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March 28, 2023 @ 1:00 - 2:00 pm ET


  • 5 min: Introduction by Emine Ercikan Abali
  • 10 min: Dr. Chan: Review of Competency Based Medical Education (CBME), Entrustable Professional Activities (EPA) and Outcome-based education (OBE)
  • 10 min: Dr. Kulasegaram: Alignment/Integration/Assessment
  • 10 min: Dr. Amiel: AAMC Core EPAs Pilot: Lessons Learned and Implications for CBME
  • 10 min: Dr. Ma: Lessons Learned
  • 15 min: Q&A


Dr. Teresa Chan is an associate professor at McMaster University. Currently, she is the Associate Dean, Continuing Professional Development. She previously was the Assistant Dean, Program for Faculty Development in the Faculty of Health Sciences at McMaster from 2019-2021. She was the founding Competency Committee director for the RCPSC emergency medicine residency program. She has also recently completed her term as the Director of the McMaster Area of Focused Competency for Clinician Educators (2018-2021).

She is a nationally-recognized researcher & educator. She has received the 2021 Early Career Medical Educator's Champion award, the 2019 Canadian Association of Medical Education Meridith Marks New Educator Award, the 2020 Ian Stiell Researcher of the Year award from the Canadian Association of Emergency Physicians, 2017 Young Educator's Award from the Association of Faculties of Medicine of Canada, and 2021 Royal College Award for Early-Career Leadership in Medical Education. In 2021, she was also selected as one of McMaster's University Scholars for a four-year term, an award given to only a handful mid-career researchers within the entire university. 

She is the national RCPSC's Specialty Committee Chair of the Clinician Educator Area of Focused Competency program. She serves on the editorial boards of six journals including: Academic Medicine, Journal of Graduate Medical Education, Perspectives in Medical Education, AEM Education & Training, and the Journal of Education and Training in Emergency Medicine (JETem). Dr. Chan completed her medical school at Western University (Go Meds2008!), and then completed her residency in the RCPSC emergency medicine training at McMaster University. In 2016, she completed a Masters of Health Profession Education at the University of Illinois at Chicago.

Dr. Chan is very well known for her scholarship in faculty development and online education research. She is one of the founding members of the METRIQ Study group. She is the Chief Strategic Officer for the CanadiEM digital community of practice. She is a Senior Advisor of the international Faculty Incubator program for the Academic Life in Emergency Medicine (ALiEM) group. For ALiEM, she has also served on their Editorial Board and was a lead of the Medical Education in Cases Series ( Dr. Chan is also interested in developing medical education innovations (and evaluating them!). For instance, she has co-developed and led the evaluation serious game about emergency department flow called GridlockED (

Kulamakan (Mahan) Kulasegaram, DFCM, PhD is an Associate Professor and Director of the Office of Education Scholarship at University of Toronto. Dr. Kulasegaram's research examines educational assessment from both a psychometric and cognitive perspective. His work aims to advance assessment theory and practice by conceptualizing assessment as an instructional and advancement opportunity. This involves re-examining the entire context of assessment - the objectives, process, tools, learners, and raters - from theoretical perspectives informed by cognitive theory and best evidence on measurement. His other interest is in how assessment data can be used to inform and assist learners, teachers, and program leaders. In this area, he studies the social and scientific value of 'Big Data' in medical education.

Dr. Terence P. Ma, PhD, MBA is a consultant specializing in medical education, assessment, data requirements for medical education. He has been a funded research scientist, educator, course director, department chair, assistant dean, associate dean, and chief information officer at a health sciences university. He has helped start three new medical schools and has worked in allopathic (MD) and osteopathic (DO) medical schools. He is a classically-trained anatomist and has recently developed a competency-based, non-cadaveric, virtual, clinical anatomy program integrated with imaging that is integrated across four years of undergraduate medical education.

His research focuses on the issue of how “we” know that students learned what the faculty said they would teach. He is interested in the intersection between medical education and technology, focusing on the application of contemporary medical education approaches, assessments, evaluations, technology, and implementation of competencies and competency standards. He has been a part of developing competency standards with IEEE and MedBiquitous representing health sciences education. Additionally, he chairs the Open Competency Network (OCN); an international committee focused on competency structures in the learner-earner spectrum.

Jonathan Amiel, M.D. is a Professor of Psychiatry and Senior Associate Dean for Innovation in Health Professions Education at Columbia University’s Vagelos College of Physicians & Surgeons. He is also an Attending Psychiatrist at NewYork Presbyterian and the New York State Psychiatric Institute.

Dr. Amiel obtained his bachelor's degree in biology from Yale University and his MD from Columbia. He is past chair of the Association of American Medical Colleges’ (AAMC) Organization of Resident Representatives and Northeast Group on Educational Affairs and led its Core Entrustable Professional Activities pilot. He served on the Advisory Committee for the Gold Humanism Honor Society and chaired its Membership Committee.

Dr. Amiel’s work focuses on competency-based education and its relationship to the development of health professionals' identities. In his work, he partners with educators across the medical school, medical center, university, and colleagues in national and international professional societies to advance the training of health professionals to optimally meet the evolving needs of the public. The overarching goal is to ensure that training is intentional, just, and aligned with public health needs - including developing our next generation of clinician scientists, educators, and advocates.


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