AM Workshops

Room: TBC

Authors/Presenters: Batya Grundland, Nikki Woods,

Description:

Technology-Mediated care, such as virtual care, has remained a core component of clinical practice since the COVID-19 pandemic and is a national family medicine curricular priority in Canada. However, the ways in which clinical reasoning of expert clinicians is impacted by the integration of technology into care remain poorly understood. This research project systematically explored the ways in which clinical reasoning is transformed in virtual care settings. This session will describe the key components of clinical reasoning in technology-mediated care and the ways in which it differs from in-person care using the results of our work. Participants will have the opportunity to reflect on their own practices and consider ways to adapt their clinical reasoning to the virtual setting. Key messages for teaching and assessing clinical reasoning in technology-mediated care will also be discussed.

At the conclusion of this activity, participants will be able to:

1. Identify the ways in which clinicians adjust their clinical reasoning when caring for patients using various technologies based on up-to-date scholarship.

2. Reflect on their own practice of using technologically mediated care and how it differs from in-person care

3. Adopt best practices in clinical reasoning for various forms of technology-mediated care and teach those practices to learners

Room: TBC

Authors/Presenters: Archna Gupta, Gary Bloch, Nassim Vahidi-Williams, Radhika Gandhi, Talia Levit, Maryela Arulappah, Noor Ramji,

Description:

An individual's health is shaped by the social, economic, and political context in which they reside. These influences are collectively referred to as the "social determinants of health"—the conditions into which people are born, and in which they grow, live, work, and age. There is considerable evidence demonstrating that Canadians experience differing treatment within the health care system based on factors such as age, gender, race, and other social characteristics. A significant barrier to understanding inequities within health care organizations is the lack of individual-level data.

The St. Michael's Academic Family Health Team has substantial experience in systematically collecting social needs and demographic information from primary care patients to enhance understanding of their patient population and inform the optimization of care delivery.

Over the past three years, we have:

• Implemented routine collection of social needs and demographic data across our Family Health Team, achieving a completion rate exceeding 45% among patients who received the questionnaire

• Designed and tested strategies to improve data completion rates among harder-to-reach populations.

• Supported eight other DFCM sites to initiate or advance the collection of social determinants of health data.

• Hosted a health equity data workshop with stakeholders to discuss the utilization and governance of social needs and demographic data in our primary care setting

This interactive workshop is aimed at primary care teams interested in establishing structures to routinely collect social needs and demographic data, as well as those who are already doing so but wish to boost participation, make better use of their data, or improve governance practices. Participants will receive practical resources, actionable strategies, and opportunities to share and learn from each other's expertise and experiences of collecting social needs and demographic data in primary care settings.

In conclusion of this activity, participant will be able to:

• Understand essential steps, enablers and barriers to implementing routine collection of social needs and demographic information using a patient-centred, equity-focused approach.

• Identify approaches to collecting social needs and demographic data from diverse patient populations.

• Learn when and how to utilize collected data within your settings and key considerations for data governance.

Room: TBC

Authors/Presenters: Jennifer Wilson, Margarita Lam-Antoniadeas, Kim DeSouza, Nour Khatib, Ian Drennan, Jamie Rodas, Katherine Rouleau,

Description:

As primary care enters the digital era, global partnerships are increasingly built on virtual platforms, online courses, and remote collaboration. While digital tools expand reach and efficiency, they do not automatically create trust, leadership capacity, or sustainable system change. This interactive workshop explores how transformative primary care partnerships are socially constructed—through leadership, presence, reciprocity, and social influence—supported, but not replaced, by technology.

By the end of this workshop, participants will be able to:

1. Describe how social influence and leadership shape effective primary care partnerships beyond digital platforms

2. Identify when blended (in-person + virtual) educational models improve equity, trust, and learning outcomes

3. Apply partnership principles from global collaboration to leadership, teaching, and system change in Canadian primary care

Room: TBC

Authors/Presenters: Abbas Ghavam-Rassoul, Judith Peranson,

Description:

Multiple pressures are increasing demand for clinical preceptorship in health professions education, including the creation of new medical schools, expanding enrolments and persistent shortages in health human resources. Furthermore, medicine is increasingly practiced in a team-based environment, expanding opportunities for groups of students to learn together. Consequently, clinical teachers are now more frequently tasked with supporting multiple learners from different levels concurrently in a given practice environment. Education challenges faced include appropriately targeting practice exposure to different competency levels, ensuring relevance and content level of learning materials, and negotiating one’s own cognitive load whilst supporting multiple learners in the provision of excellent clinical care. This workshop aims to equip clinician teachers with tips and strategies to efficiently and effectively support learning in this challenging environment.

