PRACTICE

Activity 2: Pause and Contemplate

While we have used the provocation and response format previously, we will now introduce another way to spark critical reflection called pause and contemplate.

Genuinely valuing lived experience can support a dialogic learning environment. However, doing so while teaching the bioscientific research bases of health issues and needs can potentially be challenging. 

  • How might you go about working to value the knowledge, experience, and contributions of all learners, within the context of health professions education, while also valuing bioscientific knowledge and evidence? 
  • What challenges might you encounter, and how might you handle them?

Use the above prompts to think with a group (ideally) or reflect on your own.


Teaching for Transformation (TforT) OS is a suite of offerings including online education supplements, annual conference, and custom consultations. TforT is brought to you in partnership by the Centre for Faculty Development and the Centre for Advancing Collaborative Healthcare & Education, extra-departmental units of the University of Toronto, hosted at Unity Health Toronto and University Health Network, respectively.

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