that can be used to enhance communication across cultural barriers. In the small group sessions, we will be welcoming visitors who are newcomers to Canada.

This session addresses the health of Indigenous people and the important determinants from an Indigenous perspective. Through this session students will begin to address the First Nations, Inuit and Metis Health Core Competencies in the area of Medical Expert and Professional.

This session has been developed in response to student requests to approach more substantive or challenging ethical dilemmas prior to entering clerkship.

This session will introduce you to the major factors that influence the health of populations worldwide and the complexity of global health issues and ethics.

This session will explore a population health approach to addressing health issues with a focus on health promotion and illness prevention.

This session will introduce you to the major factors that influence the health of populations worldwide and the complexity of global health issues and ethics.

This session will explore a population health approach to addressing health issues with a focus on health promotion and illness prevention.

This session will introduce you to the major factors that influence the health of populations worldwide and the complexity of global health issues and ethics.

This session will explore a population health approach to addressing health issues with a focus on health promotion and illness prevention.

In 2010 Dr Neil Johnston collaborated with a journalist from the Hamilton Spectator to produce an award-winning series of investigative reports which shone the spotlight on social and health inequities across Hamilton neighbourhoods. His writing and advocacy have influenced health and education sectors, as well as policy makers.

The developmental disabilities session is designed to generate more capable (comfortable, confident and competent) physicians and partners in person and family - centred care to people with developmental disabilities.

In this session, we will continue the conversation on the complex topic of the Social Determinants of Health with a focus on early childhood.

This session is a continuation of our examination of Health Inequities which began with the Code Red presentation in August. It will provide a review of the Social Determinants of Health and consider health indicators, with a special focus on income and social status.

Residential school system and current impacts of health care access for Indigenous people. Colonialism - Residential School Experience.

This session will provide a population health overview of the key issues related to the aging population as well as highlight the knowledge and skills that physicians need to deal ethically and professionally with older adults.

This session explores various aspects of culture. We begin with a large group session that examines the ideas behind the notion of "cultural competence", using a social science perspective. The focus then turns to cross-cultural communication skills, and the development of a practical framework that can be used to enhance communication across cultural barriers. In the small group sessions, we will be welcoming visitors who are newcomers to Canada.

Students will develop an understanding of grief and its diverse forms. Critically examine and reflect on attitudes and beliefs about grief. Develop an appreciation of sociocultural influences on the experience of grief, including grief in the context of COVID-19. Challenge Western concepts of grief and consider cultural variation in the expression and management of grief. Develop an understanding of how to respond to grieving patients.

In this session, we will continue the conversation on the complex topic of the Social Determinants of Health with a focus on early childhood.

Health and Equity through Advocacy, Research and Theatre (HEART). HEART is a medical student-led, inter-professional education program which aims to improve health care for marginalized populations through the use of simulation-based learning and participatory theatre.

This session addresses the health of Indigenous people and the important determinants from an Indigenous perspective. Through this session students will begin to address the First Nations, Inuit and Metis Health Core Competencies in the area of Medical Expert and Professional.

The World Health Organization has declared climate change as the single greatest health threat facing humanity. Healthcare providers are already seeing the downstream consequences of the climate emergency in their clinical practices (worsening heat-related illness, injuries due to extreme weather events, exacerbation of respiratory disease, etc)

In 2010 Dr Neil Johnston collaborated with a journalist from the Hamilton Spectator to produce an award-winning series of investigative reports which shone the spotlight on social and health inequities across Hamilton neighbourhoods. His writing and advocacy have influenced health and education sectors, as well as policy makers.

In this session, we will continue the conversation on the complex topic of the Social Determinants of Health with a focus on early childhood.

The World Health Organization has declared climate change as the single greatest health threat facing humanity. Healthcare providers are already seeing the downstream consequences of the climate emergency in their clinical practices (worsening heat-related illness, injuries due to extreme weather events, exacerbation of respiratory disease, etc)

Historical context of surveillance of public health. Definition and key principles of surveillance. Surveillance systems. Surveillance is the collection and analysis of data for action. There are many complementary surveillance systems in place in Canada to inform action.