The workshop will begin with an exploration of several relevant education theories and models. This will be followed by application of models to real life examples provided by facilitators and participants. Throughout the session activities such as think-pair-share, small, and large group discussions will allow participants to share their own struggles and expertise. Participants will be encouraged to exchange tips and tricks as well as brainstorm ideas for challenges faced in their home teaching environment. Participants will leave the session with several strategies to experiment with, (and to share with their peers) the next time they supervise multiple learners at the same time.

In conclusion of this activity, participant will be able to: 1. Describe the opportunities and challenges encountered when working with multiple learners concurrently in the clinical setting

2. Recognize the value of role modelling and working with a near peer

3. Select a time-efficient teaching strategy to try the next time you are working with learners at multiple levels

Room: TBC

Authors/Presenters: Chris Gilchrist, Rajesh Girdhari,

Description:

This hands-on faculty development workshop integrates foundational concepts, practical experimentation, and critical appraisal of artificial intelligence (AI) from a medical education lens. Designed for educators across clinical and academic roles, the session frames AI not as a replacement for educational expertise, but as a tool whose value depends on intentional, reflective, and ethically grounded use. The workshop prioritizes experiential learning and collective sense-making over didactic instruction.

Participants will actively engage with a range of contemporary AI tools through guided, small-group activities focused on authentic educational tasks. These include exploring AI-supported approaches clinical learning (e.g., AI-scribes, Clinical decision support, feedback generation) as well as using AI to support educational development, such as creating teaching materials, supporting scholarship, or streamlining academic workflows. Facilitators with expertise in medical education, digital health, and AI will support hands-on exploration and prompt iterative experimentation.

A central feature of the workshop is structured critical reflection. Participants will examine AI outputs in real time, interrogating accuracy, educational appropriateness, and alignment with pedagogical goals. Facilitated discussion will focus on how AI may influence learner autonomy, clinical reasoning, and psychological safety. In addition, we will reflect on where AI introduces meaningful risk or unintended consequences. The session emphasizes practical discernment: helping faculty decide when AI adds educational value or when caution is warranted.

In conclusion of this activity, participants will be able to:

1. Apply selected AI tools to authentic clinical and educational tasks in order to explore their potential roles in medical education.

2. Analyze AI-generated outputs for accuracy, educational appropriateness, and alignment with pedagogical goals, with attention to impacts on learner autonomy, clinical reasoning, and psychological safety.

3. Evaluate the benefits, limitations, and risks of AI use in educational contexts and justify informed decisions regarding when AI meaningfully adds value and when restraint is warranted.

Room: TBC

Presenter: KitShan Lee, Samantha Green, Katherine Yu, Laura Feldman, Marlee Vinegar,

Description:

Planetary Health is defined by the Planetary Health Alliance as ‘a solutions-oriented, transdisciplinary field and social movement focused on analyzing and addressing the impacts of human disruptions to Earth’s natural systems on human health and all life on Earth.’ It is also a call to action: a planetary health lens encourages people to look for solutions for a more resilient future. This concept is especially pertinent now in the face of the climate emergency, with a prediction of additional 250,000 deaths after 2030. For the family physician, meaningful changes can be understood on multiple scales of impact, from micro to meso to macro.

In Canada, healthcare is responsible for more than 4.5% of all greenhouse gas (GHG) emissions, equivalent to those of the aviation industry. Incidents of illness related to climate change have increased dramatically in recent years. Practical changes to our existing healthcare delivery model can improve both human health and the health of our planet. These steps can be taken at every level, from individual medical practice to technological and health system innovations to changes in government policy.

