Hot Topics in Health Professions Education

A seminar series for educational leaders and those who teach, the Hot Topics in Health Professions Education sessions are designed to provide attendees educational foundations in: pedagogical evidence, areas of controversy, and emerging ideas in health professions education. Hot Topics in HPE are held on the fourth Tuesday of every other month, from 12:00-1:30pm, with videoconference access to all distributed sites.

Examples of topics may include: theories of learning, identity formation, competency-based curriculum, clinical decision-making, feedback, assessment, and much more!

While these sessions are a component of the Educators Leadership Program (ELP), the Hot Topics in HPE series is open to CHES members, the health professions education community at UBC, and anyone else who is interested in health professions education.

Learning Objectives:
By the end of the session, participants will be able to:

  1. Describe the foundational elements of teaching and learning that supports this hot topic.
  2. Discuss how this hot topic has or could be applied to their educational leadership setting/context.

For questions, feedback, topic and/or presenter suggestions, or to request a calendar invite to Hot Topics in Health Professions Education, please contact:

January 2019 Hot Topics

Reflecting on What? The Difficulty of Noticing Formative Experiences in the Moment

Dr. Cheryl Holmes

Date: Tuesday, January 22, 2019

Time: 12:00pm to 1:30pm


  • LSC 1312 (host venue)
  • DHCC 2262
  • SHY E409
  • NHSC 9-374
  • RJH CA 011



While the process of reflection has received increasing attention in medical education, the content of students’ reflections has been less fully explored. In addition to describing a course to support the process of collective and guided reflection, we identified that the reflections our students brought to the group discussions were dominated by their observations of others’ behaviours rather than their own experiences of struggling with the pressure to conform. Thus, we raises questions about how this selective identification of moments on which to reflect might undermine the value of guided, collective reflection for recognizing and resisting one’s own enculturation.


  1. Discuss the hidden curriculum and its role in the professionalization of learners
  2. Discuss the role of reflection in supporting learners in their enculturation experience
  3. Brainstorm ways to tag subtle moments of enculturation for later reflection

Accredited by UBC CPD



The University of British Columbia Division of Continuing Professional Development (UBC CPD) is fully accredited by the Committee on Accreditation of Continuing Medical Education (CACME) to provide study credits for continuing medical education for physicians. This program meets the certification criteria of the College of Family Physicians of Canada and has been certified by UBC CPD for up to 20 (1.5 per session) Mainpro+ Group Learning credits. Each physician should claim only those credits he/she actually spent in the activity.

RCPSC Accreditation

Hot Topics in Health Professions Education is a self-approved group learning activity (Section 1) as defined by the Maintenance of Certification Program of the Royal College of Physicians and Surgeons of Canada.