This session will provide a population health overview of the key issues related to the aging population as well as highlight the knowledge and skills that physicians need to deal ethically and professionally with older adults.

Health and Equity through Advocacy, Research and Theatre (HEART). HEART is a medical student-led, inter-professional education program which aims to improve health care for marginalized populations through the use of simulation-based learning and participatory theatre.

This session is a continuation of our examination of Health Inequities which began with the Code Red presentation in August. It will provide a review of the Social Determinants of Health and consider health indicators, with a special focus on income and social status.

This session will introduce the concepts of trauma and trauma-informed care to medical students. This session emphasizes the importance of identifying trauma and the impact on health. It builds on and extends the skills learned in the communication domain and reinforces concepts from the session on narrative medicine by emphasizing the importance of respectful and effective interactions with trauma survivors and helping students to appreciate the healing power in these interactions.

This session will introduce you to the major factors that influence the health of populations worldwide and the complexity of global health issues and ethics.

This session will explore a population health approach to addressing health issues with a focus on health promotion and illness prevention.

The World Health Organization has declared climate change as the single greatest health threat facing humanity. Healthcare providers are already seeing the downstream consequences of the climate emergency in their clinical practices (worsening heat-related illness, injuries due to extreme weather events, exacerbation of respiratory disease, etc)

This session is a continuation of our examination of Health Inequities which began with the Code Red presentation in August. It will provide a review of the Social Determinants of Health and consider health indicators, with a special focus on income and social status.

This session will introduce you to the major factors that influence the health of populations worldwide and the complexity of global health issues and ethics.

This session will explore a population health approach to addressing health issues with a focus on health promotion and illness prevention.

The World Health Organization has declared climate change as the single greatest health threat facing humanity. Healthcare providers are already seeing the downstream consequences of the climate emergency in their clinical practices (worsening heat-related illness, injuries due to extreme weather events, exacerbation of respiratory disease, etc)

This session will introduce you to the major factors that influence the health of populations worldwide and the complexity of global health issues and ethics.

The World Health Organization has declared climate change as the single greatest health threat facing humanity. Healthcare providers are already seeing the downstream consequences of the climate emergency in their clinical practices (worsening heat-related illness, injuries due to extreme weather events, exacerbation of respiratory disease, etc)

This session is a continuation of our examination of Health Inequities which began with the Code Red presentation in August. It will provide a review of the Social Determinants of Health and consider health indicators, with a special focus on income and social status.

Health care systems are complex organizations comprising regulatory, funding and service provision bodies that provide access to health care in accordance with societal goals and values. This session will introduce students to the organization of the Canadian health care system, the principles of the Canada Health Act and some of the current issues and debates regarding funding and health care costs.

This session will explore a population health approach to addressing health issues with a focus on health promotion and illness prevention.

The World Health Organization has declared climate change as the single greatest health threat facing humanity. Healthcare providers are already seeing the downstream consequences of the climate emergency in their clinical practices (worsening heat-related illness, injuries due to extreme weather events, exacerbation of respiratory disease, etc)

This session is a continuation of our examination of Health Inequities which began with the Code Red presentation in August. It will provide a review of the Social Determinants of Health and consider health indicators, with a special focus on income and social status.

An introduction to the Professionalism in Practice document.

Define the concept of the “Hidden Curriculum.” Reflect on what forces allow the Hidden Curriculum to exist. Develop strategies to address Hidden Curriculum. Understand the impact of the Hidden curriculum on patients, learners and the healthcare system in general.

War Stories from the Trenches of Medicine

The learning objectives for this session are for students to: 1) recognize physician vulnerability and relate to personal vulnerability; 2) list personal, local, provincial and web-based resources for self care; 3) recognize and practice reaching out to colleague in need.

Each group gets the opportunity to develop their own experiential wellness event -- in essence an open session that is Wellness focused. Your group should plan your activity well in advance of the date. Be creative! As you have been learning, wellness in action takes many forms; Nutrition, Physical, Sleep, Spiritual, Community, Social, Financial, Emotional.

This session highlights concepts and competencies covering end of life care, professionalism/self-awareness and self-care/compassion in Barbara Tatham’s journey from a physician to patient through to her final stages of comfort measures and palliative care.