With upcoming planetary health objectives proposed in CANMEDS2025, this workshop will introduce and review the concepts of planetary health using a case-based learning module for both learners and teachers. A complementary e-module is available online which can be done prior or after the workshop.

https://rise.articulate.com/share/DcYCoaIt75885kj403ISZbneuu3sFrbd#/

In conclusion of this activity, participants will be able to:

Understand the multidimensional relationship between planetary and human health

● Better educate patients on the co-benefits of sustainable lifestyles

• Support vulnerable patients with co-morbid conditions during extreme weather events

• Apply methods to reduce unnecessary healthcare utilization

• Advocate for the protection of planetary health at the micro, meso, and macro levels

Room: TBC

Authors: Carrie Bernard, Kristina Powles, Peter Selby, Jennifer Wyman,

Description:

Digital tools for managing mental health and substance use appeal to both patients and physicians given challenges that often present in accessing formal services. Mental health apps have been promoted, particularly during the COVID-19 pandemic, as a low cost and scalable strategy to increase support to individuals with limited access to care, and to help build skills, track behaviours and provide feedback for a variety of conditions. More recently, AI tools including chatbots have attracted interest as inexpensive and flexible alternatives to psychotherapy.

Evidence for the benefit of technology for mental health and substance use is limited. It can also be difficult to determine whether apps are evidence-based and credible, how they protect data and privacy, and how they address equity and cultural safety. Moreover, at a time when youth are spending an inordinate amount of time on social media, it is important to consider the potential negative impact of endorsing more time with technology.

This workshop will describe the Mental Health Commission of Canada’s framework for evaluating apps. Using case studies, we will review the benefits, risks and limitations of digital technology for mental health and addictions, describe specific tools, and develop an approach to when and how to integrate them into clinical care.

‍ ‍In conclusion of this activity, participants will be able to:

1. Provide individualized, evidence-based menopause management.

2. Reflect on the utility of technological tools to improve clinical care

Room: TBC

Authors: Susan Goldstein

Description:

The MQ6 Menopause Management Tools © website, www.mq6.ca, was developed to house clinical and interactive content to address clinical knowledge gaps which limit effective menopausal care. Website content was informed by recent literature and expert consensus, and peer-reviewed by a multidisciplinary panel of Canadian menopause experts. It was subsequently evaluated for relevance and usability by healthcare professionals, trainees, and members of the public, with positive feedback. Launched on March 31, 2023, the site supports menopausal assessment and management through clinical tools, counselling resources, and links to additional references. Since inception, site traffic has multiple exponentially and international uptake has been robust: validating the need for this type of technological assistance.

After a review of the website and tool development process, the workshop will focus on how to effectively utilize the assessment, decision management, counselling and other tools in order to provide individualized evidence-based menopause care.

In conclusion of this activity, participants will be able to:

1. Provide individualized, evidence-based menopause management.

2. Reflect on the utility of technological tools to improve clinical care

Room: TBC

Please visit the Oral Papers page for more information on the presentations during this session.

Embedding AI-Enabled Clinical Decision Support in Primary Care to Improve Type 2 Diabetes Quality Standards: A Pragmatic Pilot in Mid-West Toronto
Presenters: Noah Crampton

Impact of COVID-19 telehealth transition on access to primary care: a scoping review using a systematic approach
Presenters: Javier Silva-Valencia

Reducing Administrative Burden in Primary Care Through Ambient Scribe Technology - A Multi Partner Change management and Evaluation Initiative
Presenters: Rajesh Girdhari

Survey of AI in Ontario Clinics: Who’s Using It, What’s Blocking It, and What’s Next
Presenters: Rosemarie Lall

The Quiet Digital Commercialization of Primary Care Records
Presenters: Danyaal Raza

Room:

Please visit the Oral Papers page for more information on the presentations during this session.

Addressing Opioid-Related Stigma Through First Aid Response Training: A National Pre-Post Survey Evaluation
Presenters: Alexandra Kubica

COVID-19 Immunization Among Individuals with Opioid Use Disorder in Ontario
Presenters: Anna Subic, Aaron Orkin,

Developing a Community-Informed TGD Health Curriculum.
Authors/Presenters: Jordan Goodridge, James Owen,

Developing a Primary Care Severe Asthma Registry: E-Delphi Consensus on Registry Entry Criteria and a Clinician Behavior Index
Presenter: Ijeoma Itanyi, Karen Tu

Opioid agonist therapy in Canada: Lessons from pandemic-era policy reforms
Presenter: Andrea Bowra