Medical Education Fellowship

The Medical Education Fellowship is a rigorous advanced professional development program intended to strengthen the practice of medical education by developing leadership, teaching, curriculum design and education research skills of practitioners.

Program Objectives

By the end of the program learners will be able to:

  • Recognize social, political and scientific forces that influence the medical education system within the ever changing health care setting
  • Effectively apply the principles of education when teaching in a classroom or a clinical setting
  • Design effective and innovative inter-professional educational programs in a scholarly manner
  • Select and implement comprehensive evaluation techniques linking education to health care professionals' performance and patient outcomes
  • Implement assessment methods for meaningful formative and summative feedback to faculty and students
  • Apply the principles of leadership and management as they relate to the medical education setting
  • Appraise the scholarly literature of general education and medical education
  • Apply skills and appropriate use of educational technology

Target Audience

Current or prospective faculty members from any recognized health care profession or specialty who are practicing in their fields

Program Length

This program can be completed in one year full time


Successful completion of the program leads to a Departmental Certificate of Completion issued by the Department of Family and Community Medicine, University of Toronto.

Fellows are evaluated on each component on a pass / fail basis. There is no terminal examination or thesis. All components must be passed.

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Program Requirements

The academic content of the Medical Education Fellowship consists of core courses, experiential practicum learning and additional selective courses and scholarly activities.

Successful completion of the Medical Education Fellowship necessitates completion of the requirements outlined below to the satisfaction of the Program Director.

Regular Meetings with the Program Director

Full-time Fellows will be expected to meet with the Program Director within 1-2 months of beginning their program and approximately every 3 months thereafter to review their progress and objectives. Part-time Fellows are expected to meet with the Program Director every 6-12 months.

Required Courses

  • FD07: Teaching & Learning in the Health Professions (A): Principles and Theories
  • FD08: Teaching & Learning in the Health Professions (B): Practical Issues and Approaches 

One (1) pair of Medical Education courses selected from the list below and approved in advance by the Program Director.

  • FD09: Continuing Education in Health Professions
  • FD11: Continuing Education - Planning, Management and Evaluation


  • FD14: Curriculum Foundations in Field-based Education
  • FD15: Assessment and Evaluation Issues in Field-based Education

Required Practica

  • FD90: Education/Teaching Practicum 
  • FD91: Research/Creative Professional Activity 

Selective Courses

  • Four (4) elective courses from the AFGS course menu
  • Other courses (optional)


Dr. Nooran Badeeb is an Ophthalmologist with a specialization in Neuro-ophthalmology and Adult Strabismus Surgery. She is an Assistant Professor and Medical Education Director at the Ophthalmology Department of the University of Jeddah in Jeddah, Saudi Arabia. Concurrent with a fellowship in Neuro-ophthalmology and Adult Strabismus Surgery in December 2021 at the University of Ottawa, Dr. Badeeb completed the Medical Education Fellowship from October 2019 to December 2021.

Why did you choose the Medical Education Fellowship program?

I hold an academic position at the University of Jeddah, where I deal with medical students; this fellowship was a starting point for developing myself as a teacher with the best possible tools.

What are the best parts of the program?

The one-to-one mentorship guidance that led to my professional growth.

Who would you recommend this program to?

Medical professionals who are interested in developing new programs or who are keen on progressing in their academic profession.

How are you using the program post-graduation in your career?

I have made significant contributions to medical education and quality improvement. I established a Medical Education section and played various roles in the quality improvement department, including curriculum development and revision. Additionally, I am involved in the simulation skill lab committee, research supervision, and examination committees for post-graduate exams. I organized the first Neuro-ophthalmology conference in Saudi Arabia and established a specialized Neuro-ophthalmology rotation for the Ophthalmology Residency program.