This session will focus on aspects of career exploration and choice, touching upon themes related to challenges and influences on discipline choice, and changing discipline choice late in medical school or after a CaRMS non-match or in/after residency.

This session provides an introduction to self-care for medical students.

This session will assist students to critically analyze the social structures of power and privilege and how these may be operating in ways that marginalize less powerful groups.

This session explores various aspects of culture. We begin with a large group session that examines the ideas behind the notion of "cultural competence", using a social science perspective. The focus then turns to cross-cultural communication skills, and the development of a practical framework that can be used to enhance communication across cultural barriers. In the small group sessions, we will be welcoming visitors who are newcomers to Canada.

Health care systems are complex organizations comprising regulatory, funding and service provision bodies that provide access to health care in accordance with societal goals and values. This session will introduce students to the organization of the Canadian health care system, the principles of the Canada Health Act and some of the current issues and debates regarding funding and health care costs.

Students will be introduced to the Interprofessional Education requirements of the program.

This session will provide an opportunity for students to explore interprofessional education. Students and LFs should also spend some time providing each other with feedback and the group should consider how well it is functioning and whether improvements could be made.

Patient safety is about managing and reducing risk to ensure that the care patients receive is as safe as possible. In clerkship, students will become actively involved in the delivery of patient care. As members of the health care team, students at the clerkship level need to be aware of key concepts in patient safety. They also need to develop an understanding of how to communicate about patient safety issues to each other, to health care team members and to patients.

This session will introduce students to the Professional Competencies course structure and expectations. It will allow students and LFs to start to get to know each other, to begin to form as a group, and to establish norms for working together.

This session will introduce students to the Professional Competencies course structure and expectations. It will allow students and LFs to start to get to know each other, to begin to form as a group, and to establish norms for working together.

Health care systems are complex organizations comprising regulatory, funding and service provision bodies that provide access to health care in accordance with societal goals and values. This session will introduce students to the organization of the Canadian health care system, the principles of the Canada Health Act and some of the current issues and debates regarding funding and health care costs.

Provide an overview of key medico-legal issues. Provide an awareness of your role in mitigating or minimizing risk exposures. Knowledge of where and when to seek assistance should you find yourself in potential risk-laden situations. A reminder to take care of yourself when coping with the stress of patient outcomes, complaints and legal actions.

Patient safety is about managing and reducing risk to ensure that the care patients receive is as safe as possible. In clerkship, students will become actively involved in the delivery of patient care. As members of the health care team, students at the clerkship level need to be aware of key concepts in patient safety. They also need to develop an understanding of how to communicate about patient safety issues to each other, to health care team members and to patients.

Provide an overview of key medico-legal issues. Provide an awareness of your role in mitigating or minimizing risk exposures. Knowledge of where and when to seek assistance should you find yourself in potential risk-laden situations. A reminder to take care of yourself when coping with the stress of patient outcomes, complaints and legal actions.

Patient safety is about managing and reducing risk to ensure that the care patients receive is as safe as possible. In clerkship, students will become actively involved in the delivery of patient care. As members of the health care team, students at the clerkship level need to be aware of key concepts in patient safety. They also need to develop an understanding of how to communicate about patient safety issues to each other, to health care team members and to patients.

Provide an overview of key medico-legal issues. Provide an awareness of your role in mitigating or minimizing risk exposures. Knowledge of where and when to seek assistance should you find yourself in potential risk-laden situations. A reminder to take care of yourself when coping with the stress of patient outcomes, complaints and legal actions.

Patient safety is about managing and reducing risk to ensure that the care patients receive is as safe as possible. In clerkship, students will become actively involved in the delivery of patient care. As members of the health care team, students at the clerkship level need to be aware of key concepts in patient safety. They also need to develop an understanding of how to communicate about patient safety issues to each other, to health care team members and to patients.

The learning objectives for this session are for students to: 1) recognize physician vulnerability and relate to personal vulnerability; 2) list personal, local, provincial and web-based resources for self care; 3) recognize and practice reaching out to colleague in need.

By the end of this session, you will be able to: 1) Describe the boundaries that have been defined by some of our professional bodies; 2) Begin to define personal boundaries for use in clinical settings; 3) Apply the concepts of boundary issues to common situations faced by physicians.

This session highlights concepts and competencies covering end of life care, professionalism/self-awareness and self-care/compassion in Barbara Tatham’s journey from a physician to patient through to her final stages of comfort measures and palliative care.

This session will provide an opportunity for students to explore interprofessional education. Students and LFs should also spend some time providing each other with feedback and the group should consider how well it is functioning and whether improvements could be made.

Why I became a doctor... or NOT. Exploring Different paths' to Happiness.

The learning objectives for this session are for students to: 1) recognize physician vulnerability and relate to personal vulnerability; 2) list personal, local, provincial and web-based resources for self care; 3) recognize and practice reaching out to colleague in need.

Each group gets the opportunity to develop their own experiential wellness event -- in essence an open session that is Wellness focused. Your group should plan your activity well in advance of the date. Be creative! As you have been learning, wellness in action takes many forms; Nutrition, Physical, Sleep, Spiritual, Community, Social, Financial, Emotional.

This session highlights concepts and competencies covering end of life care, professionalism/self-awareness and self-care/compassion in Barbara Tatham’s journey from a physician to patient through to her final stages of comfort measures and palliative care.

This session provides an introduction to self-care for medical students.

Students will be introduced to the Interprofessional Education requirements of the program.

This session will provide an opportunity for students to explore interprofessional education. Students and LFs should also spend some time providing each other with feedback and the group should consider how well it is functioning and whether improvements could be made.

This session will provide an opportunity for students to explore interprofessional education. Students and LFs should also spend some time providing each other with feedback and the group should consider how well it is functioning and whether improvements could be made.

This session will provide an opportunity for students to explore interprofessional education. Students and LFs should also spend some time providing each other with feedback and the group should consider how well it is functioning and whether improvements could be made.

This session will provide an opportunity for students to explore interprofessional education. Students and LFs should also spend some time providing each other with feedback and the group should consider how well it is functioning and whether improvements could be made.

Students will be introduced to the Interprofessional Education requirements of the program.

This session will provide an opportunity for students to explore interprofessional education. Students and LFs should also spend some time providing each other with feedback and the group should consider how well it is functioning and whether improvements could be made.

This session will provide an opportunity for students to explore interprofessional education. Students and LFs should also spend some time providing each other with feedback and the group should consider how well it is functioning and whether improvements could be made.

This session focuses on the complex psychosocial issues that underlie addictions and is designed to complement your knowledge of the neurophysiological mechanisms of addiction. This session builds on your understanding of trauma as there is a strong connection between trauma and addiction. It also builds on your understanding of the relationship between gender and health outcomes as gender is an important variable in addiction.

This session will assist students to critically analyze the social structures of power and privilege and how these may be operating in ways that marginalize less powerful groups.

The purpose of this session is to increase the capacity of medical students to respond compassionately, effectively and professionally to the health and well-being of LGBTQ2S patients.

Residential school system and current impacts of health care access for Indigenous people. Colonialism - Residential School Experience.

This session will assist students to critically analyze the social structures of power and privilege and how these may be operating in ways that marginalize less powerful groups.

Appreciate a historical perspective for understanding medicine and its relationship to technology, medical education, and the relationship of body to mind; Gain an understanding of how society has viewed and reacted to doctors and medical practice; Learn how medicine has intersected with the law to define the human being; Consider how different theories of the body have produced particular medical procedures, approaches to patients, criminal punishment, and medical ethics.

This session will explore issues related to how we incorporate various pieces of information (i.e. from research, from patients) to make medical decisions.

This session addresses the health of Indigenous people and the important determinants from an Indigenous perspective. Through this session students will begin to address the First Nations, Inuit and Metis Health Core Competencies in the area of Medical Expert and Professional.

Residential school system and current impacts of health care access for Indigenous people. Colonialism - Residential School Experience.

This session focuses on the complex psychosocial issues that underlie addictions and is designed to complement your knowledge of the neurophysiological mechanisms of addiction. This session builds on your understanding of trauma as there is a strong connection between trauma and addiction. It also builds on your understanding of the relationship between gender and health outcomes as gender is an important variable in addiction.

The purpose of this session is to explore the dimensions of white supremacy, anti-black racism and black exclusion in medicine.

This session will assist students to critically analyze the social structures of power and privilege and how these may be operating in ways that marginalize less powerful groups.

This session explores various aspects of culture. We begin with a large group session that examines the ideas behind the notion of "cultural competence", using a social science perspective. The focus then turns to cross-cultural communication skills, and the development of a practical framework that can be used to enhance communication across cultural barriers. In the small group sessions, we will be welcoming visitors who are newcomers to Canada.

This session will introduce the concept of epistemology (the study of knowledge and justified belief). Epistemology asks questions such as how do we know what we know? Where does knowledge come from? What are the sufficient conditions of knowledge? What are its limitations? How do we make knowledge?

This session highlights concepts and competencies covering end of life care, professionalism/self-awareness and self-care/compassion in Barbara Tatham’s journey from a physician to patient through to her final stages of comfort measures and palliative care.

This session addresses the health of Indigenous people and the important determinants from an Indigenous perspective. Through this session students will begin to address the First Nations, Inuit and Metis Health Core Competencies in the area of Medical Expert and Professional.

This session focuses on developing skills to engage in Shared Decision Making(SDM) conversations with patients to negotiate their treatment planning. Shared decision making(SDM) is usually defined as conversations physicians have with their patients reviewing relevant evidence from the scientific literature and then sharing in the decision making based on the evidence. This was the original conception of EBM here at McMaster, Dept. of Medicine envisioned by Dr. David Sackett and continued by Dr. Gordon Guyatt. At the McMaster MD program; and in the Professional Competencies curriculum, we build on their rich legacy recognizing that any encounter with our patients will also draw heavily on ethical decision making, anti-oppressive practices, self-awareness/reflection and effective communication skills. Shared Decision Making(SDM) is a complex skill that evolves with lifelong learning and practice across the Clerkship and beyond into the Postgrad. Here our goal is only to provide a survey of some of the relevant literature surrounding SDM, summarize some underlying principles and begin practicing with simulated cases in the Large Group Session and Small Group Sessions.

The overarching purpose of this session is sensitize students to the importance of spirituality and spiritual caregiving in health care, and provide resources towards students’ growth-of-capacity in providing a basic level of spiritual care.

This session will assist students to critically analyze the social structures of power and privilege and how these may be operating in ways that marginalize less powerful groups.

This session highlights concepts and competencies covering end of life care, professionalism/self-awareness and self-care/compassion in Barbara Tatham’s journey from a physician to patient through to her final stages of comfort measures and palliative care.

Students will develop an understanding of grief and its diverse forms. Critically examine and reflect on attitudes and beliefs about grief. Develop an appreciation of sociocultural influences on the experience of grief, including grief in the context of COVID-19. Challenge Western concepts of grief and consider cultural variation in the expression and management of grief. Develop an understanding of how to respond to grieving patients.

Stories are the way in which humans make sense of the world and share experience with each other. They are as important in sickness, suffering, recovery, health, and medical practice as in any other area of human life. This session will introduce students to the richness of narrative in medicine.

Residential school system and current impacts of health care access for Indigenous people. Colonialism - Residential School Experience.

This session focuses on the complex psychosocial issues that underlie addictions and is designed to complement your knowledge of the neurophysiological mechanisms of addiction. This session builds on your understanding of trauma as there is a strong connection between trauma and addiction. It also builds on your understanding of the relationship between gender and health outcomes as gender is an important variable in addiction.

The purpose of this session is to explore the dimensions of white supremacy, anti-black racism and black exclusion in medicine.

This session will assist students to critically analyze the social structures of power and privilege and how these may be operating in ways that marginalize less powerful groups.

This session explores various aspects of culture. We begin with a large group session that examines the ideas behind the notion of "cultural competence", using a social science perspective. The focus then turns to cross-cultural communication skills, and the development of a practical framework that can be used to enhance communication across cultural barriers. In the small group sessions, we will be welcoming visitors who are newcomers to Canada.

Probably the most sensitive area of health care ethics, human reproduction raises a number of difficult issues. Central of course are challenges raised by the abortion debate. No topic has been more polarized, with so-called pro-choice and pro-life proponents at either end. Somewhere in the middle is a grey zone that merits exploration.

Dr. May Cohen is a brilliant Canadian physician and women’s rights trailblazer. For over 60 years, she has advocated powerfully in Canada and internationally for women’s reproductive rights, women’s health and women physicians’ advancement — and in the end, for us all.

This session addresses the health of Indigenous people and the important determinants from an Indigenous perspective. Through this session students will begin to address the First Nations, Inuit and Metis Health Core Competencies in the area of Medical Expert and Professional.

The purpose of this session is to increase the capacity of medical students to respond compassionately, effectively and professionally to the health and well-being of LGBTQ2S patients.

This session provides you with an overview of how to recognize and respond to IPV, including epidemiology, signs and symptoms of exposure, approaches to assessment (including safety) and response (including referrals).

The overarching purpose of this session is sensitize students to the importance of spirituality and spiritual caregiving in health care, and provide resources towards students’ growth-of-capacity in providing a basic level of spiritual care.

This session focuses on the complex psychosocial issues that underlie addictions and is designed to complement your knowledge of the neurophysiological mechanisms of addiction. This session builds on your understanding of trauma as there is a strong connection between trauma and addiction. It also builds on your understanding of the relationship between gender and health outcomes as gender is an important variable in addiction.

This session explores various aspects of culture. We begin with a large group session that examines the ideas behind the notion of "cultural competence", using a social science perspective. The focus then turns to cross-cultural communication skills, and the development of a practical framework that can be used to enhance communication across cultural barriers. In the small group sessions, we will be welcoming visitors who are newcomers to Canada.

This session will explore issues related to how we incorporate various pieces of information (i.e. from research, from patients) to make medical decisions.

This session will assist students to critically analyze the social structures of power and privilege and how these may be operating in ways that marginalize less powerful groups.

Dr. May Cohen is a brilliant Canadian physician and women’s rights trailblazer. For over 60 years, she has advocated powerfully in Canada and internationally for women’s reproductive rights, women’s health and women physicians’ advancement — and in the end, for us all.

The purpose of this session is to increase the capacity of medical students to respond compassionately, effectively and professionally to the health and well-being of LGBTQ2S patients.

This session provides you with an overview of how to recognize and respond to IPV, including epidemiology, signs and symptoms of exposure, approaches to assessment (including safety) and response (including referrals).

This session will introduce the concepts of trauma and trauma-informed care to medical students. This session emphasizes the importance of identifying trauma and the impact on health. It builds on and extends the skills learned in the communication domain and reinforces concepts from the session on narrative medicine by emphasizing the importance of respectful and effective interactions with trauma survivors and helping students to appreciate the healing power in these interactions.

Bias in anatomy.

Residential school system and current impacts of health care access for Indigenous people. Colonialism - Residential School Experience.

This session addresses the health of Indigenous people and the important determinants from an Indigenous perspective. Through this session students will begin to address the First Nations, Inuit and Metis Health Core Competencies in the area of Medical Expert and Professional.

Residential school system and current impacts of health care access for Indigenous people. Colonialism - Residential School Experience.

This session addresses the health of Indigenous people and the important determinants from an Indigenous perspective. Through this session students will begin to address the First Nations, Inuit and Metis Health Core Competencies in the area of Medical Expert and Professional.

This session explores various aspects of culture. We begin with a large group session that examines the ideas behind the notion of "cultural competence", using a social science perspective. The focus then turns to cross-cultural communication skills, and the development of a practical framework that can be used to enhance communication across cultural barriers. In the small group sessions, we will be welcoming visitors who are newcomers to Canada.

This session is a continuation of our examination of Health Inequities which began with the Code Red presentation in August. It will provide a review of the Social Determinants of Health and consider health indicators, with a special focus on income and social status.

This session will introduce the concepts of trauma and trauma-informed care to medical students. This session emphasizes the importance of identifying trauma and the impact on health. It builds on and extends the skills learned in the communication domain and reinforces concepts from the session on narrative medicine by emphasizing the importance of respectful and effective interactions with trauma survivors and helping students to appreciate the healing power in these interactions.

Residential school system and current impacts of health care access for Indigenous people. Colonialism - Residential School Experience.

This session will assist students to critically analyze the social structures of power and privilege and how these may be operating in ways that marginalize less powerful groups.

This session explores various aspects of culture. We begin with a large group session that examines the ideas behind the notion of "cultural competence", using a social science perspective. The focus then turns to cross-cultural communication skills, and the development of a practical framework that can be used to enhance communication across cultural barriers. In the small group sessions, we will be welcoming visitors who are newcomers to Canada.

Dr. May Cohen is a brilliant Canadian physician and women’s rights trailblazer. For over 60 years, she has advocated powerfully in Canada and internationally for women’s reproductive rights, women’s health and women physicians’ advancement — and in the end, for us all.

This session addresses the health of Indigenous people and the important determinants from an Indigenous perspective. Through this session students will begin to address the First Nations, Inuit and Metis Health Core Competencies in the area of Medical Expert and Professional.

The purpose of this session is to increase the capacity of medical students to respond compassionately, effectively and professionally to the health and well-being of LGBTQ2S patients.

This session provides you with an overview of how to recognize and respond to IPV, including epidemiology, signs and symptoms of exposure, approaches to assessment (including safety) and response (including referrals).

This session focuses on the complex psychosocial issues that underlie addictions and is designed to complement your knowledge of the neurophysiological mechanisms of addiction. This session builds on your understanding of trauma as there is a strong connection between trauma and addiction. It also builds on your understanding of the relationship between gender and health outcomes as gender is an important variable in addiction.

This session will assist students to critically analyze the social structures of power and privilege and how these may be operating in ways that marginalize less powerful groups.

This session explores various aspects of culture. We begin with a large group session that examines the ideas behind the notion of "cultural competence", using a social science perspective. The focus then turns to cross-cultural communication skills, and the development of a practical framework that can be used to enhance communication across cultural barriers. In the small group sessions, we will be welcoming visitors who are newcomers to Canada.

This session provides you with an overview of how to recognize and respond to IPV, including epidemiology, signs and symptoms of exposure, approaches to assessment (including safety) and response (including referrals).

This session will introduce the concepts of trauma and trauma-informed care to medical students. This session emphasizes the importance of identifying trauma and the impact on health. It builds on and extends the skills learned in the communication domain and reinforces concepts from the session on narrative medicine by emphasizing the importance of respectful and effective interactions with trauma survivors and helping students to appreciate the healing power in these interactions.

Residential school system and current impacts of health care access for Indigenous people. Colonialism - Residential School Experience.

This session focuses on the complex psychosocial issues that underlie addictions and is designed to complement your knowledge of the neurophysiological mechanisms of addiction. This session builds on your understanding of trauma as there is a strong connection between trauma and addiction. It also builds on your understanding of the relationship between gender and health outcomes as gender is an important variable in addiction.

This session explores various aspects of culture. We begin with a large group session that examines the ideas behind the notion of "cultural competence", using a social science perspective. The focus then turns to cross-cultural communication skills, and the development of a practical framework that can be used to enhance communication across cultural barriers. In the small group sessions, we will be welcoming visitors who are newcomers to Canada.

This session addresses the health of Indigenous people and the important determinants from an Indigenous perspective. Through this session students will begin to address the First Nations, Inuit and Metis Health Core Competencies in the area of Medical Expert and Professional.

The purpose of this session is to increase the capacity of medical students to respond compassionately, effectively and professionally to the health and well-being of LGBTQ2S patients.

This session provides you with an overview of how to recognize and respond to IPV, including epidemiology, signs and symptoms of exposure, approaches to assessment (including safety) and response (including referrals).

This session will introduce the concepts of trauma and trauma-informed care to medical students. This session emphasizes the importance of identifying trauma and the impact on health. It builds on and extends the skills learned in the communication domain and reinforces concepts from the session on narrative medicine by emphasizing the importance of respectful and effective interactions with trauma survivors and helping students to appreciate the healing power in these interactions.